leadership for inclusive education: a cognitive coaching approach

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Leadership for Inclusive Education: A Cognitive Coaching Approach Elizabeth B. Kozleski January 20, 2011

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Leadership for Inclusive Education: A Cognitive Coaching Approach. Elizabeth B. Kozleski January 20, 2011. The Agenda. Coaching is Part of a Learning, Improving Culturally Responsive Inclusive Education System - PowerPoint PPT Presentation

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NIUSI-Leadscape Guide for Coaching Dialogues

Leadership for Inclusive Education: A Cognitive Coaching ApproachElizabeth B. KozleskiJanuary 20, 2011

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The AgendaCoaching is Part of a Learning, Improving Culturally Responsive Inclusive Education SystemCulturally Responsive Leadership for Inclusive Education Essential for 21st CenturyResearch Foundations of Culturally Responsive CoachingBrass Tacks

http://www.niusileadscape.org/NIUSI-LeadScape is a comprehensive support system for helping school leaders transform practices to be inclusive of ALL students. The LeadScape platform connects professional learning and school improvement in a powerful, unified, system for change.

NIUSI-LeadScape supports inclusive schools with: a) ongoing, collaborative professional learning; b) tools to help educators plan universally designed, differentiated lessons so that ALL students can improve outcomes on assessments; c) topical briefs and professional learning modules to help develop culturally responsive practices to improve outcomes for ALL students; and d) accessible, comprehensible data displays to give school leaders just-in-time data for daily decision making.

In order to effectively manage these multiple levels of support, schools maintain records of universal screenings, academic and behavioral supports, and changes in student performance. NIUSI-LeadScape provides a platform for accessing these multiple sources of data in a consolidated location, with visual displays to contextualize the data within buildings and classrooms. By bringing these multiple data sources together, we give schools the ability to access both academic and behavioral progress monitoring for every student.

In addition, NIUSI-LeadScape member schools receive ongoing coaching support to help principals attend to the complex variables of school transformation using our unique Framework for Culturally Responsive Cognitive Coaching.

3Systemic ChangeCoaching is Part of a Learning, Improving Culturally Responsive System

Systemic Change Framework

5Practitioners

School

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District

Coaching: An Integral Part of the School Improvement ProcessCoaching is a tool that is used in schools in a variety of ways in order to build capacity and continually improve practice. Its a way to mediate understandings and beliefs (ways of being) in order to influence daily activities and interactions (ways of doing). This is something thats often done with a technical focus by Literacy or Curriculum coaches. For school improvement, coaching is crucial to creating substantive change, because systemic change is complex and elusive. School improvement is a long-term, complex process, and ongoing reflection is an important activity for school leaders to be able to review progress, identify new areas of focus, and ensure that efforts are strategic and purposeful.

9Culturally Responsive Leadership: A 21st Century EssentialSchool leaders often engage in coaching in order to respond to a problem or react to a specific incident.

1Marzano, R. J., Walters, T. & McNulty, B.A. (2005). School Leadership that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

These kinds of conversations are necessary to manage school operations, but they do not address the type of deep change necessary to transform school practices to be inclusive of all students. 1Why this kind of coaching?Weve found that traditional coaching models dont provide the kinds of frameworks and strategies needed to truly transform practice.11Culturally Responsive Leadership12Learning SciencesThird Space DialogueMulticultural ResearchCultural Historical Activity Theory

Foundations of our Coaching ApproachHow People Learn,Learning scientists concur:Deeper conceptual understanding comes from active participation in ones own learning(Sawyer, 2005)

Coaching = Mental models and scripts for guiding action and solving problems.The purpose of coaching is to provide new ways of thinking about practice so that the coachee responds in new ways to dilemmas of practice as they occur. Rather than simply a vehicle for solving problems with or FOR a coachee, NIUSI-LeadScape coaching begins with the understanding that the goal is to help change ingrained patterns of thinking in order to be able to approach problems of practice in new and more effective ways. This is a process of COGNITIVE RESTRUCTURING working together to develop new mental models and internal scripts to use when issues arise.

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PerceptionWhen we coach, we are working to change thinking patterns so that people respond differently when problems of practice arise. The coach works with the coachee to develop internal scripts that frame events and problems in new ways in order to change daily practices. NIUSI-LeadScape coaching for inclusive practices is not just coaching in the traditional sense of GIVING answers to problems, it involves teaching new ways of thinking, and creating mental models so that the coachee can see things differently in daily interactions. We are consciously working to CHANGE the way people respond to situations in their everyday practice.

16Culturally Responsive: ThirdSpace

CoachCoacheeThirdSpace

In addition to being cognitively based, NIUSI-LeadScape coaching is culturally responsive: It includes the acknowledgement of each persons unique frame of reference and a negotiated suspension of perspectives. This creates a ThirdSpace that allows both perspectives to integrate to form a new perspective together.

In order to be able to develop ThirdSpace, three main principles must be maintained: Respect, Reciprocity, and Responsiveness. We must Respect the identity of others recognize boundaries and allow differences to be accepted.We must practice Reciprocity by valuing each person in an interaction as equal with the understanding that one point of view need not dominate or exclude a diverse point of view there is no need to force an either-or choice. We must practice Responsiveness by integrating strengths of diverse identities to create greater and more inclusive options.

ThirdSpace focuses on creatively reframing into paradoxes the contradictions encountered as diverse cultures come into contact with each other. Rather than labeling perceptions as right or wrong, ThirdSpace promotes the holding of two or more divergent and even seemingly contradictory views in one mind at the same time WITHOUT forcing a choice between them.17Respect, Reciprocity, and ResponsivenessResponsiveness Integrate diverse strengths to create more inclusive optionsRespect the identity of others recognize boundaries and allow differences to be accepted.

Reciprocity Understanding that one point of view need not dominate or exclude diverse points of view.ThirdSpace

Dimensions of the Culturally Responsive MatrixFrom Understanding Cultural Contributions to Action for EquityLevels of knowledge construction (graphic) anchoring all the levels lots of speech time19Understanding Culture as a Variable

While traditional coaching allows the coachee to determine the desired outcome, the NIUSI-LeadScape coaching model explicitly targets the desired outcome of inclusive school practices. Strategies and planning tools help the coach to maintain focus on inclusive outcomes throughout the coaching process.20Understanding Culture as the Dynamic Ingredient in Human InteractionWhat people bringwith themWhats alreadythereThe work peopledo togetherCultural HistoriesThe Institutional CultureThe Culture We Create21This slide is a more detailed depiction of how we can think about the classroom as the most immediate site where teaching and learning occurs. Within this culturally responsive classroom, there are multiple levels of support that converge to support opportunities to learn for all students. If we more closely examine the classroom as the space where students have the potential to succeed or struggle as learners, there is also a convergence of cultures. Within a classroom, cultures of students and teachers come together with the culture of schooling that is already there, and a new and ever changing culture is created in the work that people do together. In order to broaden where we look for and how we think about students who are struggling as learners, we need to engage in dialogue about how culture is central to learning. Culture doesnt just shape what kids come to school being able to do, but also what teachers come to schools being able to do, what and how they teach, and how schools and systems assess student progress and make educational decisions.

Down to Brass Tacks: How To Do It!!Steps to:TechnicalContextualCriticalComponents of a Coaching ConversationIn any coaching relationship, you must :Engage the coachee in a dialogue about an issue of practice or an examination of a situation -- create an environment where your coachee feels comfortable and supported in talking about beliefs and issues; Work with your coachee to create that ThirdSpace through a suspension of perspective in order to integrate multiple perspectives; Help the coachee to develop insights based on the new, broadened perspective; Reframe the relevant situation from the new perspective; Work with the coachee to develop and practice scripts that will help to see things from this new perspective in the future;Set goals with the coachee for monitoring their own implementation of the new scripts to change the way they think.

23Coaching Discussion

Critical prompts guide the coachee to examine underlying beliefs and practices that maintain and sustain the status quo in power and privilege and the coachees role in that process. CriticalTechnical coaching conversations support coachees in solving specific and direct problems of practice in their schools.TechnicalContextual prompts reveal underlying beliefs and cultural practices of a school that afford and/or constrain culturally responsive practices.ContextualThree ways of entering coaching discussions A coaching relationship is a supportive professional interaction that provides school leaders with opportunities for reflecting on school culture, policy, and daily practices in an intentional manner.

Coaching conversations can initiate from technical, contextual, or critical perspectives.

NIUSI-LeadScape coaches plan their coaching approaches so that they can help coachees learn to interrogate their own practices to do the kinds of critical, reflective work that is necessary to change schools.

24Technical coaching conversations support addressing changes in practiceTechnical conversations will usually be coachee-initiated and focus on a problem that they are encountering in their school. They will follow a cycle over time to identify practices, evaluate effectiveness, determine changes needed, identify roles, plan moves, and monitor progress. These should be short-term discussions; the coach is responsible for making sure that the coaching relationship doesnt get stuck in this mode.25Example of Technical PromptsThe significant problems we face cannot be solved at the same level of thinking we were at when we created them. Albert EinsteinFocusIdentify PracticesAssess Effective-nessDetermine ChangesIdentify RolePlan MovesAssess ProgressDifficulty implementing co-teaching practicesIn what ways have you ensured that your teaching team works together during shared planning time?

How are your planning sessions helping to differentiate lessons with students.What procedures need to be established to make these sessions more effective?What will your role be in establishing these procedures?What actions are needed?When and how will you determine if the new procedures are effective?Heres an example of a series of prompts examining a teams implementation of co-teaching practices. In order to facilitate an effective reflection on this topic, the coach would need to plan prompts for each step in the process of problem solving. You may not use these exact words and phrases, but having prompts planned before the coaching conversation is invaluable in keeping the discussion on track and focused on the goal. Its highly unlikely that youll work all the way through the process to evaluation in one conversation, so youll want to keep notes and return to the technical dialogue in subsequent sessions.

Heres an example of a coaching relationship: I am coaching Bob, who is a special educator who is working in a co-teaching team. He has expressed frustration with the collaborative process, so Im planning prompts to help Bob to improve his teams functioning. These are specific prompts that I plan ahead of time to keep me and the conversation on track to solve Bobs problem of practice.

26Contextual coaching conversations help to make school culture transparentContextual coaching conversations help to make school culture transparent. In order to transform educational practices, one must be keenly aware of the context of the school. School cultures are complex environments, encompassing all of the experiences, beliefs, and behaviors of teachers, support staff, students, and administrators. These factors are strong influences in supporting or opposing inclusive practices, and therefore must be addressed in coaching if changes are to stick in the long term.27Example of Contextual PromptsWe dont see things as they are, we see them as we are. Anas NinFocusGuiding promptsIdentify patternsSurface institu-tional valuesIdentify goal for changePlan movesEvaluate progressProfessional learningHow have team members partici-pated in selecting topics for professional learning?What are some of the recurring topics that pop up each year?What do the topic selections tell you about whats important to your peers?What kinds of topics would you hope the teacher leaders would choose?What are some strategic actions you could take to bring these topics up?How will you know if you are influencing teacher leaders selections?Heres an example of a series of prompts examining the schools culture around professional learning.

Again, well use the example of Bob, who has now become concerned that the classroom teachers with whom he is teaming have not engaged in professional learning around differentiation and has expressed interest in changing how we spend our Professional Learning days.

In order to facilitate an effective reflection on this topic, I would need to plan prompts for each step in the process of contextual examination. I may not use these exact words and phrases, but having prompts planned before the coaching conversation is invaluable in keeping the discussion on track and focused on my goal. Its highly unlikely that Ill work all the way through the process to evaluation in one conversation, so Ill want to keep notes and return to the contextual dialogue in subsequent sessions.

28Critical prompts guide the coachee to examine her own beliefs and practices in supporting CR practices. Critical coaching dialogues examine power and privilege, who benefits from school practices, and how to bring students who have been marginalized into the center of school culturePlan moves/activities to initiate changeExpand awarenessAs were working to support transformation to inclusive practices, its imperative that we consciously work to engage in critical dialogues to identify and address inequities in schools.

The coachs role in this process is to facilitate deeper reflection, prompt for broadening awareness, then helping the coachee to identify a goal and work toward that goal.

29Example of Critical PromptsHe who cannot change the very fabric of his thought will never be able to change reality, and will, therefore, never make any progress. Anwar SadatFocusGuiding promptsProbe for deeper reflectionExpand awarenessIdentify goalPlan movesEvaluate progressLeadership for changeHow do you think your leadership style helps to move your team forward in the process of transforming practices? Who is benefitting from the ways youre currently serving students?What are some factors that might be influencing your team members attitudes toward change?How would you hope to lead your team to move forward in transform-ing practices?What are some steps you can take to guide your team members focus toward empowering marginalized students?How will you know if the new approach is effective?Once again, lets look at my coaching relationship with Bob. From our earlier coaching conversations, Bob was able to implement a system of shared planning and co-teaching practices with his partner (technical), and he proposed and helped to create a Professional Learning strand on Differentiation (contextual). Now Bob is seen as a model of inclusive practice and he wants to develop his own leadership capacity in the school and hopefully in the district.

Heres an example of some prompts I would plan to challenge Bobs work in leading a collaborative team to implement inclusive practices. In order to facilitate an effective reflection on this topic, I would need to plan prompts for each step in the process of critical examination. I may not use these exact words and phrases, but having prompts planned before the coaching conversation is invaluable in keeping the discussion on track and focused on my goal. Its highly unlikely that Ill work all the way through the process to evaluation in one conversation, so Ill want to keep notes and return to the critical dialogue in subsequent sessions..30Critical, Contextual, or Technical?How are divergent viewpoints honored and shared in your staff culture?

In what ways do you consciously infuse awareness of power and privilege in your team discussions?

In what ways are your IEP meetings structured to encourage team discussion and sharing of ideas?

Here are three different prompts to open a coaching conversation. Take a look at each and see how they are designed to enter a coaching conversation from a critical, a contextual, or a technical perspective.31Items DiscussedStatus/ProgressNext StepsHot Topic: Budget cuts Bob concerned about losing paraprofessional support for inclusionAddress in team planning week of 4/5/10Focus topic: Supporting students with severe disabilities in Mathematics classesBob concerned that support sometimes looks like doing for rather than adapting for students with high needs.Discuss shared expectations in team meeting, identify shared goal.Prompts Used: Access Points: (Critical, Contextual, Technical)In what ways do you and Ms. Merino communicate to plan for support of your students with high needs?Contextual, identify context5. Summary of Issues: A place for your reflections on: 1) the development of inclusive practices in this class; 2) changes in the coachees understanding of inclusive practices, and 3) The relationships among the coachee and other team members.Bob seems frustrated with Ms. Merinos approach, but hasnt clearly communicated his own high expectations for students with disabilities. He is more comfortable doing it all by himself than spending the time to establish common ground with her.6. Next Steps:Bob will initiate a conversation with Ms. Merino during Fridays planning time to express his own expectations and hopes for the students and elicit hers in order to establish a common goal.The NIUSI-LeadScape Framework for Culturally Responsive Coaching includes a form (Appendix D) to record the main points of a coaching conversation. This may be adapted to fit your needs, and provides a structure for organizing the topics covered in a dialogue. You might also use this form to plan future conversations in order to stay on track to meet the goals of your coaching.32Coaching for Culturally Responsive Practices includes . . .

establishing cognitive, reflective frameworks for action . . . ThirdSpace

CoachCoacheeDeveloping a culturally responsive ThirdSpace . . .

where you can work together to target equity outcomes!The main ideas of this coaching framework are to . . . 33

Use ThirdSpace to develop a shared understanding of inclusive practiceCollaborate to create shared expectations of collaboration, participation, and differentiated instructionUse cognitive strategies to help others broaden their perspectivesDont spend all of your time in a problem-solving space!An aside about Technical Assistance: Coaches can often so get caught up in responding to immediate needs that systemic, long-term planning and reflection activities are left unattended. When a coach is coaching a teacher, often the teachers immediate classroom management needs preclude spending time on exploring the teachers identity and teaching philosophy.

A NIUSI-LeadScape coach can easily get drawn into technical problem-solving conversations with a coachee and put off the deeper critical reflection that is crucial to an effective coaching relationship. Be mindful of that danger when youre planning your coaching when you help a coachee change thinking patterns, learn to broaden perspectives to be culturally responsive, and develop a real understanding of inclusive practices, you are giving HER the tools to solve technical problems of practice.

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If there is any great secret of success in life, it lies in the ability to put yourself in the other person s place and to see things from his point of view as well as your own. Henry Ford

Cognitive, culturally responsive coaching for inclusive practices can help to support the kinds of thoughtful, intentional changes necessary for teachers to be full partners in inclusive practices.

NIUSI-LeadScape provides some tools to help you plan your coaching conversations to address critical, contextual, and technical factors of creating inclusive schools.

35Download from our website:

http://www.niusileadscape.org/docs/FrameworkCulturally_Web_031810.pdfOur framework document is available online for download and includes a variety of tools to support your coaching. The form for coaching notes is on page 50 of the document, at Appendix D.36

For more information about NIUSI-LeadScapes community of inclusive, equity-minded school leaders

http://www.niusileadscape.org/application/LS_Application.pdfWe are also accepting applications for schools and districts to join LeadScape and access even more tools for building inclusive school communities.40SummaryCoaching is Part of a Learning, Improving Culturally Responsive SystemCulturally Responsive Leadership Essential for 21st CenturyCulturally Responsive Coaching builds on learning sciences, CHAT, Third Space Dialogues, and Multicultural ResearchBrass Tacks

Thank You!!