Knight - Chapters 6-9 - Ideas to Consider

Concepts to Watch for in Knight, Chapters 6-9

Chapter 6
 - Check list vs. collaborative observation form
 - True purpose of post-observation conference
 - Language of on-going regard
 - Strategies for promoting dialogue
 - Reflection
 - Core Concerns

Chapter 7
 - Developing and teaching expectations
 - Major components of content coaching
 - Coaching instruction
 - Assessment types and coaching the development of assessments

Chapter 8
 - Coaching as a meme
 - Roll of principal in traditional coaching structure
 - Instructional Leadership Teams and coaches

Chapter 9
 - Leadership tactics
 - Key questions about the reality of each classroom
 - The balance of ambition and humility

Sample Coaching Video

https://www.youtube.com/watch?v=y03Dcw34eSc

Questions and Stems for Coaching Conversations

http://literacyhead.com/free-resources/coaching-articles/1474-questions-and-stems-for-coaching-conversations

Ideas on Coaching Conversations

https://leadershipfreak.blog/2015/08/05/12-secrets-for-successful-coaching-conversations/

TOM CRANE'S BEHAVIORAL STYLES

Tom Crane's Behavioral styles

Tom Crane's Four Behavioral Styles  from: The Heart of Coaching. 2010. FTA Press. San Diego.

I.  Collaborating
      Strengths                                   Weaknesses

   Team player                              Non-confronted
   Sensitive                                   Overly compliant
   Flexible                                     Overly emotional
   Patient                                       Can't say no

II.  Creating
   Enthusiastic                               Poor follow-through
   Creative                                     Impulsive
   Spontaneous                              Misses details
   Dynamic                                    Poor planner

III. Clarifying
   Systematic                                 Data bound
   Objective                                   Risk averse
   Thorough                                  Tedious
   Accurate                                    Perfectionist

IV. Conducting
   Independent                               Autocratic
   Initiator                                      Insensitive
   Disciplined                                 Impatient
   Organized                                  Poor listener

Key points:
"Style is a preference and a choice.  It is not what people are.  Each of us have some of the skills and abilities from all styles."

"No one style is better.  It is the situation and the person with whom you are interacting that determines the approach that may work best."

"Weaknesses are merely over-developed strengths."

"Each style has its own language, beliefs, and skills.  Each style is effective."

Do not take the behavioral styles as a framework to "evaluate and separate people into categories. "
"Use it to connect and value them."

TOM CRANE LEADERSHIP MINDSETS

From Tom Crane's  "Heart of Coaching"


Boss                                                                      Coach

Pushes/Drives                                                       Lifts/Supports

Tells/Directs/Lectures                                            Asks/Requests/Listens

Talks at people                                                     Engages in dialogue with people

Controls through decisions                                   Facilitates by empowering

Knows the answer                                                Seeks the answer

Triggers insecurity using fear                               Stimulates creativity using
to achieve compliance                                          purpose to inspire commitment

Points to errors                                                      Celebrates learning

Problem solver/Decision maker                            Collaborator/Facilitator

Delegates responsibility                                        Models Accountability

Creates structure and procedures                          Creates vision and flexibility

Does things right                                                   Does the right things

Knowledge is power                                             Vulnerability is power

Focused on the bottom line                                   Focused on process that creates the
                                                                              bottom-line results

Fierce Conversations in Education Reform

http://www.samsconnect.com/wordpress/wp-content/uploads/2012/02/sorenson3.pdf

Fierce Leadership Quotes

Fierce Leadership Quotes

Quotes to Guide Your Reading

"When you think of a fierce conversation, think authenticity, integrity, collaboration.  Think execution muscle, innovation, emotional capital.  Think collaboration with colleagues and customers."

"If you want to become a great leader, gain the capacity to connect with your colleagues and customers at a deep level or lower your aim."

"Creating real impetus for change requires extraordinarily compelling feedback that is clear, insightful, well thought out, specific, and delivered face to face by someone who has observed us in action long enough and thoughtfully enough to tell us something about ourselves that gets our full attention."

"No one I know wishes to be unremarkable, impersonal, faceless, or unknown - and it would be difficult to argue that anonymity enriches relationships or strengthens connection with others."

"The formal language of feedback (satisfactory, meets expectations, exceeds expectations) is uninspiring and demotivating. The colorless language of anonymous feedback with its numbers, ratings, and boxes to check is soul killing."

"We get what we tolerate."

"Nine out of ten executives who derail do so because they lack emotional competencies.  The three primary derailers are difficulty handling change, not being able to work well in a team, and poor interpersonal relationships."

"Lacking authenticity, there is no connection."

"What matters anywhere in your organization, matters everywhere in your organization."

"Weak leaders want agreement. Fierce leaders want to know the truth."

"In a culture of legislated optimism, conclusions are reached at the point when everyone stops thinking which is often short of brilliant."

"The fact is that no one can mandate accountability for another person.  The only person I can hold accountable is myself."

“I have not yet witnessed a spontaneous recovery from incompetence.”

Susan Scott: Fierce Leadership

In-Box 3

In-Box Activity 3

The New Vice Principal

Situation:   You are the principal of High Flyer School.  Recently, a new vice-principal, Emily Jones, has been assigned to you.  You and your school community did not have the opportunity to interview candidates for the position.  The assistant superintendent tells you that Ms. Jones is an up-and-coming school administrator that was hired away from another district.  She was placed at your school to gain experience.   Her previous position was as a human resource manager at a neighboring district.  Prior to that one- year stint at the central office, Ms. Jones was a fourth grade teacher for two years.   The assistant supt. says (with great confidence) that she would not be surprised if Ms. Jones becomes a principal in a year or two.  Your task is to mentor Ms. Jones and allow her the experience she needs to be a principal.

Ms. Jones is very bright and energetic.  She is well-versed in curricular and instructional initiatives. However, her personality tends to be abrupt.  She has been on your administrative team for one month and there are already grumblings among the staff.  Today clerical staff members came to you because Ms. Jones insists that all personal items must be removed from desks so as to not present an unprofessional environment to parents and other visitors.  One clerk was almost in tears as she reported that Ms. Jones strongly criticized her work as two students stood within ear-shot.  Teachers have complained to you because they are uncomfortable with what they believe to be “nit-picking” in Ms. Jones’ reports from her classroom observations.  These reports are e-mailed to the teachers with no offers to discuss the observation   You have an e-mail from a parent requesting a meeting with you because he is not happy with the way Ms. Jones handled a conference with him.   Additionally, Ms. Jones’s manner with students is aloof and stern.

You have been principal at High Flyer for two years.  When you took over, the school seemed to be suffering from neglect.  The student achievement levels were falling, staff morale was low, and parents were not active in the school.  You believe that after two years of hard work by everyone, the school has pivoted into a more positive direction.  Teaching strategies are energized, student achievement is on the rise, teachers now work in teams, and parents are again volunteering.  Based on comments from kids, staff and parents, the general environment is much more positive.    You realize that there is still much hard work to do.  Ms. Jones has many good ideas but you do not want to jeopardize the foundation everyone has worked so hard to establish.

Next week, the assistant supt. will visit to meet with you and Ms. Jones to talk about her progress as a site administrator.  You have a strong sense that the assistant supt. expects a glowing report.   

Issue:   What steps will you take to assure that High Flyer remains on course to provide a positive and effective learning environment for all kids while ensuring that Ms. Jones uses her talents to assist the school.?  Are there short-term actions  as well as long-term actions that you will take?  What can you do to make Ms. Jones the vice-principal that High Flyer needs?  What must Ms. Jones do to meet your standards for a site administrator?  What do you tell the Assistant Superintendent?   Is your plan risky?  If so, what do you risk and why is your plan worth the risk?

Intro to Jim Knight

Tools for Coaching Cycle

Questions for Pre and Post Coaching Conferences

Pre-Conference Questions

These questions are suggestions as to how to approach your dialogue  with your colleague who is being coached.

1. What do you want the students to learn?

2.  How will you teach this concept?

3.  What do you want me to watch for as you teach?

3.  What are the various activities you will use to convey the ideas?

4.  How will you know if all the kids “got it”?  What kind of assessments will you use?

Other Questions?

Observation Form

This form is not required. It is similar to the form presented on page 113 in Knight's book.  Use whatever format helps you remember what you observe in the classroom so that you can have a strong dialogue with the teacher in a post-conference.

  

Teacher ________________________                                    Date_______________________

Observer _______________________                                    Class ______________________

Focus Strategy ____________________________________

Teacher Activity	Number of Occurrences	Notes

Post Conference Questions 

 These questions can be found within a form Knight calls After-Action report on page 222 and 131.  He suggests the questions are  a way for the coach to reflect on the entire process but they can also  be a useful post-conference tool to evoke the teacher's ideas on what he or she wanted to accomplish in the classroom.

1.  What was supposed to happen?

2.   What happened?

3.    What accounts for the difference?

4.   What should be done differently next time

Knight Coaching a Teacher

Knight Coaching - Pace and Structure in Lesson Planning

Classroom Observation

In-Box Activity 2

In- Box Activity 2

Scenario 1

Your first and second grade teachers, all four of them, are attending a district professional development session held off site.  Their in-service started at 8:00 am. (Their cell phones are turned off.)  Your school day starts at 9:00.  You are the only administrator at the school.  You have one counselor who is sitting in an IEP meeting (that started at 8:00 am) with the only Special Ed. resource specialist you have.  This is a high profile and highly-charged IEP that involves not only the parents but their advocate as well. 

At 8:45 only two visiting teachers have arrived.   You are very much aware that one of the substitutes has issues with classroom management.  He is generally short-tempered and inflexible.  Additionally, he rarely follows a given lesson-plan and relies on videos to keep the children occupied. 

In response to your call, central office indicates that there are no additional substitutes available. The pending long holiday weekend, and the professional development sessions have left the supply of visiting teachers depleted.

What do you do?

Scenario 2

You are meeting with a parent who is requesting a grade change for her son.  The young man received a semester grade of C in his History class.  The young man’s GPA prior to the semester was a 3.85.  He had received A’s in his prior social studies classes.   The parent has met with the teacher and with the counselor.  The teacher refuses to change the grade and the counselor has sided with the student and his parent.

Prior to the meeting with the parent, you met with the teacher.  He says the young man did do well on all tests and completed assignments.  However, there were at least four assignments missing for which a grade of  0 was given.  Theses 0’s lowered the student’s average to a C grade.  The teacher’s attitude is very defensive.  He states that he is being targeted by demanding parents and less than honest students

You have visited the teacher’s classroom and noted the general lack of organization in the room and in the lessons presented.  You are aware that students try to avoid being assigned to this teacher because of his reputation of losing papers and tests.

The parent has copies of the assignments that she says her son submitted during the semester. The young man made copies of everything because of the reputation of the teacher.  The collection of papers includes the assignments missing from the grade book.   The parent is calm yet obviously irritated.  She is expecting you to resolve the situation today

How do you handle this meeting?  Assuming you receive no additional information to sway your decision, what would you do?


Write a brief  response to each scenario from the viewpoint of a site administrator.  You make the decision and take an action.  What will they be?  Be thorough in explaining the reasons for your decisions.

Written Reflection - Gawande's "Personal Best"

Written Reflection – Gawande – Personal Best

Describe what you believe to be Gawande’s argument for the need for coaching for professionals.  State whether you agree or disagree with Gawande and support your position. 

Considering Knight's statements about the Partnership Principals and his reflection on Friere, what concepts present the biggest challenges as you approach a coaching experience?

Questions to Guide Your Reading of Chapters 1-5 of Knight's "Instructional Coaching"

Items to Consider

Jim Knight’s  “Instructional Coaching:  A Partnership Approach to Improving Instruction” Chapters 1-5

1. Why do traditional professional development models struggle to have true impact on instructional practice?
2. What are the “Big Four”?
3. Which of the partnership principles strikes you as an easy fit for you?  Which do you think will prove to be the most challenging for you to develop?
4. Why is listening so important to a coach?  Why are attentiveness, self-awareness,  authenticity,  empathy and respect key skills for good listening?
5. According to Knight, what are some of the conditions that interfere with communication?
6. How will understanding the process of change help in coaching others?

In-Box 1

In-Box 1

In- Box Activity

Situation:  You have been principal at Typical Middle School for five weeks.  Mr. and Mrs. Stone visit you.      Their daughter, Precious, is a seventh grader with advanced classes in the core areas.  The parents’ issue is with Mrs. Wright, Precious’ English teacher.

 Mrs. Wright is a highly regarded teacher/leader who has taught at Typical for 15 years.  Her classes are creative; her teaching strategies are meaningful and effective; and the students love her.  However, Mrs. Wright refuses to post her students’ grades on the district’s online grading system.   She believes that if students or parents want to know a grade, they can contact her personally and she will discuss the issue with them.  This allows her to explain more thoroughly how the student is progressing and gives the situation a more human touch.   This system has worked for her for many years. 

Teachers at Typical have been on an electronic grading system for at least seven years.  Mrs. Wright is the lone holdout to using the system.  There is no district or site policy indicating that all teachers must use the online system.

There have been rumblings from other parents about Mrs. Wright’s refusal to record her grades online.  Additionally, she requires that the parent or student phone her or meet with her between 3 and 4:30 in the afternoon.  This is the only time frame she will allow herself to be available.  Most parents comply with Mrs. Wright’s demands because they do not want to challenge her in fear of jeopardizing their child’s status in Mrs. Wright’s class.  However, you have not heard or seen any evidence of Mrs. Wright being vengeful.

Mr. and Mrs. Stone state confidently that they expect you to force Mrs. Wright to change the way she records her grades and communicates with parents.   They say that her demands limit the parents’ right to know how their child is progressing.  They state that if you cannot handle the situation, they will not hesitate to go to the superintendent.  They want a change immediately.  However, they do not want to meet with Mrs. Wright nor do they want their name or their daughter’s name mentioned to Mrs. Wright or to any other staff member in regards to the issue.

Question:   As principal, how will you handle this situation?

What are the steps you will take to resolve the situation 

List  the factors that you must consider?

What are the potential "gotchas" to this issue

What, if any, are the steps you will take to follow up on the situation once you have taken action?

With a partner discuss your decision and the course of action you have chosen.  Has your partner taken a different route to a solution?

Jim Knight on Paulo Friere

Knight on Friere from Jim Knight's blog

http://jimknightoncoaching.squarespace.com/journal/?currentPage=2

Jim Knight's Article on Partnership Principals

http://education.ky.gov/teachers/PGES/TPGES/Documents/What%20Good%20Coaches%20Do.pdf


from ASCD's Educational Leadership

Atul Gawande on Coaching - New Yorker Magazine

Gawande on Coaching

http://www.newyorker.com/magazine/2011/10/03/personal-best

Coaching Activity Description

LEAD 553

Spring 2017

Coaching Activity

Description:  This activity will provide each student the opportunity to function as an instructional coach.  As a school administrator you may not always have the opportunity to directly function as a coach of teaching strategies but you will have the obligation to create an environment of trust, respect, and professionalism that will stimulate staff to improve instruction so that each student has  an effective and positive learning experience.

The coaching unit will consist of two cycles.  Each cycle must include the following:

   1. Pre-conference with the teacher being coached.

   2. Observation of the teacher in the classroom working with students.

   3. Post-conference with the teacher to reflect on the observation

   Each of these three steps must be video-taped.   Edit the video to include portions of each session but the final cut should be no more than 15 minutes.   You will present your video tape to a small group of your colleagues during a class session.   These colleagues will then use coaching strategies to provide feedback to assist you as a coach.

I require the second coaching cycle to allow students to develop and practice their coaching skills.  The second cycle also allows the teacher being coached to extend his or her practice of the skills discussed with the coach.  Both the coach and the teacher should see progression in not only the professional skill but also in the development of a professional relationship.

As we start the class and if you have not experienced instructional coaching,  this assignment may seem overwhelming.  However, several of our activities in the first few sessions of the semester will focus on coaching to support you as you venture forward.   We will be reading Jim Knight’s book on instructional coaching that provides clear guidelines about coaching techniques.    We will also be watching videos with Knight serving as the model for effective coaching.   Don’t worry.  What may seem murky and maybe impossible as we begin should clear as we  move forward.  If you are having difficulty with the assignment, please let me know.

The biggest obstacle will be time.  Below is a proposed timeline that will help you meet the deadlines.  Those deadlines are highlighted.  

Possible Timeline

Jan 18 - Jan 25   Identify teacher who is willing to be coached.   Establish date for pre-conference

Jan 25 - Feb 3 -  Participate in  the pre-conference, observe the teacher, and hold a post-observation conference.   Video each step.  

Feb. 3  - Feb 7 - Prepare video and send to members of your discussion group.

Feb. 8 - Show video to your group and talk them through the challenges and revelations you experienced through the process.

Feb. 9 -  Feb. 17 - Complete the second series of pre conference, observation and post conference.

Feb. 18 - Feb. 21 -  Finalize the video of your second cycle of coaching and send to your colleagues.

Feb. 22  Present video to your discussion group and receive coaching on your coaching techniques.

March  6   Submit Assignment  for  CAPE  2D 

Rubric for Coaching Activity CAPE 2D

Rubric for CAPE 2 D

With the Supervising/Mentor Principal and agreement of a teacher, complete two structured coaching session (pre-conference, lesson observation, scripting, analyzing student learning, reflective questioning, and feedback in a post-conference).  Provide recommendations for developing a strategy for improvement.  to be completed during Instructional Leadership and Supervision (LEAD 553/554)

Outstanding (A or A-) ( 5-6)	The Norm (B+, B, B-) (3-4)	Minimum Competence (C+ or C) (1-2)
Effectively demonstrates knowledge and application of the Partnership Principles of equality, choice, voice, reflection, dialogue, praxis, and reciprocity.	Effectively demonstrates knowledge and application of some of the Partnership Principles	Partnership Principles are merely suggested but not demonstrated or not applied at all.
Provides sound advice for improvement of instructional practices with specific, clear, concise, and appropriate strategies.	Provides some suggestions for improving instruction in a manner that may be useful to the teacher	Provides few suggestions are made for instructional improvement.  Strategies that are suggested may not be effective for the specific teacher or class
Describes a clear relationship between the acquired coaching skills and effective leadership strategies that have been helpful in settings other than coaching	Cites a carryover of skills from coaching to leadership strategies	Minimal discussion of how coaching strategies can impact one’s leadership style

Rubric for Reflections and In-class writing

Rubric for Class Responses

4-5	2-3	0-1
Question is thoroughly and succinctly answered.	Question is answered but with limited depth.	Response to question is evasive or non-existent.
Appropriate examples are provided to support point of view	Limited support for position is provided in the response	Very few or no  examples are provided to support the response
Response demonstrates a depth of knowledge of the concept.	Response demonstrates knowledge of the concept.	Point of view of the writer is vague
Response is written in a clear, logical, and concise manner.  The point of view of the writer is communicated well with  an appropriate writing technique.	Response is rambling or too abrupt yet written in an acceptable style.	Writing style is confusing and inconsistent.

Video: Atul Gawande Talks about coaching

Syllabus LEAD 553 - 2017

Course Syllabus - Lead 553

Lead 553 Instructional Leadership and Supervision

Spring 2017 - Two Units

Instructor:  Donna Campbell

campbelld@sandiego.edu

619 218 7607 (c)

Class Meeting Dates

January 18 (Kroc 214) February 15 (Hahn 108)

January 25 (TBD)         February 22 (Hahn 108)

February 1 (Hahn 108) March 1 (Hahn 108)

February 8 (Hahn 108)

Each class session is scheduled from 4:40pm until 8:40pm.  This is the first semester of a two-semester course series (LEAD 553 and 554).

Course Description

This course is designed to provide the knowledge and skills required of effective school leaders.  Our focus will be on the school leader as a coach; as a developer of an ethical, responsive school culture, and as a leader of learning.  These roles are all vital in ensuring strong instructional practice and consistent student achievement.

Course Objectives

1. To develop a coaching philosophy and process that involves:

- collaborative reflection on teaching practices;

- analysis and discussion of student outcomes;

- true conversations that involve authentic listening;

- relevant and focused observations;

- honest and helpful feedback to improve instruction;

- commitment to continuous improvement of teaching practice.  (CAPE 2D)

2.   To recognize the need for ethical school leadership that is characterized by honesty, empathy, respect and a keen focus on the success and safety of students.   These characteristics impact relationships with students, staff, community, and colleagues and thus the success of the school and the leader. (CAPE 5C)

Text Books/ Readings

Gawande, Atul.  (October 3, 2011) Personal Best.   New Yorker.

http://www.newyorker.com/magazine/2011/10/03/personal-best

Knight, Jim. (2007)  Instructional Coaching: A Partnership Approach to Improving Instruction.

Thousand Oaks, California.  Corwin Press

Sanfelippo, J. and Sinansis, T. (2016).  Hacking Leadership.  Cleveland, Ohio.  Times 10

Tschannen-Moran, Megan. (August, 2014)  Trust Matters:  Leadership for Successful Schools.

San Francisco, California.  Jossey Bass.

Course Requirements/ Activities

Blog

All supplemental readings, class notes, video presentations or links may be found on the instructor’s blog at:  ELDA16.blogspot.com

Class Discussion

The core of this class is learning through discussion, experience, and reflection.  We will complete readings, listen to guest speakers, see videos, react to scenario us and then talk about the impact of the experiences from one’s personal and professional viewpoint.  Discussions will be honest and respectful but with the purpose of furthering one’s understanding of his or her role as a school leader.

Coaching Cycle

The major activity for LEAD 553 involves coaching teachers to improve their practice and thus student outcomes.  School administrators have the obligation to ensure that students access high-quality instruction in each classroom of their school.  One important strategy to meet this obligation is instructional coaching.  The analysis, development, and implementation of the coaching process will be a key activity of this course.  Each student will be responsible for two cycles of a coaching process.  Each cycle will include:

- Pre-conference with the individual being coached

  - Observation of a classroom activity

- Post-conference

- In-class presentation

Each student will videotape every step of the cycle except the class presentation.  The class presentations will involve uploading the videos for viewing by class members, discussing your experience in the cycle with the class and receiving feedback from colleagues.  Each class member will be responsible for reviewing the uploaded videos prior to class and for being prepared to coach one’s peer on his or her coaching technique.

Reading Responses/ Reflections

On occasions, students will complete a reflective piece on what they read in the texts or heard during class discussion and how such information pertains to their development as school leaders.  Each response/reflection should be at least one page in length.  Prompts may be given by the instructor to guide the writing.

In-box Activities

The “in-box” activities are designed to provide the students an opportunity to react to real-life situations that one may encounter as a school administrator.  Some activities will require the student to work with a team and others may require the individual to act alone.  These simulation activities will be followed by class discussions that reflect on the nature and effectiveness of the leader’s response.

Grading Scale

The following scale will be used to determine final letter grades:

95 - 100%  = A   87-89%  = B+     77 - 79% = C+ 67 - 69% = D+       Less than 60% = F    

90 - 94% = A-   83 -86% = B     73 - 76% = C 63 - 66% = D

  80 - 82% = B-     70 - 72% = C- 60 - 62% = D-

The University will place end-of-semester scores of 79% and below on academic probation.

Grade of Incomplete

Incomplete grades are not recommended.  However, if an extreme circumstance should occur the grade of incomplete  may be recorded to indicate that the requirements of a course have been substantially completed but, for a legitimate reason a small fraction of the work remains to be completed, and that the record of the student in the course justifies the expectation that he or she will complete the work and obtain the passing grade by the deadline.  It is the student’s responsibility to explain to the instructor the reasons for non-completion of work and to request an incomplete grade prior to the posting of final grades.  Students who receive a grade of incomplete must submit all missing work no later than the end of the tenth week of the next regular semester, otherwise the “I” grade will become a permanent failing grade (F).

Course Expectations

Participation in class discussions: 30%

Written reflections/ responses 20%

Presentation of coaching cycles 30%

Mid-Term/ Final Writing 20%

Course Outline

The activities describe in this course outline indicate what should transpire at each class session.  However, the ebb and flow of the class may require adjustments to the scheduling of the activities or the activities themselves.

Prior to our first class meeting, students are to read Atul Gawande’s article, Personal Best from the New Yorker,  Oct 3, 2011.

Date                          Activity                                                            Assignment

1/18                         - Introductions                                                   For 1/25 - Knight, Chapters 1-5

                                -  Review of Syllabus

                                - Intro to Coaching Project

                                -  Discussion of Gwande

                                - Intro. to Knight's book

                                - In-box Activity

1/25                         - Discussion of reading                                        For 2/1 - Knight,  Chapters 6-9

                                - Discussion of Partnership Principles

                                - Video of Knight Coaching

                                - In-box Activity

2/1                           - In-class response to Knight's work                   For 2/8  Tschannen-Moran, Chapters 1-5

                                - Discussion of Ch. 6-9

                                - Coaching videos

                                - Susan Scott on Conversations

                                - In-box Activity

2/8                            - Presentation of First Cycle Videos                   For 2/15  Tschannen-Moran, Chapters 6-10

                                   and subsequent discussions and reflection

                                 - Susan Scott video

                                 - Discussion of Reading

2/15                           - Tom Crane on Coaching                                  For 2/22 Sanfelippo-Sinansis, Chapters 1-5

                                  - EQ

                                  - Discussion of  Reading

                                  - Simon Sinek video

2/22                           - Presentation of Cycle 2 videos                         For 3/1  Sanfelippo-Sinansis, Chapters 6-10

                                     and subsequent discussion and reflection

                                  - Discussion of Reading

3/1                               Discussion of Reading

                                    Final                   

                           

           

ELDA Attendance Policy

Since participation is integral to the learning process for all students, it is imperative that students attend every class.  If a student is late to class or needs to leave a class early, she or he must inform the instructor in advance.  If a student misses a class, he or she has the obligation to make up any work that was missed and to ask a colleague to collect any materials that were distributed in the class they missed.  Student missing more than one class will no longer be eligible for a grade of A due to the impact of class discussion on the learning.   If a student’s absences or late arrivals and early departures exceed 25% of the total class time, the student will fail the class (if a letter grade is given) or receive NC (if the class is a credit/no credit class).

Academic Integrity

Although the structure of this course relies primarily on reporting and reflection, it is still important for students to accept academic honesty as a priority.  Neither the instructor nor the university tolerates such actions as plagiarism, cheating, fabrication or participating in academic dishonesty.

Statement on Plagiarism

Students are responsible for knowing what plagiarism is and avoiding it.  Students who commit plagiarism are subject to penalties that may include suspension or expulsion from the university.  Plagiarism occurs when individuals present the words and/or ideas of others as if they are their own.  To avoid plagiarism, you must give credit to your source whenever you use:

·      another person’s idea, opinion, or theory;

·      any facts, statistics, graphs, drawings – any pieces of information from another source – that are not common knowledge;

·      quotations of another person’s actual spoken or written words; or

·      a paraphrase of another person’s spoken or written words.

Bulleted information from:

http://www.indiana.edu/wts/pamphlets/plagiarism.shtml

Requests for Accommodation

Reasonable accommodations in accordance with the Americans with Disabilities Act (ADA) will be made for course participants with disabilities who require specific instructional and testing modifications.  Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619-260-4655, www.sandieg.edu/disability) before the beginning of the course.  Every effort will be made to accommodate students’ needs; however, performance standards will not be modified in considering specific accommodations.