Administrator Mentor Roundtable #5, Lesson Plan



Administrator Mentor Roundtable #5, Lesson PlanLearning Focused Conversations for Professional LearningIntroduction and ObjectivesIntroduction:Dispositions are the soul of intelligence, without which the understanding and know-how do little good. David Perkins, founder of Harvard’s Zero Project, Blended Coaching, Bloom (2005) p. 93Effective instructional leadership matters. Principals need to see themselves as learners and believe in their own capacity and the capacity of others to grow. The principal’s primary role as a supervisor is to engage thinking that results in self-learning to create and sustain higher levels of learning for students. Far more important than telling people what to do, principals need to develop skill in building rapport, trust, listening, and posing questions that support thinking. Learning focused conversations are about self-directed learning guided by skillful application of tools for planning, reflecting, problem-solving, and calibrating. Adapted from Learning-focused Supervision, Lipton and Wellman (2013)ObjectivesConsider the role, responsibilities, and intentions of supervision and instructional leadership through the lens of dispositions and social needs of teachersExplore a continuum of learning-focused interactions and learning focused conversations templates Engage in coaching conversations to enhance our effectiveness as administrative mentors Materials/Resources Learning-focused Supervision: Developing Professional Expertise in Standards-Driven Systems by Lipton & Wellman, (2013) MiraVia, LLCBlended Coaching by Bloom, (2005) Corwin Press, Dispositions Self-Assessment, ISLC Standards p. 133Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2018-19, State Guidelines for SB 290 and OAR 581-022-2410.pdfresources/educator_effectiveness/Documents/2018-19EEGuidancebrief.pdfPresentation PowerPoint – Learning-Focused Conversations Handouts: Some Selected Dispositions of Instructional Leaders – Self AssessmentSCARF – Building Trust as a New PrincipalThe Continuum of Learning-focused InteractionNovice to Expert : Five Stages of Teacher Development Learning-focused Conversations – A Template for PlanningLearning-focused Conversation – A Template for ReflectingParticipant Agenda for notetaking Five Moves in Facilitative CoachingProcedure Homework using the Flipped Classroom Approach:Please take a look at these handouts and have them handy for the session:Some Selected Dispositions of Instructional Leaders – Self AssessmentSCARF – Building Trust as a New PrincipalThe Continuum of Learning-focused InteractionNovice to Expert. Five Stages of Teacher DevelopmentLearning-focused Conversation – A Template for ReflectionLearning-focused Conversation – A Template for Planning/Problem SolvingParticipant agenda for notetaking Five Moves in Facilitative CoachingResources - please bring these to the session if you have them on hand:Learning Focused Supervision, Lipton & Wellman (2013) Blended Coaching, Bloom (2005),Additional reference resources attached:Oregon Framework for Teacher and Administrator Evaluation and Support Systems, Revised for 2018-19; State Guidelines for SB 290 and OAR 581-022-2410 oregon-framework--for-eval-and-support-systems.pdf, 2018-2019Welcome, today’s topic is Supervision Conversations for Professional LearningConnector –Describe what it is like when you interact with someone who :- helps you notice what’s good about yourself,- who is clear with expectations, - who lets you make decisions, - who connects with you on a human level, and - who treats you fairly?Quote adapted from Blended Coaching for rationale for today’s topic Prior Knowledge - Reflect on your own experience with learning-focused supervision conversations and rate your current level of understanding on a four point continuum from “I have heard of it” to “I could teach it to others”Review context– Oregon Educator Effectiveness Evaluation requirements Learning Input- Consider/examine the role of dispositions and meeting social needs of teachers in building trusting, safe learning environments for adult learners. Breakout – Pair/share: Share insights and thoughts about the impact dispositions and the social needs of teachers have on supervision and instructional leadershipIntroduce Learning-focused conversations for professional learning and alert to the use of these structures for educator evaluation and how mentors may use them in their coaching with their menteeIntroduce the five stages of teacher development from Novice to expert to lay the context for using the Learning-focused Conversations: The Continuum of Interaction. Have participants scan the two templates and choose one or two questions they find compelling/helpful and have them share out the question and why they selected it with the group Practice coaching conversations – participants may choose to role play a conversation about dispositions, learning focused conversations, or a problem of practice of their choice. Summary Summarize how objectives were metOrganize and Integrate: Reflect and Apply Reflecting on today’s Roundtable jot down:- a couple things from the session that you want to remember- connections you made with the resources today- what you will do with your mentee as a result of the session todayAdditional resourcesISLLC (1996). Interstate School Leaders Licensure Consortium: Standards for school leaders. Washington D.C.: Council of Chief State School OfficersRock, D. (2009). Your brain at work. New York, NY: Harper-Collins.Oregon Department of Education – Educator Effectiveness ToolkitFinal Thought Final Thought – have participants silently read slide #7 to themselves and think about the person they identified at the beginning of the session that met their social needs (Reflect & Share slide #7)Closure and Appreciation Feedback -Evaluation – we value and appreciate your feedback Thank you for all you do and for participating in our learning community today ................
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