Crucial Conversations Coaching Julie Christensen Kris Ewert Stacey Phelps
Agenda Coaching Essentials Praxis Crucial Conversations Survey Results Goal Setting Planning Time Camcorder How To’s
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
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. What We Believe:
Partnership PrinciplesPartnership, ultimately, is about treating somebody like a human being.Ric Palma
The Coaches' Role Offering Support Creating Challenge Facilitating a Professional Vision
Support • Emotional • Physical • Instructional • Institutional
Challenge • Goal-driven • Data-focused • Thought-provoking
Professional Vision • High expectations for self and students • Lifelong learning • Professional identity
Coaches’ Job Responsibilities • Meet with 1st year new teachers (NT) at least weekly • Meet with 2nd year teachers 2x a month • Meet with 3rd year teachers 1x a month • Do a minimum of 1 observation per month • Fill out mentor logs. Give copy to new teacher and principal • Attend meetings and any additional trainings • Have 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
Coaching Conversation Name ________________________ Date ______________ Pre-observation Post -observation Conference Conference
Data Teacher Coach Collaborative Explorationof Data dialogue
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 Patterson Joseph Grenny Ron 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 high • 2. opinions vary • 3. 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 breath Pay 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 wrong • flight or fight • We’re under pressure • spontaneous conversations • We’re stumped • making it up as we go along • We act in self-defeated ways • get caught in a continuing loop
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. What do I really want for myself and my new teacher? How do I behave to get those results?
Survey Results a. 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?
Evaluate Reflect Wrap-Up