Crucial Conversations Coaching

Julie ChristensenKris Ewert

Stacey Phelps

Agenda

Coaching Essentials

Praxis

Crucial Conversations

Survey Results

Goal Setting

Planning Time

Camcorder How To’s

Coaching Essentials…

Why do teachers leave the profession?

Why teachers leave early from the profession:

Lack of support Disenchantment with teaching assignments Difficulty in balancing personal and professional

demands Excessive paperwork Inadequate time Inadequate classroom management Inadequate discipline and poor student

motivation Large class size High stress Poor salary

What research tells us

Each teacher who leaves the profession within the first three years can cost over $50,000.

The indirect costs in reduced teacher effectiveness and lost student productivity are hard to measure in dollar amounts.

Utah State Office of Education Early Years Enhancement (EYE)

Provides the novice teacher with school, district, and state support for a three-year period.

The goal of EYE is to encourage Level 1 teachers to develop successful teaching skills and strategies

The end result is the teacher qualifying for the Level 2 Professional Educator License

What Are The Five Requirements of EYE?

Work with a trained coach Achieve certified teacher status by earning a score

of 160 or higher on the Praxis II – Principles of Learning and Teaching Test #20522 K-6, 20524 7-12

Achieve highly qualified status- Praxis content test(s)

Successfully satisfy district evaluations Complete a portfolio review

What We Believe: Every new teacher can learn and succeed Every new teacher is a valued human resource

who has invested time and money into preparing for a life dedicated to helping young people

We have a responsibility to ensure these new teachers will succeed.

New teachers must be trained if we want them to succeed.

A coaching program is the best way to let your teachers know you value them and want them to succeed and stay.

THE POWER OF COACHING

Training Steps

Knowledge Mastery

Skills Acquisition

On the Job Application

Theory 60-80% 10% 2-5%

Demonstration 80% 10-40% 2-5%

Practice with feedback

80% 80% 80%

COACHING 90% 90% 90%

Partnership PrinciplesPartnership, ultimately, is about treating somebody

like a human being.Ric Palma

Offering

Support

Creating

Challenge

Facilitating a

Professional Vision

•Emotional

•Physical

•Instructional

•Institutional

•Goal-driven

•Data-focused

•Thought-provoking

•High expectations for self and students

•Lifelong learning

•Professional identity

Coaches’ Job Responsibilities  

Meet with 1st year new teachers (NT) at least weeklyMeet with 2nd year teachers 2x a monthMeet with 3rd year teachers 1x a monthDo a minimum of 1 observation per monthFill out mentor logs. Give copy to new teacher and

principalAttend meetings and any additional trainingsHave new teachers videotape themselves. New

teacher watches and takes data. Watch it 2nd time with coach.

Provide verbal and written feedback on areas of improvement. Communicate with principal(s) about NT progress and goals Modeling – instructional and behavioral strategies Send NT out on a “one day class” visit in their 1st year  

Objective: What is your objective? Impression: How did your lesson go?Objective: To what degree did your students meet the objective?

Teacher Behavior: What will you be doing?

Lesson Sequence: Did your lesson go as planned?

Student Behavior: What will the student be doing?

Student Behavior: What did you see the students doing?

Assessment: How will you know that the students have reached the objective?

Assessment: How do you know the were understanding the lesson?

Problems: What problems do you forsee?

Transfer: If you taught this lesson again, what would you do the same? Differently?

Data: As another set of eyes in your classroom, what would you like your coach to look for today?

Review Data: What are your next steps?

Coaching ConversationName ________________________ Date ______________

Pre-observation Post -observation Conference Conference

Data

dialogue

Collaborative Explorationof Data

Teacher Coach

What is the Praxis II test?

Praxis II – Principles of Learning and teaching is designed to assess a beginning teacher’s pedagogical knowledge

It assesses a teacher’s understanding of such areas as human growth and development, classroom management, instructional design and delivery techniques, and evaluation and assessment.

It is provided through Educational Testing Service at www.ets.org

How do you find out more information about the Praxis?

It is provided through Educational Testing Service at www.ets.org

Get on the website soon with your new teacher to find out: The schedule for the test How often it can be taken What to study Location of test sites

Crucial Conversations

Authors:Kerry PattersonJoseph GrennyRon McMillian

Al Switzler

What do you think of when you hear “crucial conversation?”

Why do we hesitate having a crucial/hard conversation?

What happens when we don’t speak up?

The void created by the failure to communicate is soon filled with poison, drivel, and misrepresentation.

C. Northcote Parkinson

A crucial conversation is…

• a day-to-day conversation that affects your life

• a conversation about a tough issue

• defined in book(pg.3) as Discussion between 2 or more people where:

1. stakes are high2. opinions vary3. emotions run strong

How do we typically handle crucial conversations?

•Avoid them

•Face them and handle poorly

•Face them and handle it well

When talking turns “tough” do we…Pause

Take a deep breathPay close attention

Put on our best behavior

OR

Are usually on our worst behavior. Why?

We are on our worst behavior because

We’re designed wrongflight or fight

We’re under pressurespontaneous conversations

We’re stumpedmaking it up as we go along

We act in self-defeated waysget caught in a continuing loop

What are crucial conversations we might have as coaches?

When it comes to risky, controversial, and emotional conversations, skilled people find a way to get all the relevant information(from themselves and others) out in the open.

This skill is called…DIALOGUE

Dialogue is

“The free flow of meaning between two or more people.”

When we enter a conversation we each come in with our own opinions,

feelings, theories, and experiences.

The key to establishing a dialogue is to have a shared pool of meaning.

A shared pool of meaning is accomplished by a person making it safe for everyone to add their meaning to the shared pool for the topic being discussed.

In other words… the environment has been made safe so all involved feel comfortable sharing their thoughts, opinions, feelings, and experiences.

Having a shared pool of meaning enables people and/or groups to:

Make better decisions Provides a faster more committed

actions Solves pressing problems

Makes changes

How do we learn the dialogue skills necessary to obtain a

“shared pool of meaning” and be successful during Crucial Conversations with our new

teachers?

This year we will focus on the 7 skills that will enable us to have those

“crucial conversations” successfully;

Start With the Heart – how to stay focused on what you really want

Learn to Look – how to notice when safety is at risk

Make It Safe - how to make it safe to talk about almost anything

Master My Stories - how to stay in dialogue when you’re angry

STATE My Path - how to speak persuasively , not abrasively

Explore Others’ Paths - how to listen when others blow up or clam up

Move to Action – how to turn crucial conversations into action and results

“To Improve Is To Change; To Be Perfect Is To Change Often”

Winston Churchill

Until next time we will Start with the heart – work on

you first. You are the only person you can control.1. What do I really want for myself and

my new teacher?2. How do I behave to get those

results?

Survey Resultsa. What does data tell us?b. What are ways we can improve through our new teacher

development sessions?c. What are ways I can improve when working indivudaully with

my new teachers?

Development Session Planning Time

Video Training and Checklist

EvaluateReflect

Wrap-Up