Working together

Day 3
It’s All About Us!!
 Pacemaker
Advocate Expert/demonstrator

Observer/note –taker Process

scribe facilitator
Facilitative
Mentoring
Roles
Dynamist/Motivator Reminder

Confidante
Catalyst/Assumption
challenger

Which roles do you find yourself

undertaking?
 Teller  Reflector
 Supporter  Challenger …
 Expert  Novice
 Observation.. Evidence collection
-student achievement data- how are the students doing
-teacher practice data- how the teacher is doing
Following –making sense of this evidence conversation-
deep-critically reflective- both B.T. and T.T –giving B.T.
permission to self reflect- giving yourself permission to
make points- two way- partnership
Feedback/feedforward…???

 Depends on the purpose

 For learning and developing??
 For evaluation and monitoring??
 Triangulation …what we all see/hear/ feel...

 Uses the same skill set..

 Leads to goal setting and action steps
 E.g. professional standard aspects or school wide goals
 Partnership…
 Co construct…
 Co enquire..
 We are in this together…
 We are on a ‘ learning journey’ together
 It is reciprocal..it is called professional

learning- over time, involves reflection-

shifts in practice
 Professional development to engage with

not be done to
It’s important to resist the natural urge to
just tell a new teacher what to do…

When is it appropriate to do just that- if

at all?
Mentor…person-focused
Coach…job-focused
Supervisor…results-

focused
 Here
 Strategic Leadership
◦ Strategic thinking, planning and implementing action to achieve
the shared vision
 Educational Leadership
◦ Collaborative work influencing teaching and learning
practice and student learning outcomes
 Cultural Leadership
◦ Creating the optimum conditions for learning and
working
 Educational Management
◦ Action plan implementation, data gathering and analysis and
monitoring of progress to ensure educational outcomes
 Organizational Management
◦ Coordination of people and resources
◦ Equitable and efficient allocation of resources
Not
just
here
‘Leadership has direction, momentum, and
it negotiates tough passages. It is the type
of leadership we are seeking to build – the
capacity to collectively learn ourselves
towards purposeful action that allows a
school community to keep moving when …
teachers, a principal or a powerful parent
leave.’
Linda Lambert 2000
 Models -learning- learning processes- strategies
 Reflects – on the learning- well/not so well-
reframing- going deeper- why
 Articulates –be able to talk through- give a
reason why- a theory of practice
 Scaffolds – here’s a way of going about it..try
this
 Explores – let’s work on this- how could this
work for us
 Coaches – about the other’s practice and my
questioning to support/challenge the other’s
practice
 Other
Social competence
Self-Awareness Social Awareness
Recognition

 Emotional self-awareness  Empathy

 Accurate self-assessment  Service orientation
 Self-confidence  Organizational awareness

Self-Management Relationship Management

 Developing others
 Self-control  Influence
 Trustworthiness  Communication
Regulation

 Conscientiousness  Conflict management

 Adaptability  Leadership
 Achievement drive  Change catalyst
 Initiative  Building bonds
 Teamwork & collaboration
 Affiliative  Which are ‘high; in
 Democratic emotional
 Coercive Intelligence? ‘Low’?
 Pacesetting
Guiding others responsibly must entail a
deep understanding of oneself.
Developing emotional intelligence and
interpersonal relatedness means coming
to terms with one’s own modes of
relating. The challenge of a genuine
leadership life is to be fully present,
passionate, and committed with all one’s
fears and desires in tow. The essential
work always lies in self-discovery and
awareness.
Ackerman R & Maslin-Ostrowski P, ‘The wounded leader’,
Educational Leadership/The Best of EL
2003-2004
 Confident and reliable in their role

 Clear about own beliefs, values

and educational philosophy
 Giving high priority to building confidence and self-
esteem in others
 Accentuating the positive, provide praise and
encouragement
 Defusing potential problems and conflict
In discussion, In dialogue, people…
people…  Open themselves to
 Talk over one another what is being said
to be heard  Listen deeply
 Advocate their  Seek to identify
position assumptions
 Express evaluative  Welcome silence and
comments reflect
 Fill silences  Seek to understand
 Try to make quick others’ perspectives
decisions
 How might I think about this situation
differently?
 What am I not considering?
 What judgements and assumptions are

blocking alternative ways of seeing this

situation?

Refer: CD1 York-Barr

Refer: CD1 York-Barr
 Developing trust  Being present
 Listening actively  Clarifying
 Empathising  Being succinct
 Asking the ‘best’  Giving feedback

questions

Reflect on your
ability to go
about using
these…
 A‘ buddy’ provides’ friendship and personal support,
particularly a shoulder to cry on when things don’t go
well….
 Mentoring is more professional – a critical friend

focusing on reflective practice.’’

 A buddy is someone you can go to for a whinge,

like the
teacher next door; a mentor is someone who
can take
away a lot of the emotion, and help you reflect
on what
has happened.
 Mentoring will often require the use of coaching and

counseling techniques, but differs from both.

 The main objective is to ensure a more
accurate and relevant understanding of a
situation . . . to produce effective, relevant
action which will facilitate the occurrence of
more desired and effective outcomes. Barry
Bright, 1996.
  
 Reflective practice is as much a state of
mind as it is a specific set of activities.
Joseph Vaughan, 1990.