The Virginia Model: The Virginia Model: Part IPart I

Mentor CoachingMentor Coachingforfor

School School ImprovementImprovement

Definition of Definition of Mentor CoachingMentor Coaching

• See p. 1See p. 1• Discuss definition Discuss definition • Skills of Effective CoachesSkills of Effective Coaches

– Observe and accurately record behavior during a Observe and accurately record behavior during a performanceperformance

– Foster school leaders reflection and self-analysisFoster school leaders reflection and self-analysis– Plan and deliver behaviorally specific feedbackPlan and deliver behaviorally specific feedback– Elicit feedbackElicit feedback– Ask questions that clarify, probe, analyze, and guide Ask questions that clarify, probe, analyze, and guide

decision making in a non-threatening mannerdecision making in a non-threatening manner– Listen effectively for content and affectListen effectively for content and affect– Encourage and support action that initiates and Encourage and support action that initiates and

sustains improved teaching and learningsustains improved teaching and learning

Purpose/ValuePurpose/Value

• See p. 2 - 4See p. 2 - 4• What’s missing?What’s missing?

Potential ProblemsPotential Problems

• See p. 5See p. 5• Discuss Discuss

perceptions and perceptions and reflectionsreflections

• What event or person caused you to What event or person caused you to choose education?choose education?

• Who is (are) or were your mentor(s) Who is (are) or were your mentor(s) and why?and why?

Mentor FunctionsMentor Functions

• See p. 6See p. 6• Questions/Questions/

Thoughts?Thoughts?

Mentor QualificationsMentor Qualifications

• Traits and Traits and DispositionsDispositions

• Knowledge and Knowledge and UnderstandingUnderstanding

• SkillsSkills• See p. 7 – 9See p. 7 – 9

Group Development PlanGroup Development Plan

• School leaders will School leaders will develop an GDP develop an GDP utilizing resources utilizing resources identified lateridentified later

• See p. 10See p. 10• Overview of 1Overview of 1stst

MeetingMeeting• Overview of 2Overview of 2ndnd

MeetingMeeting

Getting StartedGetting Started

• Activity – Think/Pair/ShareActivity – Think/Pair/Share• Think back to a time when you entered a Think back to a time when you entered a

situation in which you were uncomfortable. situation in which you were uncomfortable. Write down the feelings you had at that time.Write down the feelings you had at that time.

• Share responsesShare responses• Strange, isolated, scared, awkward, Strange, isolated, scared, awkward,

uncomfortable, inferior: Negative uncomfortable, inferior: Negative connotationconnotation

• Could have been Exciting, opportunity, new Could have been Exciting, opportunity, new friends, challenge, growth: Positive friends, challenge, growth: Positive connotationsconnotations

• When others come into a new When others come into a new environment, they enter as “who environment, they enter as “who they are.”they are.”

• You are the mentor, it is critical that You are the mentor, it is critical that you respect them as individuals.you respect them as individuals.

• Help them see the positives.Help them see the positives.

Quotes of Wisdom Quotes of Wisdom (snuck in occasionally)(snuck in occasionally)

• ““We have taken off our blindfolds, We have taken off our blindfolds, but have we opened up our eyes.”but have we opened up our eyes.”

E.C. Glass Acting Class, E.C. Glass Acting Class, 19991999

• ““The greatest inequality is the equal The greatest inequality is the equal treatment of unequals.”treatment of unequals.”

Thomas JeffersonThomas Jefferson

Three Phases of the Mentor Three Phases of the Mentor Coaching RelationshipCoaching Relationship

• See p. 11 – 12See p. 11 – 12• Phase I: Establishing a RelationshipPhase I: Establishing a Relationship• Phase II: Implementing the GDP in a Phase II: Implementing the GDP in a

School Reform ContextSchool Reform Context• Phase III: Cultivating Collegial Phase III: Cultivating Collegial

RelationshipsRelationships

Quotes of WisdomQuotes of Wisdom

• People don’t care how much you People don’t care how much you know, until they know how much you know, until they know how much you care.care.

Zig ZiglarZig Ziglar

• Lew Holtz’s Three Questions:Lew Holtz’s Three Questions:– Can I trust you?Can I trust you?– Do you care about me as a person?Do you care about me as a person?– Are you committed to excellence?Are you committed to excellence?

Step 1, Designing a Group Step 1, Designing a Group Development Plan (GDP)Development Plan (GDP)

• See page 13See page 13• Step 1, Parts i, ii, and iii (used in the Step 1, Parts i, ii, and iii (used in the

11stst meeting) meeting)• Discuss each partDiscuss each part• Mentor—School Leader Biographical Mentor—School Leader Biographical

ExchangeExchange• Complete Practice Simulation 1, Complete Practice Simulation 1,

p.15p.15

The Group Development The Group Development Plan Guidebook, p. 16Plan Guidebook, p. 16

Benchmark Process DataBenchmark Process Data

• p. 17p. 17• Individually reviewIndividually review• Discuss “what is”Discuss “what is”

Analysis of Developmental Analysis of Developmental Assets and NeedsAssets and Needs

• Easiest entry pointEasiest entry point• This instrument is included in the This instrument is included in the

training materials. School leaders training materials. School leaders should complete and score. Mentors should complete and score. Mentors should also complete so they can should also complete so they can discuss.discuss.

• Review document, pp. 18 – 24.Review document, pp. 18 – 24.

Professional KnowledgeProfessional Knowledge

• See p. 25See p. 25• Review Skills for Leaders, pp. 26 - Review Skills for Leaders, pp. 26 -

3232• Review ISLLC Standards, pp. 33 – 42Review ISLLC Standards, pp. 33 – 42• Utilize Reflection Document, p. 43Utilize Reflection Document, p. 43

• Step 2, Designing A Group Step 2, Designing A Group Development Plan (GDP)Development Plan (GDP)

• p. 44p. 44• ReviewReview• Discuss components of the GDPDiscuss components of the GDP

– Analysis of Developmental Assets and Analysis of Developmental Assets and Needs already discussedNeeds already discussed

NASSP 360°NASSP 360°

• The NASSP 360° for the school The NASSP 360° for the school leader is provided as part of this leader is provided as part of this training document. School leaders training document. School leaders should complete and score the should complete and score the instrument. Mentors should also instrument. Mentors should also complete the NASSP 360°. complete the NASSP 360°.

• Review documents, pp. 45 – 56Review documents, pp. 45 – 56

Reflection ActivityReflection Activity

• See p. 57See p. 57• Encourage reflection on Analysis of Encourage reflection on Analysis of

Developmental Assets and Needs Developmental Assets and Needs and the NASSP 360° Self and and the NASSP 360° Self and Observer AssessmentsObserver Assessments

Organizational Citizenship Organizational Citizenship Behavior SurveyBehavior Survey

• This instrument measures This instrument measures commitment of the faculty to the commitment of the faculty to the organization. organization.

Organizational Citizenship Organizational Citizenship Behavior SurveyBehavior Survey

• Based on the work of Michael F. Based on the work of Michael F. DiPaola (William and Mary) and DiPaola (William and Mary) and Wayne K. Hoy (Ohio State University)Wayne K. Hoy (Ohio State University)

• Survey taken from “Organizational Survey taken from “Organizational Citizenship of Faculty and Citizenship of Faculty and Achievement of High School Achievement of High School Students,” Students,” The High School JournalThe High School Journal, , Feb/Mar 2005, p. 35 – 45Feb/Mar 2005, p. 35 – 45

• Review instrument and discuss, p. 58Review instrument and discuss, p. 58

What DiPaola and Hoy What DiPaola and Hoy Recommend to PrincipalsRecommend to Principals

• Work toward getting a critical mass of Work toward getting a critical mass of teachers engaged in organizational teachers engaged in organizational citizenship behavior.citizenship behavior.

• Lead by example; be a good organizational Lead by example; be a good organizational citizen and reinforce those behaviors when citizen and reinforce those behaviors when you observe them in your school.you observe them in your school.

• Be supportive and flexible in dealing with Be supportive and flexible in dealing with your teachers; your teachers;

• Have as few formal rules as possible; Have as few formal rules as possible; formality breeds rule-oriented behavior formality breeds rule-oriented behavior and rigidity.and rigidity.

DiPaola and Hoy DiPaola and Hoy ContinuedContinued

• Nurture the informal organization; work with Nurture the informal organization; work with the informal teacher leaders, and encourage the informal teacher leaders, and encourage novel solutions to problems. novel solutions to problems.

• Praise your teachers when they demonstrate Praise your teachers when they demonstrate good organizational behavior; informal praise good organizational behavior; informal praise may be the best. Simply let your teachers may be the best. Simply let your teachers knows that you appreciate their extra efforts.knows that you appreciate their extra efforts.

• Treat teachers as professionals, that is, as Treat teachers as professionals, that is, as individuals with expertise in teaching and individuals with expertise in teaching and commitment to their students. Give them commitment to their students. Give them autonomy to experiment and to make important autonomy to experiment and to make important decisions about teaching and learning.decisions about teaching and learning.

DiPaola and Hoy DiPaola and Hoy ContinuedContinued

• Design a mentoring system in which Design a mentoring system in which experienced teachers, who routinely experienced teachers, who routinely demonstrate organizational citizenship demonstrate organizational citizenship behaviors, socialize new teachers.behaviors, socialize new teachers.

• Protect your teachers from administrative Protect your teachers from administrative trivia – unnecessary meetings, too much trivia – unnecessary meetings, too much paperwork, silly rules, busy work, etc.paperwork, silly rules, busy work, etc.

• With your teachers, develop high levels of With your teachers, develop high levels of academic success, and then support and academic success, and then support and help teachers achieve those goals.help teachers achieve those goals.

Breaking Ranks Breaking Ranks ResourcesResources

• A variety of resources are provided A variety of resources are provided in the Breaking Ranks training. in the Breaking Ranks training. Identify any which may be helpful. Identify any which may be helpful. Mentors should review the resources Mentors should review the resources so they can suggest those that may so they can suggest those that may be helpful.be helpful.

Breaking Ranks Resources Breaking Ranks Resources

• School Academic Rigor & Support School Academic Rigor & Support Self-Assessment Tool, pp. 59-60Self-Assessment Tool, pp. 59-60

• Academic Rigor Planning Pyramid, Academic Rigor Planning Pyramid, p. 61p. 61

• Breaking Ranks: Strategies for Breaking Ranks: Strategies for Leading Reform, pp. 62-63Leading Reform, pp. 62-63

Middle and Elementary Middle and Elementary SchoolsSchools

• Schools to WatchSchools to Watch– Middle SchoolsMiddle Schools– Review pp. 64-68Review pp. 64-68

• Elementary SchoolsElementary Schools– Review pp. 69-77Review pp. 69-77

How Well Does Your School How Well Does Your School Serve Each Student?Serve Each Student?

• p. 78-79p. 78-79

TeamsTeams

• P. 80-83P. 80-83

Achievement Data Achievement Data AnalysisAnalysis

• School leaders should complete a School leaders should complete a disaggregated analysis of their SOL and disaggregated analysis of their SOL and AYP data. They may provide the data AYP data. They may provide the data using whatever disaggregator the using whatever disaggregator the division uses. They should encourage division uses. They should encourage teachers to complete their analysis and teachers to complete their analysis and to engage in reflective dialogue as a to engage in reflective dialogue as a faculty on ways to improve. faculty on ways to improve.

• A sample document for teachers (based A sample document for teachers (based on an analysis used in Virginia Beach), on an analysis used in Virginia Beach), pp. 84-87pp. 84-87

Center on Innovation and Center on Innovation and ImprovementImprovement

• http://www.centerii.org/http://www.centerii.org/– Restructuring and Substantial School Restructuring and Substantial School

ImprovementImprovement• Chapter 4: Restructuring Through Chapter 4: Restructuring Through

Learning-Focused LeadershipLearning-Focused Leadership

Managing Complex Change from Managing Complex Change from Breaking Ranks – Setting the Breaking Ranks – Setting the

Stage Stage for Balanced Leadershipfor Balanced Leadership

Vision

Skills+

Incentive+

Resources

+

Action Plan+

CHANGE

Managing Complex ChangeManaging Complex Change

McREL’s Balanced 360°McREL’s Balanced 360°

• School leaders may go online to School leaders may go online to www.mcrel.orgwww.mcrel.org to get additional to get additional information.information.

McREL’s leadership McREL’s leadership questionquestion

What must leaders know and be What must leaders know and be

able to do to both improve able to do to both improve

current forms of schooling and current forms of schooling and

to lead the transition from to lead the transition from

current forms to new and more current forms to new and more

productive forms of schooling?productive forms of schooling?

Difference in mean Difference in mean student achievementstudent achievement

21 leadership 21 leadership responsibilitiesresponsibilitiesAffirmationAffirmation Involvement with CIAInvolvement with CIA

Change agentChange agent Knowledge of CIAKnowledge of CIA

CommunicationCommunication Monitor/evaluateMonitor/evaluate

Contingent rewardContingent reward OptimizeOptimize

CultureCulture OrderOrder

DisciplineDiscipline OutreachOutreach

FlexibilityFlexibility RelationshipsRelationships

FocusFocus ResourcesResources

Ideals and beliefsIdeals and beliefs Situational awarenessSituational awareness

InputInput VisibilityVisibility

Intellectual stimulationIntellectual stimulation

School Leadership That Works pp.42-61

Power of perceptionPower of perception

Hill (1915)

Power of perceptionPower of perception

Botwinick (1961)

Power of perceptionPower of perception

Wittgenstein, 1953

First or second order?First or second order?

Do stakeholders perceive the change as…

First-order Implications Second-order Implications

an extension of the past? a break with the past?

consistent with prevailing organizational norms?

inconsistent with prevailing organizational norms?

congruent with personal values?

incongruent with personal values?

easily learned using existing knowledge & skills?

requiring new knowledge & skills?

First-order changeFirst-order change

1.1. Monitor/evaluate Monitor/evaluate

2.2. CultureCulture

3.3. Ideals and beliefsIdeals and beliefs

4.4. Knowledge of CIAKnowledge of CIA

5.5. Involvement in CIAInvolvement in CIA

6.6. FocusFocus

7.7. OrderOrder

8.8. AffirmationAffirmation

9.9. Intellectual stimulationIntellectual stimulation

10.10. CommunicationCommunication

11.11. InputInput

12.12. RelationshipsRelationships

13.13. OptimizeOptimize

14.14. FlexibilityFlexibility

15.15. ResourcesResources

16.16. Contingent rewardsContingent rewards

17.17. Situational awarenessSituational awareness

18.18. OutreachOutreach

19.19. VisibilityVisibility

20.20. DisciplineDiscipline

21.21. Change agentChange agent

(rank ordered)

Marzano, Waters, & McNulty (2005)

Positively correlated Positively correlated responsibilities to Second responsibilities to Second

Order ChangeOrder Change1.1. Knowledge of curriculum, Knowledge of curriculum,

instruction, & assessmentinstruction, & assessment

2.2. OptimizeOptimize

3.3. Intellectual stimulationIntellectual stimulation

4.4. Change agentChange agent

5.5. Monitor/evaluateMonitor/evaluate

6.6. FlexibilityFlexibility

7.7. Ideals/beliefs Ideals/beliefs

Marzano, Waters, & McNulty (2005)

(rank ordered)

Negatively correlated Negatively correlated responsibilities in Second Order responsibilities in Second Order

ChangeChange(rank ordered)

1.1. Culture Culture

2.2. CommunicationCommunication

3.3. Order Order

4.4. Input Input

Marzano, Waters, & McNulty (2005)

What do the 21 variables What do the 21 variables look like?look like?

• Helping Principals Lead: Helping Principals Lead: Applying the Research on Applying the Research on Balanced LeadershipBalanced Leadership, p. 88-96, p. 88-96

• Review and DiscussReview and Discuss

Change is like a car!Change is like a car!

• Do you want to drive it or be run Do you want to drive it or be run over by it?over by it?

Professional Learning Professional Learning Communities¹Communities¹

• MissionMission– Why do we exist?Why do we exist?– What are we here to do together?What are we here to do together?– Is the mission embedded?Is the mission embedded?– Can the faculty, staff, community Can the faculty, staff, community

articulate the vision?articulate the vision?

¹Richard DuFour and Robert Eaker, ¹Richard DuFour and Robert Eaker, Professional Learning Professional Learning Communities at WorkCommunities at Work, Solution Tree: Bloomington, , Solution Tree: Bloomington, Indiana, 1998.Indiana, 1998.

VisionVision

• What is our direction?What is our direction?• If we are true to our mission, what If we are true to our mission, what

will we become?will we become?• The lack of a compelling vision is a The lack of a compelling vision is a

major obstacle to school reform.major obstacle to school reform.• Vision has little impact unless Vision has little impact unless

shared, accepted, and connected to shared, accepted, and connected to the personal vision of teachers.the personal vision of teachers.

Quotes of WisdomQuotes of Wisdom

If you don’t know where If you don’t know where you’re going, you might end you’re going, you might end up some place else.up some place else.

Yogi BerraYogi Berra

Values or Guiding Values or Guiding PrinciplesPrinciples

• How the faculty and staff intend to make How the faculty and staff intend to make sure the vision is implemented.sure the vision is implemented.

• Identify the attitudes, behaviors, and Identify the attitudes, behaviors, and commitments necessary to implement the commitments necessary to implement the vision.vision.

• No more than 10 statements.No more than 10 statements.– All students will learn.All students will learn.– All students will be connected to an adult they All students will be connected to an adult they

can see themselves becoming.can see themselves becoming.– All students will participate in extracurricular All students will participate in extracurricular

activities.activities.

GoalsGoals

• Determine priorities by creating Determine priorities by creating goals based on the values.goals based on the values.

• Goals should be SMART.Goals should be SMART.– SpecificSpecific– MeasureableMeasureable– AttainableAttainable– RelevantRelevant– TrackableTrackable

School Culture

Thinking GloballyThinking Globally

School Structures?

Instruction?

School Culture?

Assessing Where You Are Assessing Where You Are Based on the DataBased on the Data

• See p. 97-98See p. 97-98

Framing Questions for the Framing Questions for the GDP GDP

• See Mentor Tip Sheet for Step 2, p. See Mentor Tip Sheet for Step 2, p. 99-10199-101

• Discuss how to applyDiscuss how to apply

Action PlanAction Plan

• See Part II, Action Plan, p. 102-103See Part II, Action Plan, p. 102-103

Practice ActivityPractice Activity

• See p. 104See p. 104• Think – Pair – ShareThink – Pair – Share• Reflection Activity, p. 105Reflection Activity, p. 105

Giving Feedback to Giving Feedback to Observed ActivityObserved Activity

• Observation Topic Outline, p. 106Observation Topic Outline, p. 106• Observation Tip Sheet, p. 107Observation Tip Sheet, p. 107• Feedback Topic Outline, p. 108Feedback Topic Outline, p. 108• Feedback Tip Sheet, p. 109-110Feedback Tip Sheet, p. 109-110• School Leader Reflection, p. 111School Leader Reflection, p. 111

Practice ActivityPractice Activity

• Observing and Recording Behavior Observing and Recording Behavior for Observed Activity, p. 112-114for Observed Activity, p. 112-114

• Reflection, p. 115Reflection, p. 115

Reflective Review and Reflective Review and Coaching for Non-Observed Coaching for Non-Observed

ActivityActivity• See p. 116 See p. 116 • School Leader Reflective Behavior School Leader Reflective Behavior

Log, p. 117-118Log, p. 117-118• Mentor Tip Sheet, p. 119-122 Mentor Tip Sheet, p. 119-122 • Practice Activity, p. 123Practice Activity, p. 123• Reflection, p. 124Reflection, p. 124

Monitoring and Evaluating Monitoring and Evaluating the Mentor Coach Programthe Mentor Coach Program

• See p. 125See p. 125

Conversations on Teaching Conversations on Teaching and Learningand Learning

• p. 126-127p. 126-127

Additional Additional Tools/ResourcesTools/Resources

• Instructional Model, p. 129Instructional Model, p. 129• Observation Tools, pp. 130-134Observation Tools, pp. 130-134• Reflective Mentoring Log, p. 135Reflective Mentoring Log, p. 135