managing reluctance
DESCRIPTION
Managing Reluctance. May 8, 2012. Joellen Killion Senior Advisor Learning Forward 10931 W 71st Place Arvada , CO 80004- 1337 Joellen.Killion @ learningforward.org. Outcomes. Develop an understanding of the rationale behind reluctance to engage with a learning coach - PowerPoint PPT PresentationTRANSCRIPT
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Managing Reluctance
May 8, 2012
Joellen Killion
Senior AdvisorLearning Forward
10931 W 71st Place
Arvada, CO 80004-1337
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Outcomes
• Develop an understanding of the rationale behind reluctance to engage with a learning coach
• Acquire strategies for engaging reluctant teachers in productive learning conversations
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Roles of CoachesReasons for Reluctance• Change-related– The change is unattractive– The destination looks worse
than where I am now– I do not understand what is
being proposed
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Roles of CoachesReasons for Reluctance
• Self-related– The journey there looks
painful– I do not want to invest the
energy
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Roles of CoachesReasons for Reluctance
• Organization-related– I don’t trust those who are
asking me to change– I don’t know if I’ll get support to
make the change– I don’t know if the organization
has the resources to support the change
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Roles of CoachesReasons for Reluctance
• Outcome-related– I do not trust that
the change will help me or my students
– I don’t know what the change looks like
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Roles of CoachesWhich reasons for reluctance
are most evident in your school or district?
• Change-related
• Self-related
• Organization-related
• Outcome-related
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ALBERTA LEARNING COACH DEFINITIONStrategies for Change• Pause• Listen• Acknowledge• Reframe
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4 Places to Pause
1. After a question is asked2. After someone speaks3. Waiting before answering4. A collective pause
Pausing
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Committed ListeningListen without
• Formulating a response • Finding fault• Piggybacking• Developing advice• Giving a solution• Changing the speaker’s direction
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Acknowledge
• Recognize the dissonance• Appreciate the challenge• Accept the feelings
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Reframe• Reframing takes a situation and a
set of circumstances and then gives those "facts" a different meaning. This different meaning allows us to take a different approach and gives us new possibilities for the action that we might take and the responses we might make.
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ALBERTA LEARNING COACH DEFINITIONProblem Opportunity
Weakness Strength
Impossibility Goal
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ALBERTA LEARNING COACH DEFINITIONApplying Strategies• Consider one teacher that you
sense is reluctant to engaging with a learning coach.
• Identify one strategy that might work with this teacher.
• Share the strategy and the reason you think this strategy might work.
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Take Aways
• What are you taking away from our session today?