Who is Watching Who?

The key point of this model of observation conferencing is that it follows a collaborative approach where the decision-making is co-constructed.The teacher is choosing their goal, the focus of the observation, the means of recording evidence and co-constructs the feedback in the post-observation conference.

Instructional Coaching- teachers identify an area of need that they would like to improve on, related to their practice. This is about making teaching visible and offering a shared platform to facilitate discussions.

Teachers are learners, too, so it’s all about engaging teachers in that learning process.

The outcomes of the Instructional Coaching process are shared rather than reported.

Teachers reflect on what they’ve seen, what they’ve been through, the coaching process, themselves.

Peer Observation - the process whereby a teacher arranges to come in and spend some time in the classroom of another teacher looking at the strategies that are used within the class. There are already strengths within the school, and this process helps to utilise those strengths.

Pre lesson there is a quick chat about what's going to happen in the lesson, what the objective is going to be, and how the lesson is going to flow.

Implementing peer observations are challenging for all parties. Teachers may feel hesitant about having somebody else in their classroom, and there has to be a culture of sharing within the school.

Peer observation encourages teachers to reflect more on their practice.

Videos of Practice - a tool that is not human resource-intensive.

Decide what is wanted to be achieved in the observation, and then video the lesson, the mentor provides some feedback.

The teachers self-reflects on their video, and then come together and talk about how their lesson went and where they can improve with the mentor. Together decide on ""what would you like to work on next?" or "what could you do to make your lessons better"? Decide on a goal or action, and repeat as a cyclical process.

The teacher can see their strengths and also so reflect upon weaknesses in the classroom. Videos mean the teachers can pick
up things that they usually wouldn't have picked up in a self-reflection. So by taking videos
of teachers and observing good practice, the lessons are rewindable and accessible to other teachers.

This is a good set of tools to have in my kete as each school has a different culture and these observation tools give me options. As our kaupapa focus on visibility and connection and growth from within this has been a great section of learning.

I may ask some of my teachers to observe me formally and use one of the observation tools to support this.

What Do You Want? - Effective Questioning

The most powerful coaching question Bryan Franklin, Evercoach can ask his clients is the absolute simplest one it's a it's a question which I call the most dangerous question on

earth and it's simply what do you want.

How much challenge is too much, this needs to be a discussion at the start of each session as to establish the boundaries and expectations of the session.

The visionary questions tie in with Hazel's magical questions of time shift and imagine the results.

These questions could support the Why section of the 4 Mat System leading to more motivation and meaning.

I wonder if powerful questions aid with reflection and support the What if section of the 4 Mat system?

Goal - Long term goal the desired outcome - Short term goals are the steps to get there.

Reality - understand the situation to simulate coachee self evaluation and identify obstacles.

Options - what are the potential options. Prompt the coachee to evaluate the options.

Will - what exactly will the coachee do to reach the goal and when?

Make sure they are SMART Goals

Specific

Measureable

Attainable

Realistic

Timeframe

Make sure the goals are achievable? How will you know when you are there?

Make sure there is a good understanding of the current reality, have they starting towards the goal already? Will it conflict with other team goals?

What is and is not possible, what are the obstacles? This is where the coach support is important to help support the coachee to come up with solutions for the hurdles and obstacles.

The coach needs to ask good questions that are open as possible and active listening is very important. Silence is very good thinking time and gives the coachee the time to come up with their own solutions.

Here is a really good example of the GROW Model

Questions for the GROW Technique

Magical Questions

The way they are thinking can become more positive, increasing motivation and boosting self-confidence.

The two types of 'magical questions' that I frequently use are:

Imagine the results, look to the future imagine you are already there. Stops coachees, getting stuck in all the issues and problems that can hamper and dampen the spirits.

Timeshift, helps coachee look into the future and imagine what it would be like for them. Gets them to reflect on their action plan and more motivated to jump back into their 'to do' list and action plan.

Remember to ask questions because you are curious, rather than because you feel that the question is useful, it keeps the conversation real and open.

Conceptual Models for Mentors - Learning 1 - Learning from Experience

This is another good starting point to start looking at how I am connecting with the colleagues I am supporting. 

The ones I have not made such a connection with is it because I have not identified how they learn?

Looking at the four areas above, I think I am comfortable with identifying reflectors and theorists; however, possibly I need to develop my ability to identify and support the Activist and Pragmatist. Are these teachers that seemed to stand off and not be involved as much? How do I identify these traits? In my role as the facilitator, the number of teachers I work with creates a challenge however as with a classroom knowing your learning is crucial, and this could add another string to my bow for those teachers that are not getting the support they require from my role.

My role within the teachers class for one year is the perfect opportunity to utilise the 4 Mat System and support the implementation of a digital classroom. Looking at the model, I need to ensure I allow ten minutes with each teacher to help them make meaning, discuss and motivate them. The understanding of the type of learner, e.g. Activist etc. will help me to support them to make meaning and increase motivation.

In the why I need to break the lesson of the day down into why we are doing it beforehand with the teacher, they will observe and reflect on the experience thinking about the Cybersmart concepts and information and the way it is being taught and use these to develop new ideas and principles. I have not done this well to date as this can be seen in the classes that I worked with last year that are not continuing with the Cybersmart Curriculum.

The skills that I have developed and continue to grow with this Coaching and Mentoring course will hopefully support teachers with the development of new ideas and principles. I am thinking that the adaptation, self-discovery and evaluation occur over the week and begin the discussion when I am back in class the following week.

Reflection - In one of my reflective sessions I have realised I have very little connection with the mentor, I have not listened for their linguistic style and as a result have not been able to connect back as quickly. I have noticed that the conversations can be very autobiographical, and I am reflecting is this due to the personal style or my lack of contribution to the discussion. As a mentee is it appropriate to connect with the mentor's linguistic style and then use that for example "I hear what you are saying" to bring the conversation back to focus on the mentees?