Who Own’s the Learning?

1. WhoOwn’s the Learning? Pomaria Primary School 2013 Mentoring and Coaching Creating a Culture of Inquiry Chic Foote Helix consulting chic.foote@helix.ac.nz http://helixconsulting.wikispaces.com/Pomaria https://www.facebook.com/HelixConsultingNZ

2. Possible Areas of Focus • BigIdeas in action • Inquiry to learn • Teacher’srole in learnerledenvironments • Role and purpose of curriculum mapping in building a collective culture of inquiry

3. Guilding Questions • Where are we now?file://localhost/Users/Chic/Documents/chic doc/Schools/Pomaria copy/Mentoring/Notes day 1.docx • Where do we want to go? • How will we get there? • How will we know when we are there? • How can we keep it going? Five Critical Questions (pg 8) Asking the Right Questions Edie L Holcomb (1996) Corwin

4. Today • What’s on Top?. • Key processes (Mapping & Learning as Inquiry) • What does it mean to be a professional? Our responsibility as teachers. • Charter/Protocols for Mentor group. • Reflection – What is quality reflection? How do we scaffold deep purposeful reflection with/for teachers? • Role of the teacher in Learner led environments • Checking for the effectiveness of the current culture

5. Process • Identify the purpose of the group and goals for year end • Review understanding of the roles expectations and behaviours as a coach / mentor • Examine Review outcomes to date - what is happening and where they would like to be? -- Expected outcomes • Establish group protocols • Plan time lines and strategies • Identify Action plan and indicators/checkpoints for each stage of the year • Confirm dates and align to identified process

6. The PomariaWay • Speak up- if you're having an issue - speak to the right person • Team up- Get Connected - find the person or people that can support you. • Stand up- and ACT!  Make the change. • What does The Pomaria Way mean for the development of a coaching culture for learning as inquiry?

7. Our Goal is to.....? Create a collective culture of inquiring to learn • Where participants show they have confidence and capacity to take: - Ownership - Responsibility for their professional practice or learning

8. Movingfromwherewe are to wherewewant to be........

9. Charter and Protocols Based on Jan Robertson: the 3R’s for Coaching Learning Relationships

10. What are weseeking.......? What… How…… • Intellectual independence • Creative thinking • Knowledge creation

11. The 3 R’s for Coaching (Robertson 1997) 3 R’s Changing & Challenging requires Relational trust Reciprocity in the learning process Reflection on the practice created • Reciprocity • Relationship • Reflect-on-reality

12. Essential Elements Skills Listening ReflectiveQuestioning Self Assessment Goal Setting Feedback • Responsibility and ownership for the process to be with the learner • Respect for knowledge that others bring to the learning process • Trust and continuity to build stable learning relationships

13. file://localhost/Users/Chic/Documents/chic doc/Schools/Pomaria copy/Mentoring/3 R’s - Table.docx

14. Building an Effective Coaching Culture Ten Principles An Effective Coach is: Highlyreflective Skilledatrecognisingothersstrengths, abilities & beliefs A Servant leader Patient Considers the Bus Question • Inquiry • RiskTaking & Challenge • Responsibility & Trust • Shared Learning • Support • Building Capacity • Quality, Innovation & Improvement • CriticalThinking & Awareness • Belief Jan Robertson Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success -A collaborative Approach for Coaches and School Leaders (ASCD 2008)

15. Refletive Practice

16. A Continuum of Self Reflection • Unaware stage • Conscious Stage • Action Stage • Refinement stage Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success-A collaborative Approach for Coaches and School Leaders (ASCD 2008

17. Reflective Practice

18. Reflective Practice • Identify problematic situations • Observation and Analysis • Abstract Reconceptualisation • Active Experiementation • Enabling individuals to uncover or discover problems • Includes both Cognitive Aspects & Emotions/Feelings • Research. Detached perspective • Actively searching for new ideas and strategies • Use information from a wide variety of sources • Testing reconceptualisationbehaviour and assumptions Karen F Ostercamp. Robert B Kottcamp.. Reflective Practice for Educators. Corwin1993

19. Reflective Questions Examine experiences through both actions and outcomes • Why did events take place as they did? • What ideas or feelings prompted my actions? • Did my actions correspond with my intentions? • Did my actions lead to the outcomes I intended?

20. Five States of Mind EFFICACY: • Knowing that one has the capacity to make a difference and being willing and able to do so. FLEXIBILITY: • Knowing one has and can develop options to consider and being willing to acknowledge and demonstrate respect for empathy for diverse perspectives CRAFTSMANSHIP: • Seeking precision, refinement and mastery. Striving for exactness of critical thought processes. CONSCIOUSNESS: • Monitoring one's own values, intentions, thoughts and behaviors and their effects INTERDEPENDENCE: • Contributing to a common good and using group resources to enhance personal effectiveness. Costa & Garmston. Five States of Mind www.congnitivecoaching.com

21. Mediating for Self Directed Learning Coaching Response Behaviours Principles of Paraphrase Attend fully Listen with intentions to understand Capture the essence of the message Reflect the essence of voice, tone, and gestures Make the paraphrase shorter than original statement Paraphrase before asking a question Use the pronoun ‘you’ instead of I • Acknowledge • Pause • Paraphrase • Probe/Clarify • Provide Data/Resources Center for Cognitive Coaching www.cognitivecoaching.com Costa & Garmston

22. Precision in Langauge and Thinking Non Specific Language Probe with Everyone?, Forever? Never? Has there ever been a time? What stops you?, Who made that rule? What would happen if you did? Prepared specifically how? Which administrators specifically? Better than what? Based on Richard Bandler, John Grindler, & Genie Z Laborde • Generalisations All, everyone, never, forever, always • Rule words should., must, necessary, can’t, have to,ought • Vague Verbs prepare,make,vthink,vdo, feel, know, learn • Vague Nouns/Pronouns Students, clients, women, they, people, parents • Comparisons (incomplete comparators) better, larger, more profound, less useful

23. Establishing a Culture of Inquiry file://localhost/Users/Chic/Documents/chic doc/Inquiry/TM3_ - Inquiry.pptx

24. Scenario’s

25. WhoOwns the Learning? • Learnerdesignedassignments and rubrics • Capacity for world wideauthentic audience • Opportunity for intrinsicrewards • All studentscontribute to learningprocess of class and global learners • Criticalskillis to learn how to learn • Learnersresearch content beyond the teachersknowledge • More opportunities for mastery • Studentsrely on teacher and class for help • Opportunities for parents to seecreativestudentwork • Technologyused as a transformationaltool to change the culture of teaching and learning