Wednesday, February 22, 2017
Goleman's Factors of Emotional Intelligence
Daniel Goleman defines Emotional Intelligence
"The most effective leaders are all alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. It’s not that IQ and technical skills are irrelevant. They do matter, but…they are the entry-level requirements for executive positions. My research, along with other recent studies, clearly shows that emotional intelligence is the sine qua non of leadership. Without it, a person can have the best training in the world, an incisive, analytical mind, and an endless supply of smart ideas, but he still won’t make a great leader."
Goleman, Daniel. "What Makes a Leader" Harvard Business Review, 1998
Copyright 2003 Harvard Business School Publishing Corporation
"The most effective leaders are all alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. It’s not that IQ and technical skills are irrelevant. They do matter, but…they are the entry-level requirements for executive positions. My research, along with other recent studies, clearly shows that emotional intelligence is the sine qua non of leadership. Without it, a person can have the best training in the world, an incisive, analytical mind, and an endless supply of smart ideas, but he still won’t make a great leader."
Goleman, Daniel. "What Makes a Leader" Harvard Business Review, 1998
Copyright 2003 Harvard Business School Publishing Corporation
Definition
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Hallmarks
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Self-Aware-ness
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The ability to recognize and understand our moods, emotions, and drives, as well as their effect on others
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Self-confidence
Realistic self-assessment
Self-deprecating sense of humor
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Self -Regula-tion
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The ability to control or redirect disruptive impulses and moods.
The propensity to suspend judgment- to think before acting
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Trustworthiness and integrity
Comfort with ambiguity
Openness to change
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Motiva-tion
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A passion to work for reasons that go beyond money or status
A propensity to pursue goals with energy and persistence
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Strong drive to achieve
Optimism, even in the face of failure
Organizational commitment
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Empa-thy
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The ability to understand the emotional makeup of other people
Skill in treating people according to their emotional reactions.
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Expertise in building and retaining talent.
Cross-cultural sensitivity
Service to clients and customers
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Social Skill
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Proficiency to managing relationships and building networks
An ability to find common ground and build rapport
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Effectiveness in leading change
Persuasiveness
Expertise in building and leading teams.
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Coaching Feedback - Quick Response Cycle 2
Coaching Feedback - Quick Response
Answer each of these questions about the feedback you received from your colleagues about your coaching session. Email your responses to me at campbelld@sandiego.edu
You do not need to re-write the question.
1. List two or three specific items of feedback you received about your coaching process from your colleagues that will be helpful to you when you speak to teachers about the teaching and student learning.
2. The point of coaching is to impact teaching practice so that students have better chance to learn. Did your coaching impact the practice of the teacher? If so, how? If not, why not? How do you know?
You do not need to re-write the question.
1. List two or three specific items of feedback you received about your coaching process from your colleagues that will be helpful to you when you speak to teachers about the teaching and student learning.
2. The point of coaching is to impact teaching practice so that students have better chance to learn. Did your coaching impact the practice of the teacher? If so, how? If not, why not? How do you know?
CAPE 2D - Assignment and Rubric
CAPE 2D Requirements for Completion and Rubric
Complete two structured coaching sessions (pre-conference, lesson observation, and feedback in a post-conference). Reflect on the strategies used in both coaching cycles to impact teaching practice. Include in your reflection a thorough presentation of:
- the specific coaching strategies you implemented in your discussions;
- any recommendations you provided to the teacher for improving instructional technique and how these recommendations were received by the teacher;
- how your acquired coaching strategies have implications for your leadership voice or philosophy
Rubric
Outstanding (A or A-) ( 5-6)
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The Norm (B+, B, B-) (3-4)
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Minimum Competence (C+ or C) (1-2)
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Effectively demonstrates knowledge and application of the Partnership Principles of equality, choice, voice, reflection, dialogue, praxis, and reciprocity.
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Effectively demonstrates knowledge and application of some of the Partnership Principles
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Partnership Principles are merely suggested but not demonstrated or not applied at all.
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Provides sound advice for improvement of instructional practices with specific, clear, concise, and appropriate strategies.
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Provides some suggestions for improving instruction in a manner that may be useful to the teacher
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Provides few suggestions are made for instructional improvement. Strategies that are suggested may not be effective for the specific teacher or class
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Describes a clear relationship between the acquired coaching skills and effective leadership strategies that have been helpful in settings other than coaching
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Cites a carryover of skills from coaching to leadership strategies
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Minimal discussion of how coaching strategies can impact one’s leadership style
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Tuesday, February 14, 2017
Improving Climate and Culture in Urban Schools - SDSU Center for Urban School Transformation
Improving Climate and Culture in Urban Schools
National Center for Urban School Transformation
San Diego State University
2011
The Climate for Students in High-Performing Schools
- Students are eager to attend school. They perceive that adults in the school care sincerely about them and about their success.
- Students feel a personal connection to the adults at school.
- Students feel safe physically and emotionally. They know that the adults in the school do whatever is necessary to create a safe and comfortable learning environment.
- Students believe thay are likely to succeed academically.
- Students believe that their hard work will result in both short-term and long-term exciting opportunities.
The Climate for Teachers in High-Performing Schools
- Teachers believe they are part of a team that is making a powerful difference in the lives of students. They believe their work has purpose.
- Teachers are proud of their team of colleagues, and they believe that their colleagues are proud of them. Everyone contribures, shares and learns. Disagreements are resolved promptly and prefessionally.
- Teachers believe their administrators care sincerely about them and about their success. They see administrators as sources of support and leadership who are skillful enough and caring enough to help them achieve excellent learning results.
limate for Parents in High-Performing SchoolThe Cs
- Parents believe that educators care about their child.
- Parents believe that educators perceive potential in their child and are working to maximize that potential.
- Parents feel welcome at school.
- Parents feel that educators perceive them as strong, positive partners in the education of their children.
- Parents feel that their concerns and insights are appreciated.
- Parents believe that educators appreciate whatever small or large contributions they make to their children’s education.
How Do High-Performing Schools Build and Sustain a Great Climate
- Leaders push beyond compliance and encourage everyone to embrace goals that will make a difference in students’ lives. People commit to goals that they see as worth their effort.
- Leaders respectfully but clearly speak out when others claim that goals are unattainable.
- Leaders use research and data to focus on opportunities to improve not on reasons to blame.
- Leaders keep a focus on the impact of everyday school actions on students’ lives.
Stages of Good to Great - Collins
Good to Great - Collins
Stage One - Disciplined People
- Level 5 Leaders - ambitious for the cause and the work - not themselves.
- First Who...Then What - get the right people on the bus and the wrong people off the bus before you figure out where to drive the bus.
Stage Two - Disciplined Thought
- Stockdale Paradox - retain deep faith that you will prevail but confront the most brutal facts of your current reality
- Hedgehog concept - thee intersecting concepts: what you can be the best in the world at, what you are deeply passionate about, and what best drives your resource engine.
Stage Three - Disciplined Action
- People operate with a sense of having responsibilities not tasks or jobs
- Flywheel - Success results not from one great program or a unique opportunity but rather from relentlessly pushing a giant flywheel in one direction, steadily while building momentum.
Stage Four - Building Greatness to Last
- Great organization prosper through generations of leaders. Good leaders build "catalytic mechanisms" to ensure continued progress not dependent on personality. It is a "charisma bypass".
- Preserve the Core and Stimulate Progress - Great Organizations have a fundamental duality: timeless core values that remain constant and a relentless drive for change and progress. Such drive may result in Big Hairy Audacious Goals (BHAGs).
In-box Activity 4
In-box activity 4
New Day at 70th Street School
You are the principal at 70th Street School. You are the only administrator at the site. It is a Monday morning and you have arrived at your office approximately one hour before the start of the students' school day. This is what your calendar for the day looks at 6:30 am, Monday morning.
As you start your day, you are met with the following situations:
1. You receive a telephone call indicating that the two of the four buses that bring children to your school will be late. Bus A will arrive about 10 minutes late and Bus B will be up to an hour and half late. Late Bus
2. Ms. Bright, the school secretary, informs you that four of your teachers have contacted the substitute assignment system to request a sub but only 2 of the positions have been filled up to this point. Substitute
3. In your e-mail, is a message from the PTA president stating that she needs to meet with you immediately over the PTA's promise to co-fund the purchase of electronic tablets for all fifth graders. PTA
4. Another e-mail comes from Natalie Jones a community member who states that the agenda for this afternoon's site council meeting has not been posted publicly and that you are again in violation of the Brown Act. Brown Act
5. The district's maintenance office sends an e-mail indicating that they will be on campus this Wednesday to fix the various plumbing problems about which you have notified them. Water shut off may be required. Plumbing
6. There is a phone message from the district. The superintendent is asking that you be part of the hiring panel for the principal of Kennedy School. The secretary who left the voice message says she need your response ASAP. Superintendent
7.Terry Barnes, the chair of the school's SSC , has asked you to return his call to discuss today's meeting and possible conflicts and contentious issues that may arise in the meeting. SSC
8. A message from the district's HR department tells you that they are expecting your response to the grievance filed by a teacher about the conditions of her classroom affecting her health and well being. The grievance is attached to the e-mail. This is the first you have heard of this grievance.
Grievance
9. Your nurse, who is on your campus only one day each week, called to say she would be two hours late because the central office has stated that all nurses are to attend a mandatory emergency meeting this morning at 8:00. She believes the meeting will be about dealing with the flu that too many kids have caught. Nurse
10. It has started to rain and your custodian asks if you have re-located the tarps that cover the playground equipment cage. He can not find the tarps. He also reports that the five classrooms in Building B have had the door locks damaged by someone putting a substance in the keyhole. He's not sure if he can fix or clean the locks before school starts. Custodial
A. Decide on a priority listing as to the order in which you address the issues.
B. State why you gave top priority to the issue you chose as being the most pressing.
You are the principal at 70th Street School. You are the only administrator at the site. It is a Monday morning and you have arrived at your office approximately one hour before the start of the students' school day. This is what your calendar for the day looks at 6:30 am, Monday morning.
7:30 - Courtyard supervision
7:45 - Pledge of allegiance in courtyard and message to students
8:00 - IEP for Tommy Tenney (need to get background from Ms. Bing, RSP. Advocate involved.)
9:00 - Formal classroom observation - Ms. Barkley room 10
9:45 - Meeting with cafeteria staff about serving healthy foods
10:00 - Recess duty
11:30 - Lunch duty
1:00 - Evaluation Conference with Robert Sykes
1:30 - Request from Mr. Cheney for you to see fifth grade play rehearsal in room 15.
2:00 - Meeting with Mr. and Mrs. Charcusk. They want their child moved from Mr. Plano's class to Ms. McCormick's room.
3:00 - Courtyard/bus supervision
3:15 - SSC meeting -
As you start your day, you are met with the following situations:
1. You receive a telephone call indicating that the two of the four buses that bring children to your school will be late. Bus A will arrive about 10 minutes late and Bus B will be up to an hour and half late. Late Bus
2. Ms. Bright, the school secretary, informs you that four of your teachers have contacted the substitute assignment system to request a sub but only 2 of the positions have been filled up to this point. Substitute
3. In your e-mail, is a message from the PTA president stating that she needs to meet with you immediately over the PTA's promise to co-fund the purchase of electronic tablets for all fifth graders. PTA
4. Another e-mail comes from Natalie Jones a community member who states that the agenda for this afternoon's site council meeting has not been posted publicly and that you are again in violation of the Brown Act. Brown Act
5. The district's maintenance office sends an e-mail indicating that they will be on campus this Wednesday to fix the various plumbing problems about which you have notified them. Water shut off may be required. Plumbing
6. There is a phone message from the district. The superintendent is asking that you be part of the hiring panel for the principal of Kennedy School. The secretary who left the voice message says she need your response ASAP. Superintendent
7.Terry Barnes, the chair of the school's SSC , has asked you to return his call to discuss today's meeting and possible conflicts and contentious issues that may arise in the meeting. SSC
8. A message from the district's HR department tells you that they are expecting your response to the grievance filed by a teacher about the conditions of her classroom affecting her health and well being. The grievance is attached to the e-mail. This is the first you have heard of this grievance.
Grievance
9. Your nurse, who is on your campus only one day each week, called to say she would be two hours late because the central office has stated that all nurses are to attend a mandatory emergency meeting this morning at 8:00. She believes the meeting will be about dealing with the flu that too many kids have caught. Nurse
10. It has started to rain and your custodian asks if you have re-located the tarps that cover the playground equipment cage. He can not find the tarps. He also reports that the five classrooms in Building B have had the door locks damaged by someone putting a substance in the keyhole. He's not sure if he can fix or clean the locks before school starts. Custodial
A. Decide on a priority listing as to the order in which you address the issues.
B. State why you gave top priority to the issue you chose as being the most pressing.
B. What do you do to address each issue?
Wednesday, February 8, 2017
Things to Consider as You Coach the Coach
Coaching the Coach - Consider the Following
A major component of the assignment is to practice coaching. It is important that you have have a meaningful dialogue about the coaching you observe so that the coach becomes more effective. Listed below are some things to consider as you watch the video.
Is the coach really listening? What clues lead you to your answer?
Is the conversation between the coach and the teacher a dialogue or a series of questions?
A major component of the assignment is to practice coaching. It is important that you have have a meaningful dialogue about the coaching you observe so that the coach becomes more effective. Listed below are some things to consider as you watch the video.
Is the coach really listening? What clues lead you to your answer?
Is the conversation between the coach and the teacher a dialogue or a series of questions?
Is the discussion authentic or does it appear to be almost scripted? Why?
Are there any clues to the relationship between the coach and coachee?
How does the coach and the teacher arrive at the concerns to be observed by the coach?
Are the mutually agreed upon concerns addressed by the coach in the post-observation?
Is the feedback relevant and useful to the teacher?
Does coaching actually take place?
Who does most of the talking?
Who does most of the talking?
Does the teacher seem to buy-in to the benefit of having a coach?
Based on what you saw in the video, would you consider this coaching session a success?
What tips would you suggest to improve the coach's work in the second cycle?
Did the coach use any of the Partnership Principles?
Did the coach use any of the Partnership Principles?
Reflection on First Coaching Cycle
Reflection on First Coaching Cycle
Write a brief (no more than 3 pages) reflection on your first coaching cycle
Assess your coaching experience. The following questions may prompt your thinking as to what to include in your response. This assignment is due Feb. 17.
How would you assess your first coaching experience?
How do you think the person you coached would assess the process?
What was the most challenging aspect of the process?
What did you find easy or comfortable?
What will you do differently in the second cycle of coaching and what impact do you anticipate with the change?
Did your coaching make a difference for the teacher? If so, what was the impact? If not, what happened?
What did you learn from sharing your videos with your colleagues?
Which of the Partnership Principles did you utilize?
Write a brief (no more than 3 pages) reflection on your first coaching cycle
Assess your coaching experience. The following questions may prompt your thinking as to what to include in your response. This assignment is due Feb. 17.
How would you assess your first coaching experience?
How do you think the person you coached would assess the process?
What was the most challenging aspect of the process?
What did you find easy or comfortable?
What will you do differently in the second cycle of coaching and what impact do you anticipate with the change?
Did your coaching make a difference for the teacher? If so, what was the impact? If not, what happened?
What did you learn from sharing your videos with your colleagues?
Which of the Partnership Principles did you utilize?
Coaching Feedback - Quick Response Cycle 1
Coaching Feedback - Quick Response
Answer each of these questions about the feedback you received from your colleagues about your coaching session. Email your responses to me at campbelld@sandiego.edu
You do not need to re-write the question.
1. List two or three specific items of feedback you received about your coaching process from your colleagues that will be helpful to you when you speak to teachers about the teaching and student learning.
You do not need to re-write the question.
1. List two or three specific items of feedback you received about your coaching process from your colleagues that will be helpful to you when you speak to teachers about the teaching and student learning.
Facets of Trust - Megan Tschannen-Moan
Facets of Trust - Megan Tschannen-Moran from Trust Matters (2014, Jossey-Boss)
Facet Definition Example
1. Benevolence Caring
Wanting others to succeed
2. Honesty Integrity
Truthfulness
3. Openess Willingness to listen
and consider others'
viewpoints, or feelings
4. Reliability Dependable,
Consistency, Commitment
5. Competence Being good at one's job
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