Post on 31-Dec-2015
The NIUSI-LeadScape Principal
Coaching Guide
Elaine MulliganJanuary 21, 2009
Systemic Change Framework
How do we get high quality practice – at the leadership level and at the practitioner level?
Vision + Skills + Incentives + Resources + Action Plan =
CHANGE ______ + Skills + Incentives + Resources + Action Plan = CONFUSION Vision + ______ + Incentives + Resources + Action Plan = ANXIETY Vision + Skills + _________ + Resources + Action Plan = RESISTANCE Vision + Skills + Incentives + __________ + Action Plan = FRUSTRATION Vision + Skills + Incentives + Resources + ___________ = TREADMILL
Essential Variables for Leading Inclusive Schools
Processes for developing high quality, inclusive
practices
Coaching: An Integral Part of the School Improvement Process
Cognitive
ThirdSpace
Th
ird
Sp
ace
Inclusive Outcomes
NIUSI-LeadScape Coaching Process
How is this like what I’m already doing?
How is this different from what I’m currently doing?
Cognitive
Cultural
Inclusive
NOT Just Problem Solving!
The Coachin
g Process
Thirdspace – What it looks like
Th
ird
Sp
ace
Components of a Coaching Conversation
NIUSI-LeadScape Strategic Coaching Questions
• To what degree and in what ways are we
ensuring that selected assessment and
instructional materials, procedures, activities &
strategies reflect the diverse languages, values,
beliefs and behaviors that define the identities
of the students involved?
• To what degree and in what ways do materials,
procedures, activities and strategies – as well as
our own interpretations – support the notion of
“spectrum” rather than “continuum” (i.e.,
disallow an “either-or” perspective)?
• To what degree and in what ways are we
seeking information on the contexts that sustain
and give meaning to students’ values, beliefs
and behaviors as compared to the contexts
within which we are assessing/teaching?
• How are we dealing with contradictions
between students’ values, beliefs and behaviors
and the values, beliefs and behaviors underlying
the materials, procedures, strategies and
activities we are using to assess/teach?
• To what degree and in what ways are we being
responsive rather than reactive; that is, using
assessment/instructional materials that reflect
shared understandings generated through deep
empathy, attention and curiosity rather than
familiar prescribed scripts and answers?
• To what degree and in what ways are we
creating ThirdSpace in our daily practice (i.e.,
developing assessment and/or instructional
options that integrate students’ perspectives and
strengths with desired academic goals and
outcomes)?
What Will It Look Like for You?
Regroup!
• In what ways did you have to change your language to be able to do this?
• In what ways did you have to challenge your own thinking?
• What would help you to be able to suspend your own perspective with the other person?
Some questions about application:Is everyone coachable?What are the conditions for coaching that
need to be established?In what ways can teachers coach each other?Why is this notion of MEDIATED experience
so important? How does it support knowledge building?
Why is it critical to establish a culturally responsive coaching approach?
What expectations should we have of changes in the coach?
How will you include the NIUSI-LeadScape coaching process in your school?
Who
When
Where
What
How
Establishing cognitive, reflective frameworks for action . . .
to develop a culturally responsive “ThirdSpace” . . .
where you can work together to target inclusive outcomes!
NIUSI-LeadScape Coaching is . . .
Th
ird
Sp
ace