AAIE Mentoring Feb 13 2012

Mentoring in support of the AAIE Institute for International School Leadership: 

Mentoring in support of the AAIE Institute for International School Leadership Steve Barkley sbarkley@plsweb.com

Mentoring: 

Mentoring List and describe experiences you have had with being mentored. Were they formal or informal? Assigned to you or selected by you? What were the critical elements of the successful relationships?

PowerPoint Presentation: 

3 Identifying the Role EVALUATION Outside Criteria SUPERVISION MENTORING PEER COACHING Teacher’s Choice

Improvisational Mentoring: 

Improvisational Mentoring Generative Leadership Your role as mentor should evolve and change in response to mentee’s experiences and needs.

PowerPoint Presentation: 

5 Unconsciously Talented Unconsciously Unskilled Consciously Unskilled Consciously Skilled Unconsciously Skilled Gordon’s (1974) Skill Development Ladder Gordon’s Skill Development Ladder

Reflecting Conference 1: : 

Reflecting Conference 1: Creating Goals: The mentor and participant create achievable professional goals as an international school leader. This conference must take place before the start of the first course of the program. Goals should be documented and stored in the participant’s personal digital portfolio to be reviewed and revised appropriately throughout the entire two-year program.

Reflecting Conference 1: : 

Reflecting Conference 1: What questions from row one could be used in these early conversations. What educational positions have you had? What was the same in the way you approached all of those? What was different?

PowerPoint Presentation: 

Reflecting Conference 1 Link goals to the professional development of other colleagues: How do the participant’s goals impact the goals of others? Connect professional goals to school goals: How do the participant’s goals coincide with the goals of the international school ? Identify Success Indicators: What do the outcomes look like when the goals are achieved ? Strategize Approaches: What methods will the participant take to achieve these goals ? Establish a Personal Learning Focus: What specific areas of development will the participant pay attention to in terms of their own individual learning? Reflecting Questions What questions from row one and two would guide a conversation and reflection toward these questions? What is the improvement plan for your current school? What changes will staff need to make ? How will students be impacted by the school’s improvement?

PowerPoint Presentation: 

Through the mentor / participant partnership, participants will not only explore enhanced leadership behaviors but will also engage in self-analysis and self-evaluation of : Beliefs/perceptions Values Professional identity

Evaluation: 

Evaluation What evaluation questions should be explored prior to generating ideas for goals? Belief Viewpoint Believe Judge Decide Evaluate Critique

Prior to Action on Goals: 

Prior to Action on Goals If you took this action what is the best case scenario? Worst? Positive and negative prediction should precede taking action on goals .

PowerPoint Presentation: 

Coaching assists leaders confounded by role complexity to get feedback and to identify behavioral patterns that get in the way of goal achievement. Getting Value from Coaching , Mike Horn, PhD http://www.leadershipacts.com/article2.html

PowerPoint Presentation: 

17

PowerPoint Presentation: 

18 The Environmental Influences

Confirmatory Paraphrase: 

Confirmatory Paraphrase Fact Attitude/Feeling Intention Commitment 19

Practicing Paraphrasing: 

Practicing Paraphrasing Mentee: It’s frustrating to put so much time into planning a faculty PD event and then not have it go well.

PowerPoint Presentation: 

Making Suggestions Phrase Positively Clear and Specific Congruent Pay-off

Getting Started: 

Getting Started Payoff Cost

Practice Making a Suggestion: 

Practice Making a Suggestion A discussion with your mentee (a principal) around a journal she kept of “how I spend my time” revealed a very limited amount of time in classrooms.

Approval: 

Approval Honest Personalize Cite the Specifics

“I really can’t get the teachers to take the responsibility for change without more support from the head of school.”: 

You see that you have a need to increase teachers’ commitment to the efforts. You want to find ways to persuade the head as well as the teachers. Approval Your willingness to challenge yourself and perhaps take risks is a sign of commitment to your students. “I really can’t get the teachers to take the responsibility for change without more support from the head of school.”

Empathy: 

Empathy Accept feeling and emotion Refocus…past or future success ….Alternative direction

“I really can’t get the teachers to take the responsibility for change without more support from the head of school.”: 

“I really can’t get the teachers to take the responsibility for change without more support from the head of school.” You are worried that you won’t get the head to support the direction you want to take. Empathy Missing support from superiors can create a feeling of powerlessness. What benefits would teachers see in changing practice?

SUPPORTING STATEMENT: 

SUPPORTING STATEMENT Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private Accept Reinforce Accept part Give limits Accept right to opinion Support something else

“The recommendations from the accreditation visit are overwhelming.”: 

“The recommendations from the accreditation visit are overwhelming.” You are right. You’ll never meet the requirements in time. What do you want to do? It is a very demanding list. What items would have greatest support from most stakeholders? There are many recommendations to meet. They are connected to a few common elements. As each one is met the next one will be easier. Unqualified Totally agree Qualified Agree with limits Support for something else Disagree/private

Supporting Statement Practice: 

Supporting Statement Practice I really believe I have to tackle the financial issues facing the school before I can address the quality of instruction.

Role-play some extended conversations around these mentee statements: 

Role-play some extended conversations around these mentee statements The national laws protecting teachers really limit my ability to improve instruction. I can’t get past the skype interview for a principalship position. Maybe I just don’t have what it takes. The course instructor is too demanding and there is too much work. I am thinking of dropping from the program. The senior teachers in the department believe my youth and limited years of experience prevent me from carrying out the head of department role.

Wheatley Diagram: 

Wheatley Diagram Information Vision Relationships New CREATIVITY EXPERIMENTS Wheatly , M.J. and M. Kellner -Rogers, A Simpler Way .

Steve Barkley Ponders Out Loud: 

Steve Barkley Ponders Out Loud http://blogs.plsweb.com