Returning SPs: Coaching for Induction I
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Returning SPs: Coaching for Induction I
- 1. SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY Welcome to Coaching for Induction Returning Support Providers October 8 & 9, 2012
- 2. Meeting Goals • Focus on Equity & Culturally Responsive Teaching • Further build Support Provider mentoring & listening skills • Consider how to apply mentoring skills to move Participating Teachers from Novice to Expert on the CTP
- 3. Constructivist Listening • Focus on the talker • Silence is fine • Respect the dyad
- 4. Constructivist Listening What is one significant event that happened at school to you today?
- 5. Learning Partners Bridge partner should be sitting next to you All other partners at different tables
- 7. Pygmalion in the classroom
- 8. Pygmalion Effect Say something • Offer an opinion • State a new idea • Note a question • pp. 1-4
- 9. Pygmalion Effect • What connections have you seen between expectations and student outcomes in your experience? • How might this be relevant to our work as mentors?
- 10. Break
- 13. Four Stances of a Learning Focused Conversation Calibration Consult Collaborate Coach Mentoring Matters - Copyright 2005 – MiraVia LLC – All rights reserved
- 14. Four Stances for Learning Focused Conversations • Read pp. 5-10 on the Four Stances • Highlight important points • Share with your Bear Republicpartner • Share by Heading • New ideas, different ideas
- 15. Four Stances for Learning Focused Conversations • Read scenarios (p. 11) • Write statement/question for each stance • Use cues on p. 10 for help
- 16. Break
- 18. Tool Kit Silence • Pause after asking a question • Pause before responding • Pause before asking your next question
- 19. Tool Kit Paraphrasing • P. 13 Summarizing & Organizing • Shifting Level of Abstraction • * A new idea • ! I agree with this • ? I wonder about this
- 20. Tool Kit Syntactical Substitutions • The Some • Could Might • Is Seems • Why What
- 21. Tool Kit • Positive presuppositions • What is your instructional objective…? • Plural forms • What are your instructional objectives…? • Exploratory language • What are some of the reasons you chose that objective…?
- 22. Tool Kit Do you have any hands-on material for this lesson? Can you think of any reasons for that behavior? What two things would you change for that assignment?
- 23. Meeting Goals • Focus on Equity & Culturally Responsive Teaching • Further build Support Provider mentoring & listening skills • Consider how to apply mentoring skills to move Participating Teachers from Novice to Expert on the CTP
- 24. Closure • Think of two ways you can use the strategies from tonight to empower your Participating Teacher to grow in their craft
- 25. Closure • Evaluations • Next Steps: Deepening Understanding/Preparation for Inquiry (see calendar) • Coaching for Induction II: December 11 & 13
Notes de l'éditeur
- Kelly4:00 – 4:01Welcome. Thank you for coming to Coaching for Induction.This is the training that I enjoy the most because the returning SPs are here. You who are really dedicated to the work of mentoring and understanding the process of induction.
- Kelly 4:02 – 4:06Purpose: Set expectations for the training.Agenda can be on a large post-it somewhere in the training room.Parking LotThis workshop is designed to engage or reengage in learning focused mentoring build your skills as a SP. One of your goals as a SP is to empower your teachers to grow.One of your roles as a mentor is to support the growth of a professional vision in your PT. By keeping this framework in mind with the induction tools, the PTs will then be able to meet the needs of the students.The professional development structure of the year is built around these three elements The trainings that are scheduled are:OrientationCoaching for Induction ICoaching for Induction IIIn orientation our goal was to prepare to work for the year in the formative assessment system, review data from the previous year and engage in reflection as part of a continuous improvement cycle. In the Coaching for Induction sessions we’re furthering the work from previous years around mentoring language and the Continuum of Teaching Practice. We’re also trying to understand what it means to bring an equity lens to the work that we do. As there is a slight shift politically and in our district from a focus on test scores to something a little deeper about what learning means; about achievement is; we go through our own evolution as teacher leaders. In tonight’s session we’re both moving backward and forward at the same time we’re revisiting mentoring skills with some greater depth than we have before, or if you’ve been an SP for a long time, then you might have in a while. We’re also considering issues of equity. This is all to lay the groundwork for our next session as we continue this work and consider how to specifically apply much of this work to the Continuum of Teaching Practice. In this groundwork we are going to look at a lot of text and digesting a lot of information
- Kelly4:06 – 4:11Purpose: Bring back the group. Set safety of the group before they begin. There will be some emotional topic. Using dyads will help with an emotional acceptance. First we’re going to spend some time getting back into the room. What we do is a difficultWhat is the purpose of listening? What are the different purposes? The type of listening we do as a mentor is distinct from the listening we do with our partner, our students, our administrator.In constructivist listening, the focus in on the talker. We listen for the person speaking. It is there time. Silence is fine. Finally, the dyad is respected. It’s a little like Vegas. What goes on in the dyad stays there. It’s not bring things up later on.We’re each going to take 3 minutesWe are going to model.
- Kelly4:11 – 4:21
- Kelly4:21 – 4:28Bridge Partner next to you.Return to your bridge partner when you’re finished.
- 4:28 – 4:34Purpose: sets up Pygmalion effectFive minute clip of the Simpsons and Bart’s experience in school.Watch clip from 4:00” – 9:38”Bart the Genius:http://www.amazon.com/gp/product/B004GWZF0S/ref=avod_yvl_watch_now
- 4:34 – 4:59References a 1968 study called Pygmalion in the classroom. HPreface article: We’re going to read this article. It provides context and language for our equity work as mentors.Use a reading strategy. Look at Laura’s strategies from working with groups. What is the purpose???
- 4:34 – 4:59Pygmalion Effect.In order to process all of the text, we will use this reading strategy.Read to each heading with your Bridge Partner.When you get to the end of the heading. Offfern an opinion, state an idea, or note a question. This is not a time for a conversation. This is just a quick sentence, and then you continue with the reading. At the end of the reading, there will be a little time for discussion.This will be the frame for our discussion tonight.We wanted to use this as our theme and context for how to have culturally responsive discussions based upon experiences as mentors. We want to provide time to wrestle with this so that we can feel more skilled to address this.
- 4:59 – 5:10Purpose:Find another set of Bridge Partners. And discuss these.Why is this relevant to our work as mentors?What connections have you seen between expectations and student outcomes in your experience?Important. How is this relevant to schools in the Almaden Valley? We need to consider the needs of all students, not just those who appear to do well. What about those students who are doing well in What is our role in facilitating a professional vision.
- 6:00 – 6:1010 mins
- 5:10 – 5:11
- 5:10 – 5:11
- 5:11 – 5:15We’re going to shift gears and think of how we might structure these conversations that we might have with our Participating teachers around expectations. This is the most difficult thing that we do. For me, I constantly struggle with making my conversations learning focused. How do we encourage growth. Just like with our students, simply saying “I want you to excel” is not going to be a successful strategy.I remember last year that part of the conversation we had was that this was not natural language when we engaged in learning focused conversations. And I think this is an important thing to recall. Some of the language we use here isn’t natural, but it is intentional because the purpose of the conversation is very specific.We move from the theoretical base, to the items we have in our tool belt. This is how we can apply our knowledge base.Grounding us in a similar space for our work. The larger purpose of an induction program is do become more competent in a professional setting. Offering supportCreating challengeFacilitating a professional visionLet’s quickly review the stances of a learning focused conversation. First, you’ll notice the addition of the calibration stance.
- 5:15 – 5:45
- 5:45 – 6:00P 53 copy
- 6:00 – 6:1010 mins
- 6:10 – 6:11
- 6:11 – 6:12We often hear about wait time for our students but don’t necessarily use it with our colleagues. Silence can sometimes be awkward. We want to fill up those empty spaces. But pausing for 3-5 seconds allows for organization thought and respects the other person.
- 6:12 – 6:37On page 17, working with your license plate partner, practice the specific types of phrasing.
- Kelly6:37 – 6:40Invitational thinking The purpose of our conversation with the PT is for them to grow by providing them with an opportunity to think about their teaching; so, we need to create a safe way for them to do that. We need to have the belief they have the ability and willingness to engage in the conversation, commonly referred to as “POSITIVE INTENTIONALITY”. We want to help them find their solutions rather than tell them what to do. It is not a natural way of speaking, and needs to be practiced by most and is utilized for the specific purpose growing teacher’s thinking. There are many skills a SP learns that assist in coaching; we will look at several of these over time. Tonight we’re going to focus on a few language substitutions that invite thinking rather so the PT can engage.
- Kelly6:40 – 6:42Invitational Thinking
- Kelly6:42 – 6:501) Identify the presupposition to each of the questions and 2) rewrite it to one that communicates a positive presupposition.
- KellyThis workshop is designed to engage or reengage in learning focused mentoring build your skills as a SP. One of your goals as a SP is to empower your teachers to grow.One of your roles as a mentor is to support the growth of a professional vision in your PT. By keeping this framework in mind with the induction tools, the PTs will then be able to meet the needs of the students.
- Kelly6:50 – 6:55What are some key learnings your taking tonight that you’ll be able to use to empower your PTs to grow? Write on a sticky note and place on the ME section of the parking lot
- Kelly6:55 – 7:00