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Who Own’s the Learning?Mentoring and Coaching
Creating a Culture of Inquiry
Pomaria Primary School 2013
Chic FooteHelix [email protected]://helixconsulting.wikispaces.com/Pomariahttps://www.facebook.com/HelixConsultingNZ
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Possible Areas of Focus
• Big Ideas in action
• Inquiry to learn
• Teacher’s role in learner led environments
• Role and purpose of curriculum mapping in building a collective culture of inquiry
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Guilding Questions
• Where are we now?file://localhost/Users/Chic/Documents/chic doc/Schools/Pomaria copy/Mentoring/Notes day 1.docx
• Where do we want to go?
• How will we get there?
• How will we know when we are there?
• How can we keep it going? Five Critical Questions (pg 8) Asking the Right Questions Edie L Holcomb (1996) Corwin
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Today
• What’s on Top?.• Key processes (Mapping & Learning as Inquiry)• What does it mean to be a professional? Our responsibility as
teachers.• Charter/Protocols for Mentor group.• Reflection – What is quality reflection? How do we scaffold
deep purposeful reflection with/for teachers? • Role of the teacher in Learner led environments• Checking for the effectiveness of the current culture
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Process• Identify the purpose of the group and goals for year end• Review understanding of the roles expectations and
behaviours as a coach / mentor• Examine Review outcomes to date - what is happening
and where they would like to be? -- Expected outcomes• Establish group protocols• Plan time lines and strategies • Identify Action plan and
indicators/checkpoints for each stage of the year
• Confirm dates and align to identified process
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The Pomaria Way
• Speak up - if you're having an issue - speak to the right person
• Team up - Get Connected - find the person or people that can support you.
• Stand up - and ACT! Make the change.
• What does The Pomaria Way mean for the development of a coaching culture for learning as inquiry?
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Our Goal is to.....?
Create a collective culture of inquiring to learn • Where participants show they have confidence
and capacity to take: - Ownership - Responsibility for their professional practice or learning
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Moving from where we are to where we want to be........
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Charter and ProtocolsGroup Members Identified Actions needed
Goals
Expected Outcomes
Strategies and Tasks
Guiding Principles
Based on Jan Robertson: the 3R’s for Coaching Learning Relationships
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What are we seeking.......?
What…• Intellectual independence
• Creative thinking
• Knowledge creation
How……
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The 3 R’s for Coaching (Robertson 1997)
3 R’s
• Reciprocity
• Relationship
• Reflect-on-reality
Changing & Challenging requires
• Relational trust
• Reciprocity in the learning process
• Reflection on the practice created
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Essential Elements• Responsibility and
ownership for the process to be with the learner
• Respect for knowledge that others bring to the learning process
• Trust and continuity to build stable learning relationships
Skills• Listening
• Reflective Questioning
• Self Assessment
• Goal Setting
• Feedback
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3 R’s Expectations Indicators Mentor Role
Reciprocity
Relationship
Reflect on Reality
file://localhost/Users/Chic/Documents/chic doc/Schools/Pomaria copy/Mentoring/3 R’s - Table.docx
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Building an Effective Coaching Culture
Ten Principles• Inquiry• Risk Taking & Challenge• Responsibility & Trust• Shared Learning• Support• Building Capacity• Quality, Innovation &
Improvement• Critical Thinking & Awareness• Belief Jan Robertson
An Effective Coach is:• Highly reflective
• Skilled at recognising others strengths, abilities & beliefs
• A Servant leader
• Patient
• Considers the Bus QuestionPete Hall & Alisa Simmeral: Building Teachers Capacity for Success
-A collaborative Approach for Coaches and School Leaders (ASCD 2008)
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Refletive Practice
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A Continuum of Self Reflection• Unaware stage
• Conscious Stage
• Action Stage
• Refinement stage
Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success-A collaborative Approach for Coaches and School Leaders (ASCD 2008
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Reflective Practice
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Reflective Practice• Identify problematic situations
• Observation and Analysis
• Abstract Reconceptualisation
• Active Experiementation
• Enabling individuals to uncover or discover problems
• Includes both Cognitive Aspects & Emotions/Feelings
• Research. Detached perspective
• Actively searching for new ideas and strategies
• Use information from a wide variety of sources
• Testing reconceptualisation behaviour and assumptions
Karen F Ostercamp. Robert B Kottcamp.. Reflective Practice for Educators. Corwin1993
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Reflective Questions
Examine experiences through both actions and outcomes• Why did events take place as they did? • What ideas or feelings prompted my actions? • Did my actions correspond with my
intentions?• Did my actions lead to the outcomes I
intended?
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Five States of Mind EFFICACY:• Knowing that one has the capacity to make a difference and being willing and
able to do so.FLEXIBILITY:• Knowing one has and can develop options to consider and being willing to
acknowledge and demonstrate respect for empathy for diverse perspectivesCRAFTSMANSHIP:• Seeking precision, refinement and mastery. Striving for exactness of critical
thought processes.CONSCIOUSNESS:• Monitoring one's own values, intentions, thoughts and behaviors and their
effectsINTERDEPENDENCE: • Contributing to a common good and using group resources to enhance personal
effectiveness.
Costa & Garmston. Five States of Mind www.congnitivecoaching.com
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Mediating for Self Directed LearningCoaching Response Behaviours• Acknowledge
• Pause
• Paraphrase
• Probe/Clarify
• Provide Data/Resources
Principles of Paraphrase• Attend fully• Listen with intentions to
understand• Capture the essence of the
message• Reflect the essence of voice, tone,
and gestures• Make the paraphrase shorter than
original statement• Paraphrase before asking a
question• Use the pronoun ‘you’ instead of I
Center for Cognitive Coaching www.cognitivecoaching.com Costa & Garmston
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Precision in Langauge and Thinking
Non Specific Language• GeneralisationsAll, everyone, never, forever, always• Rule wordsshould., must, necessary, can’t, have to,ought• Vague Verbsprepare,make,vthink,vdo, feel, know, learn• Vague Nouns/PronounsStudents, clients, women, they, people, parents• Comparisons (incomplete
comparators)better, larger, more profound, less useful
Probe with• Everyone?, Forever? Never? Has there
ever been a time?• What stops you?, Who made that rule?
What would happen if you did?
• Prepared specifically how?
• Which administrators specifically?
• Better than what?
Based on Richard Bandler, John Grindler, & Genie Z Laborde
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Establishing a Culture of Inquiry
file://localhost/Users/Chic/Documents/chic doc/Inquiry/TM3_ - Inquiry.pptx
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Scenario’s
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Who Owns the Learning?• Learner designed assignments and rubrics
• Capacity for world wide authentic audience
• Opportunity for intrinsic rewards
• All students contribute to learning process of class and global learners
• Critical skill is to learn how to learn
• Learners research content beyond the teachers knowledge
• More opportunities for mastery
• Students rely on teacher and class for help
• Opportunities for parents to see creative student work
• Technology used as a transformational tool to change the culture of teaching and learning