Who Own’s the Learning?Mentoring and Coaching

Creating a Culture of Inquiry

Pomaria Primary School 2013

Chic FooteHelix consultingchic.foote@helix.ac.nzhttp://helixconsulting.wikispaces.com/Pomariahttps://www.facebook.com/HelixConsultingNZ

Possible Areas of Focus

• Big Ideas in action

• Inquiry to learn

• Teacher’s role in learner led environments

• Role and purpose of curriculum mapping in building a collective culture of inquiry

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

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

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

The Pomaria Way

• 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?

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

Moving from where we are to where we want to be........

Charter and ProtocolsGroup Members Identified Actions needed

Goals

Expected Outcomes

Strategies and Tasks

Guiding Principles

Based on Jan Robertson: the 3R’s for Coaching Learning Relationships

What are we seeking.......?

What…• Intellectual independence

• Creative thinking

• Knowledge creation

How……

The 3 R’s for Coaching (Robertson 1997)

3 R’s

• Reciprocity

• Relationship

• Reflect-on-reality

Changing & Challenging requires

• Relational trust

• Reciprocity in the learning process

• Reflection on the practice created

Essential Elements• 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

Skills• Listening

• Reflective Questioning

• Self Assessment

• Goal Setting

• Feedback

3 R’s Expectations Indicators Mentor Role

Reciprocity

Relationship

Reflect on Reality

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

Building an Effective Coaching Culture

Ten Principles• Inquiry• Risk Taking & Challenge• Responsibility & Trust• Shared Learning• Support• Building Capacity• Quality, Innovation &

Improvement• Critical Thinking & Awareness• Belief Jan Robertson

An Effective Coach is:• Highly reflective

• Skilled at recognising others strengths, abilities & beliefs

• A Servant leader

• Patient

• Considers the Bus QuestionPete Hall & Alisa Simmeral: Building Teachers Capacity for Success

-A collaborative Approach for Coaches and School Leaders (ASCD 2008)

Refletive Practice

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

Reflective Practice

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 reconceptualisation behaviour and assumptions

Karen F Ostercamp. Robert B Kottcamp.. Reflective Practice for Educators. Corwin1993

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?

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 perspectivesCRAFTSMANSHIP:• Seeking precision, refinement and mastery. Striving for exactness of critical

thought processes.CONSCIOUSNESS:• Monitoring one's own values, intentions, thoughts and behaviors and their

effectsINTERDEPENDENCE: • Contributing to a common good and using group resources to enhance personal

effectiveness.

Costa & Garmston. Five States of Mind www.congnitivecoaching.com

Mediating for Self Directed LearningCoaching Response Behaviours• Acknowledge

• Pause

• Paraphrase

• Probe/Clarify

• Provide Data/Resources

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

Center for Cognitive Coaching www.cognitivecoaching.com Costa & Garmston

Precision in Langauge and Thinking

Non Specific Language• GeneralisationsAll, everyone, never, forever, always• Rule wordsshould., must, necessary, can’t, have to,ought• Vague Verbsprepare,make,vthink,vdo, feel, know, learn• Vague Nouns/PronounsStudents, clients, women, they, people, parents• Comparisons (incomplete

comparators)better, larger, more profound, less useful

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

Establishing a Culture of Inquiry

file://localhost/Users/Chic/Documents/chic doc/Inquiry/TM3_ - Inquiry.pptx

Scenario’s

Who Owns the Learning?• Learner designed assignments and rubrics

• Capacity for world wide authentic audience

• Opportunity for intrinsic rewards

• All students contribute to learning process of class and global learners

• Critical skill is to learn how to learn

• Learners research content beyond the teachers knowledge

• More opportunities for mastery

• Students rely on teacher and class for help

• Opportunities for parents to see creative student work

• Technology used as a transformational tool to change the culture of teaching and learning