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Consulting, Collaborating and Coaching in the Schools Training on Demand Series Set 1-Module 1 TASN Au,sm and Ter,ary Behavior Supports is par,ally funded through Part B funds administered by the Kansas State Department of Educa,on's Special Educa,on Services. TASN Au,sm and Ter,ary Behavior Supports does not discriminate on the basis of race, color, na,onal origin, sex, disability, or age in its programs and ac,vi,es. The following person has been designated to handle inquiries regarding the non-‐discrimina,on policies: Deputy Director, Keystone Learning Services, 500 E. Sunflower, Ozawkie, KS 66070, 785-‐876-‐2214
Our goals for module 1 1. Learn skills needed to build learning focused relationships with adults 2. Develop understanding of the continuum of learning-focused interaction : consulting, collaborating and coaching "No significant learning takes place without a significant relationship.“ Dr. James Comer
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The need to build learning-focused relationships develops when we are asked to: • • • •
Consult Supervise Inform Take part
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Benefits • Better problem solvers • Programs function more effectively • Staff “buy in” • Novice and veteran teachers alike continue to develop
Let’s address the elephant in the room (Unwillingness to change)
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What we can do • Seek individuals willing to make positive changes. • Make sure everyone is working toward the same goal. • Identify skills needed by team. • Work on small changes and celebrate!
Sometimes it is not the quality of our advice, it is how we share the advice that trips us up.
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Advice Trip Up #1 –“Do it because I said so” Giving advice without adequate discussion
Advice Trip Up #2- Information Minimus
The best laid plans can be sabotaged unknowingly by uninformed adults.
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Advice Trip Up #3 –Underestimating School Culture The culture of a school consists primarily of the underlying norms, values, and beliefs that teachers and administrators hold about teaching and learning. Dr. Kent D. Peterson.
If we do not connect our recommendations with existing school expectations and initiatives, we are adding a burden to the teacher’s already stressful duties.
Change takes time
“It takes time to create excellence. If it could be done quickly, more people could do it.” John Wooden
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Our ability to communicate with one adult can impact the attitude of a whole building.
Expanding access
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Lets look at a student’s world How many adults interact with just one of your students though out their school day?
Pause and Discuss
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Function of a learning-focused relationship • Offer support • Create challenge • Develop a vision “Even if you're on the right track, you'll get run over if you just sit there." Will Rogers
Offer Support • • • • •
Listen without talking Acknowledge the other person’s concerns Be “home base” not “it” Offer resources Discuss
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Offer Support + Create Challenge When we offer support alone
– More dependence on others for solutions – Less likely to stay on course when problems arise – Less likely to think on their feet
Create Challenge • Identify a goal • Have goal driven conversations • Make data collection the rule • Be thought provoking!
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Provide Support + Create Challenge + Encourage a Vision
Individuals must have a willingness for self-change and recognize the need for systems change. No goals - No focus. Vision fosters an increase in self-directed learning which is the catalyst for change.
Encourage Vision Understand the purpose of your discussion Discuss professional goals Determine expectations Develop an action plan Encourage interaction with others who can teach new ideas • Model a professional attitude! • • • • •
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“The art of teaching is the art of assisting discovery.” Mark Van Doren
Blog.fieldid.com/tag/scaffolding-‐safety/
THE CONTINUUM OF LEARNING-FOCUSED INTERACTION: CONSULTING, COLLABORATING AND COACHING
A continuum of interaction
Mentoring Matters Lipton, Wellman, & Humbard, 2003
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Consulting
• Consulting implies that you provide support by sharing information. • Ideas are generated by the consultant.
Lipton and Wellman’s strategies for Consultation 1. Think Aloud 2. Offer a Menu 3. Produce an Idea Bank 4. Conduct a Model 5. Review Tapes of Others Teaching
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Cues that you are in the role of a Consultant Mentoring Matters – Lipton, 2003
• Using a credible voice • Sitting up straighter or leaning back a bit from the table • Using the pronoun “I” • Using bookmarking phrases for emphasis such as: “It’s important to_________” “Pay attention to_________”
Cautions for Consulting Mentoring Matters – Lipton & Wellman, 2003
• May build dependency on the mentor for problem-solving • Advice without explanation does not develop abilities to address new problems
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Collaborating
• Collaboration implies that support is provided through the co-development of ideas and information. • Problem-solving and decisionmaking are shared
Lipton and Wellman’s strategies for Collaboration 1. Brainstorm 2. Co-planning/Co-teaching 3. Study Buddies 4. Design and Conduct Action Research 5. Explore Case Studies
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Physical cues that you are collaborating Mentoring Matters – Lipton & Wellman, 2003
• Using a confident approachable voice • Sitting side-by-side, focused on the common problem • Using the pronouns “we” and “us” • Using phrases such as: “Let’s think about it_______” “How might we_________?”
Cautions for Collaborating
Mentoring Matters – Lipton & Wellman, 2003 Qsafesps.com.au
• One person’s enthusiasm may override the initial intention to co-create. • Collaboration then becomes consultation in disguise.
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Coaching • Coaching fosters self-directed learning by supporting the thinking and problem solving process. This increases ability to reflect on practices, plan and make informed decisions. • The coach acts as a guide. • The person being coached is the primary idea generator.
Lipton and Wellman’s strategies for Coaching 1. Maintain a nonjudgmental stance 2. Inquire 3. Reflect on goals
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Cues that you are coaching Mentoring Matters – Lipton & Wellman, 2003
• Using an approachable voice • Attending fully and maintaining eye contact • Using the pronoun “you”, as in “so you are concerned about….” • When responding, using a pattern of pausing, paraphrasing, and inquiring to open thinking; or probing for specificity to focus thinking • Framing invitational questions to support thinking such as “What might be some ways to_________?” “What are some options that you are considering?”
Cautions for coaching Mentoring Matters – Lipton & Wellman, 2003
• Coaching assumes that the other party has resources for idea generation. If this is not the case, all may become frustrated.
“You can not coach out of someone what is not in them.”
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How do I know when to Move on the Continuum? • Listen to how a problem is identified and perceived by the person you are working with. • Once this has been done, you can determine with which stance to approach the problem, depending on the knowledge, skills and emotional resources of both parties.
Fieldsafety.com
Lori Chambers Regional Systems Coordinator
Jane Goetz Training Coordinator
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References • Mentoring Matters, A Practical Guide to Learning Focused Relationships by Laura Lipton, Bruce Wellman , with Carlette Humbard 2003 • Shaping School Culture: The Heart of Leadership (JosseyBass Education), By Terrence E. Deal, Kent D. Peterson • School culture presentation by Linda Nelson, Executive Director of NCAIS at SAIS New Teacher Institute 2009. http://www.slideshare.net/matt.scully/understandingschool-culture •
Learning-Focused Consultation, Promoting Growth for Beginning and Experienced Teachers by Laura Lipton, Bruce Wellman
TASN Autism and Tertiary Behavior Supports www.KansasASD.com www.TASNBehaviorSupports.com
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