CLASS THREE
SUPERVISION FOR TRANSFORMATION
Tips, tricks and techniques are not the heart of
education – fire is. I mean finding light in the
darkness, staying warm in a cold world, avoiding
being burned if you can, and knowing what brings
healing if you cannot. That is the knowledge our
students really want, and that is the knowledge we
owe them. Not merely the facts, not merely the
theories, but a deep knowing of what it means to
kindle the gift of life in ourselves, in others, and in the
world.
Parker Palmer, “Foreword” to Radical Presence.
TONIGHT
• Hear about Nested Patterns that you observed in
your schools.
• Convene for PARs on Nested Patterns
• Dive back into Constructive Developmental Theory
• Spend a bit more time with Nested Patterns
• Begin our work with Transformational Coaching
• Explore your next PAR
REVIEW
CONSTRUCTIVE DEVELOPMENTAL THEORY
THE BASIC PRINCIPLES
1. Growth and development are lifelong
processes.
2. Development involves a qualitative change
in the ways in which a person makes sense or
constructs his or her experience.
THE THREE WAYS OF KNOWING
SUPERVISORS NEED TO
UNDERSTAND
Kegan’s Developmental Stages
• Instrumental
• Socializing
• Self Authoring
Discussion of Holding Environments
How do you currently create holding
environments for supporting other adults’
growth in your practice?
How would you describe professional
development in your district? What do you think
is working well in terms of supporting adult
capacity-building?
If there is one thing you could change, what
would it be?
FOUR PILLARS TO SUPPORT
DEVELOPMENT
•
•
•
•
Teaming/Partnering
Providing Leadership Roles
Engaging in Collegial Inquiry
Mentoring/Coaching
WORK THROUGH THE CAROUSEL
ACTIVITY FOR THE FOUR PILLARS
• Question 1: Define this pillar.
• Question 2: How effectively does the Ferg-Flor.
District use this pillar to develop teachers?
• Question 3: Point to one great example of a
program that develops teachers using this pillar.
• Question 4: Come up with one great idea that could
be used in Ferg-Flor to use this pillar to develop
teachers.
TWO VIDEOS TO EXPLORE
How do the practices demonstrated in these two
videos of the New Visions Program build upon
Constructive-Developmental Theory?
• https://www.teachingchannel.org/videos/teac
her-teams-nvps
• https://www.teachingchannel.org/videos/coa
ching-for-teachers-and-students-nvps
TOWARD A THEORY OF ACTION FOR
SUPERVISION FOR TRANSFORMATION
What is theory?
THEORIES
• Sets of propositions that make it possible to
describe, explain, and sometimes predict.
• Leaders must make their theories of action clear to
those with whom they work.
• One of first actions of those who assume supervisory
roles is to articulate clearly their theory of action for
those they supervise…and then to examine their
own thinking and behavior
• in light of what they profess.
DAVID PERKINS’ PERSPECTIVE ON THREE
DISTINCT TYPES OF INTELLIGENCE
• You are born with neural intelligence
(measured by IQ);
• You gain experiential intelligence through
experience in a specific area, such as playing
chess;
• You gain reflective intelligence by being aware
of your thinking patterns, and the way that you
can change these patterns.
Leaders Must Be Expert Learners!
PART OF THE WAY WE BECOME EXPERT
LEARNERS IS BY CONSCIOUSLY
IMPROVING OUR REFLECTIVE
INTELLIGENCE.
ONE WAY TO IMPROVE REFLECTIVE
INTELLIGENCE…
•
•
•
•
•
Develop a Theory of Action
Articulate it to Others
Check Your Thinking and Behaviors Against It
Ask for Feedback
Revise Your Theory of Action as Your Learning
Develops
Collective Aspiration
Direction
·
Strong moral focus
·
Clear, compelling purpose
·
Shared images of success
·
Ethic of Excellence
·
Powerful relationships forged by
important work
Nested Patterns
Doing
Why a triangle?
The triangle is a delta—the
mathematical symbol for difference
and change. It also represents for us
the 3-legged stool that an organization
must build upon to transform: a clear
direction, powerful ways of doing the
work, and clear strategies for
developing and learning.
A Leader’s Learning Work
·
Deep learning as core work
for adults and children
·
Serving as a lead learner,
theorist, and intellect
·
High-level skills in
collaboration
·
Building collective understanding and
action with the power of language
·
A culture of empathy
and compassion
·
Nurturing strong human connections
and harvesting collective wisdom
·
Systems and design thinking
used to engage complexity
·
Approaching the work with
creativity and courage
·
Shared Leadership
·
Supporting personal and
organizational resilience
DEVELOPING
NESTED PATTERNS
THINK FRACTALS
You may not know it, but fractals, like the air
you breathe, are all around you. Their irregular,
repeating shapes are found in cloud
formations and tree limbs, in stalks of broccoli
and craggy mountain ranges, even in the
rhythm of the human heart.
FRACTALS ARE REPEATED PATTERNS THAT
ARE CONSIDERED
THE BUILDING BLOCKS OF LIFE
Deep
Learning
Compassion
and
Empathy
Systems and
Design Thinking
Collaboration
Shared
Leadership
In The Fractal Enterprise, by Pravir
Malik, the author argues that
organizations can profit from
repeated patterns that can give
them both strength and agility…
and so we propose five building
blocks that become nested
throughout the organization.
NESTED PATTERNS ARE
ORGANIZATIONAL FRACTALS
• Deep learning as core work for adults
• and children
• High-level skills in collaboration
• Empathy and compassion
• Systems and design thinking to engage
• complexity
• Shared leadership
Nested Patterns Weave Together to Create
a Strong Place to Grow From
At every level, we must be
confident that these patterns
are the go-to ways we
do our work and solve
our problems.
District
School
Deep Learning
Collaboration
Empathy/Compassion
Systems/Design
Thinking
Shared Leadership
Classroom
Bu
Dr
Nested Patterns Promote Resilience,
Coherence, Agility, and Strength.
SO HOW WOULD YOU CHARACTERIZE
NESTED PATTERNS AS PART OF YOUR
SUPERVISION WORK?
• What are nested patterns?
• How might they impact an organization where they
were deeply embedded at all levels?
• How could these nested patterns support your work
with supervision?
Turn and Talk to a Partner about Your Theory of Action for Nested
Patterns.
Now Get Out Your Theory of Action Card, and Write Your Theory of
Action for Nested Patterns.
AN INTRODUCTION TO COACHING
FOR TRANSFORMATION
WHAT COACHING IS NOT!
1. Coaching is not a way to enforce a program.
2. Coaching is not a tool for fixing people.
3. Coaching is not therapy.
4. Coaching is not consulting.
TRANSFORMATIONAL COACHING
Intends to impact all three of these areas:
• The individual client and his/her behaviors/beliefs/beings;
• The institution and systems in which the client work, and
the people who work within those systems;
• The broader educational and social systems in which
we live.
Elena Aguilar
Transformational Coaching is a PROCESS
that explores:
Behavior
Beliefs
Be
Beliefs
Being
Elena Aguilar
Coaching for Institutional and Systems Change
A transformation coach thinks in terms of systems,
helps a client see systems, and directs her efforts at
the level of an individual and the systems in which
they are embedded.
Elena Aguilar
A masterful coach is a leader who by nature
is a vision builder and value shaper, not just
a technician who manages people to reach
their goals and plans through tips and techniques.
To be able to do this requires that the coach
discover his or her own humanness and humanity
…while being a clearing for others.
Elena Aguilar
Look at the “Just in Time Card” for the Coaching
Manifesto. Discuss which of these strike you most.
TWO LENSES TO SUPPORT COACHING
• Mind the Gap
• Spheres of Control
Please go to the website and read the article
Mind the Gap: A Coaching Tool for Thinking,
by Elena Aguilar
Mind the Gap
Will
Skill
Desire, passion, motivation,
attitude, perseverance
Knowledge
Pedagogy/Content
The Science of Teaching/
Leading
Capacity
WilMental/emotional/physical
ability to do something, often
includes skill and knowledge
Emotional Intelligence
The ability to be aware of, manage, and express one’s
emotions, and to recognize and respond appropriately to
the emotions of others. Also emotional resilience.
Elena Aguilar
ROLE PLAY SCENARIOS
A new teacher who is doing okay in first year, but is really stressed. He
thinks things are much worse then they are. Focuses on what is out of
his control.
A teacher who is at a school that is a mess. She’s really struggling to
manage everything that’s going on there. She has some strong
teaching practices.
A teacher who is receiving a lot of pressure to improve test scores.
A teacher who is expected to teach with materials contrary to her
philosophy.
A teacher who is open to coaching but never follows through with
things discussed in coaching.
SPHERES OF INFLUENCE
Please go to the website and read
Elena’s article, “Spheres of Influence.”
Spheres of Influence and Control
What you can
Control
What you can
Influence
Everything else:
Outside of your
Control and Influence
Elena Aguilar
Let’s Try the Exercise at the Bottom
of the Article.
What did you learn about spheres of Influence
as a lens for coaching?
Let’s do another role play.
HOMEWORK