Download Coaching Skills

Learning to Lead
Effectively
Math Teacher Leader Training
May 2010
Laura Maly
Astrid Fossum
Pandora Bedford
Cynthia Cuellar Rodriguez
Learning Intention
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We are learning to internalize Fullan’s
components for leadership in order to
achieve desired results.
We are learning to practice the
coaching skill of paraphrasing in order
to be more effective leaders.
Success Criteria
We will know we are successful when we
are able to identify Fullan’s components
throughout our work as MTLs and
paraphrase our colleagues’ big ideas.
Why Coach?
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To support the teacher’s idea
production, instructional decisionmaking, and ability to reflect on
practice.
To increase the ability of the teacher to
self-coach and become a self-directed
learner.
Lipton & Wellman
Coaching Cues
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Approachable voice
Attending fully
Maintaining eye contact
Using the pronoun “you”
Plural forms
Exploratory language
Positive presuppositions
Lipton & Wellman
Coaching Caution
The coaching stance assumes that the
other party has resources for idea
generation. If this is not the case,
pursuing this stance can lead to
frustration on the part of teachers. You
cannot coach out of someone what is
not in them.
Lipton & Wellman
Why Paraphrase?
The purposeful use of paraphrase signals
our full attention. It communicates that
we understand the teacher’s thoughts,
concerns, questions and ideas; or that
we are trying to. Well-crafted
paraphrases align the speaker and
responder, establishing understanding
and communicating regard.
Lipton & Wellman
Paraphrasing Review
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Acknowledge and Clarify
Summarize and Organize
Shifting Level of Abstraction
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Shifting Up
Shifting Down
Examples
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As you reflect on the Learning
Intentions you have written, you are
having a hard time delineating the
difference between objectives in the
book and your Learning Intentions.
So you really value writing the best
Learning Intentions possible.
Learning Focused Conversation
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Form Triads and assign initial roles:
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Speaker shares his/her scenario & links with Fullan’s Framework
Coach paraphrases
Scribe records paraphrases
5 minutes for speaker to share scenario and triad to
determine the component of Fullan’s Leadership
Framework to focus the conversation
5 minutes for the speaker and coach to engage in a
conversation while scribe records the paraphrases
5 minutes for the scribe to share paraphrases and triad to
discuss:
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The types of paraphrases used by the coach.
Which paraphrase(s) helped the speaker trigger more thoughtful
responses?
Learning Focused Conversation
Debrief
How will this coaching
conversation help you be a more
effective leader?
How was this coaching
conversation different than what
will happen in your school?
Learning Intention


We are learning to internalize Fullan’s
components for leadership in order to
achieve desired results.
We are learning to practice the
coaching skill of paraphrasing in order
to be more effective leaders.
Success Criteria
We will know we are successful when we
are able to identify Fullan’s components
throughout our work as MTLs and
paraphrase our colleagues’ big ideas.
Reflection
As you reflect on the 2009-2010
leadership sessions, what has increased
your personal leadership capacity the
most?
How can we continue to support you in
your role as a leader of mathematics?