CNET

Session One
Fall, 2017

ACSA LEADERSHIP COACHING (ALC)

School leaders are of key importance to the health and vitality of a school community.
They set the tone through their attitudes while their behavior serves as a model for
how others should think and act as well. They are responsible for the instructional
program, for managing the budget and personnel as well as establishing connections
with the families of the students and with the community. Many principals feel
isolated, inadequately prepared and not up to the task of making their school healthy,
happy and high performing. In the hands of a leadership coach with the right
training and experience, educational leaders who aspire to greatness can achieve that
important goal for themselves and for the schools they serve. Evoking greatness
becomes the primary task of leadership and the leadership coach.

Megan Tscahnnen-Moran, Evoking Greatness, 2017

CNET One Materials

These materials are produced and developed by the Association of California

School Administrators (ACSA) in cooperation with Lead Learner Associates. Their
use is reserved for the training and support of the ACSA Leadership Coaches,
coaches and Local Programs in the California Network of School Leadership
Coaches (CNSLC) and their candidates.

We encourage the duplication and use of these materials by coaches and

candidates, provided they are attributed to ACSA. Please do not post any of the
documents in this packet on public websites, distribute copies outside of the
candidates’ schools or district, or use any of these materials for commercial
professional training/development without written consent from ACSA.

For further information about use of these materials, and other tools to support
new administrator practice, please contact Joan Ruzic (jruzic@acsa.org) at
ACSA Education Services or George Manthey (george@leadlearner.org) at
Lead Learner Associates.

Association of California School

Administrators 1029 J Street, Suite 500,
Sacramento, CA 95814
916-444-3216

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 CNET 1 AGENDA
§ Story Listening Exercise

§ Welcome

§ Evocative Coaching Review

§ Equity and Appreciative Inquiry

§ Triad Coaching Practice #1

§ Triad Coaching Practice #2

§ Using Video in Coaching

§ Culture and CPSELS

§ Q and A

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CNET 1 OUTCOMES

• Review four steps in ACSA Leadership Coaching (Based on

Evocative Coaching Model)

• Develop and practice skills in Appreciative Inquiry and Design

Thinking.

• Practice coaching around Equity scenarios.

• Explore CPSELs at a deeper level.

• Get acquainted with Videre.

• To develop a professional learning community comprised of individuals

engaged in providing coaching to school leaders
• To continually deepen and broaden our knowledge and skills as
leadership coaches using the Evocative Coaching model
• To practice coaching and to obtain feedback and support from our
coaching peers
• To reflect on our coaching practice and to consciously and professionally
set goals for continuous growth
• To update our knowledge-base to stay abreast of new challenges and
trends in leadership in California, ensuring that we will be able to respond
to the evolving needs of our coachees
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NORMS

Take Care of Yourself

Embrace Learning
Get food/drinks and use restroom as needed
Have fun!

Take Care of Others

Listen to others mindfully, quietly and reflectively

Provide feedback that promotes reflection and
supports growth
RESPECT CONFIDENTIALITY

Take Care of Your Presenters

Cell phones on silent

Refrain from email and texting during presentation
Fully participate

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 Four%Steps%=%LEAD%

Listen Story

Non Violent
Empathy Communication

Appreciate Inquiry

Design Design Thinking

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 Let’s Review!
.

DIRECTIONS

1. Watch the short video clip

2. Use your phone message app (or enter the url in a
browser)
3. Text to 22333 the message, LEADLEARNER (no space)
4. Then text your answer (A, B, C, or D)

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Ap-pre’ci-ate

1. valuing; the act of recognizing the best in people or the world around
us; affirming past and present strengths, successes, and potentials; to
perceive those things that give life (health, vitality, excellence) to living
systems 2. to increase in value, e.g. the economy has appreciated in
value. Synonyms: VALUING, PRIZING, ESTEEMING, and HONORING

In-quire’

2. the act of exploration and discovery. 2. To ask questions; to be open to

seeing new potentials and possibilities. Synonyms: DISCOVERY,
SEARCH, and SYSTEMATIC EXPLORATION, STUDY.

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 Positive Actions
& Outcomes

Positive Energy & Emotions

(Positive Principle)

Positive Conversations & Interactions

(Constructionist Principle)

Positive Questions & Reflections

(Simultaneity Principle)

Positive Attention to the Present (Poetic Principle)

Positive Anticipation of the Future

(Anticipatory Principle)

1. THE POSITIVE PRINCIPLE

The positive principal holds that positive actions and outcomes stem from the
unbalanced force generated by positive energy and emotions.

Negative energy and emotions, associated with identifying, analyzing, and fixing or
correcting weaknesses, also generate an unbalanced force, but that force – runs
counter to the language of empathy and lacks the ability to transform and propel in new
directions.

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 Positive actions and outcomes stem from the orientation and force generated by
positive energy and emotions.

We must demonstrate “why it’s good to feel good” in order to broaden thinking, expand
awareness, increase abilities, build resiliency, bolster initiative, offset negatives,
generate new possibilities and create an upward spiral of learning and growth.

2. THE CONSTRUCTION PRINCIPLE

This principle asserts that positive energy and emotions are constructed through
positive conversations and interactions with others.

This principle makes clear the importance of the social context in creating future
moments. Different environments generate different truths and different possibilities.

If we focus our conversations on the things that are not working, then that is how the
world will be for us: a tough and difficult place.

Focus conversations on the things that are working, and then we will start to notice and
observe more of the best life has to offer.
3. THE SIMULTANEITY PRINCIPLE
The simultaneity principle proceeds from the following observation: conversations and
interactions shift the instant we ask a new question, evoke a new story, or make a new
reflection.

This principle views positive lines of inquiry and reflection as quick and effective ways
to generate positive conversations and interactions.

The energy lifts and the conversation lightens when people connect with and converse
about positive things.
4. THE ANTICIPATORY PRINCIPLE
The anticipatory principle asserts that our questions and reflections flow from the
things we anticipate happenings in the future.

If we are filled with hope and positive thoughts, then things tilt in that direction.

Positive anticipation of the future beckons us forward and perfects the present.

Prolepsis means “a forward look.”

5. THE POETIC PRINCIPLE

The poetic principle connects hope with mindfulness and intention with attention.

The more we attend to the positive, life-giving dimensions of the present moment,
the more positive will be our intentions for future moments.

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 Becoming mindful of what adds richness, texture, depth, beauty, clarity, significance
and energy to life awakens us to life’s magnificent potential.

What we appreciate appreciates.

When we focus on problems, we get more problems. When we focus on

possibilities, we get more possibilities.

Empathy is another name for seeing the beauty of the need, regardless of whether
or not that need is being met.

PROVOCATIVE PROPOSITIONS
A provocative proposition bridges the best of “what is” with your own speculation or
intuition of “what might be”. It is provocative to the extent that it stretches the realm
of the status quo, challenges common assumptions or routines and helps suggest
real possibilities that represent desired possibilities for the school.

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Examples of Provocative Propositions

“At Roosevelt High School our mission is to encourage curiosity through exploration
and discovery of yourself, your community, and your world.”

“Our collaborative environment provides space, time and expert guidance for
students to fully realize their capacities and potential. We offer the most innovative,
energizing, welcoming, and collaborative training in the country. With writing as our
focus, our aspiration is to foster human development in the university, the
community and beyond.”

“We are a team of highly-trained professional with extraordinary problem-solving

skills and the ability to create positive outcomes from difficult situations. Team
members support each other and promote a sense of fun in the workplace.”

“Gathering together weekly, our teachers collaborate to nurture, support, inspire,

educate and empower one another, while sharing resources, processes and
programs.”

“Every teacher in our school is committed to teaching every student to be

successful in every subject every day. We nurture, inspire and support
competence at all levels. We are committed to the academic and emotional success
of all students.”

“The success of English Language Learners in our school is everybody’s business.

Collaboration to ensure their success is “we” not “me.”

“The Monticello School District reflects its mission statement and advocates for
learning, social justice issues and student needs.”

“Racism and inequality are completely eliminated in our school.”

A COACHEE’S PERCEIVED
CHALLENGES

1. My teachers are boring! They spend

most of the class period lecturing
about their subject matter content
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 and students are not engaged in their learning. Teachers continually
send discipline problems to the office, not understanding that they
are the problem. I need active, college and career ready,
collaborative classrooms.

2. I have one teacher in almost every grade level that does not
participate in PLCs. They bring papers to grade and ignore their
colleagues. They need to share student work, learn best practices
from one another and be more collaborative.

3. The students in our school are much more technically savvy than
the teachers. We have 1:1 capacity for our devices and yet, the
devices sit on shelves or in cases and are rarely used. Teachers
have been trained, but still seem intimidated by the use of
technology in their teaching.

4. Over seventy-five percent of our students in Grades 5 and 6 did not

meet the standard in both English Language Arts and Mathematics
on the CAASPP last spring. This is the third year in a row! We have
purchased multiple resources and provided numerous staff
development trainings for our teachers.

APPRECIATIVE
INQUIRY
QUESTIONS

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______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
PROVOCATIVE PROPOSITION
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

TRIAD COACHING PRACTICE

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 •

l 2 minutes: Choose Scenario

l 15 minutes: Coaching (See directions below)
l 3 minutes: Feedback from Observer

As a trio, choose one of the coaching scenarios around a “Current

3 min. Reality” on Page 16.
Directions: The coach will invite the coachee to share a Story
based on “what is” in the current reality the team selected. The
15 min. coach will express Empathy and try to identify the underlying
need of the coachee based on the feelings expressed. During the
Appreciative Inquiry coaching, help them brainstorm a
provocative proposition to articulate their “envisioned future.” In
the Design phase, if time permits, the coach will help the
coachee frame a hypothesis; an “if....then....” statement.

l 8 minutes: Processing the Coaching

3 min. • Observer shares notes regarding Evocative Coaching

moves. Where did the coaching use Story, Empathy,
Appreciative Inquiry, Design? Did the Provocative
Proposition relate to taking the current reality to the fulfillment
of their envisioned future?
5 min. • Triad Team: Discuss which coaching stems in LEAD folder
might help in this particular “current reality.” What other
questions might the coach ask if there was more time? How
important is it to help focus the coachee on strengths, rather
than “what’s wrong?”

TRIAD PRACTICE #1
Current Realities – Coaching Scenarios


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 1. 43% of students who received out-of-school suspensions
were Black/African American students (15% of students
are Black/African American).

2. Enrollment of Black/African American and Hispanic/Latino

students in AP and IB classes is only 10% of the total
enrollment in those classes.

3. Teachers are pushing the school board guidelines related

to equity and inclusion. For example, they are refusing to
use the district approved ELA materials because the
illustrations are not representative of all types of families
and ethnic groups in the California population.

4. At a school with high SES, classroom walkthroughs show

low levels of student engagement. Although test scores
are high, parents are demanding more rigorous activities.

5. 75% of all retentions in Grades K-3 are male and

classified as English Language Learners.

6. 100% of School Site Council members are

White/Caucasian females.

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 TRIAD COACHING PRACTICE #2

l 2 minutes: Choose Scenario

l 15 minutes: Coaching (See directions below)
l 3 minutes: Feedback from Observer

As a trio, choose one of the coaching scenarios around a

2 min. coaching challenge on Page 17.
Directions: The coach will invite the coachee to share a Story
based on “what is” in their experience as a coach. The coach will
15 min. express Empathy and try to identify the underlying need of the
coachee based on the feelings expressed. During the
Appreciative Inquiry coaching, brainstorm a “Provocative
Proposition” to help them articulate their “envisioned future.” In
the Design phase, if time permits, the coach will help the
coachee frame a hypothesis; an “if....then....” statement.

l 8 minutes: Processing the Coaching

3 min. • Observer shares notes regarding Evocative Coaching

moves. Where did the coaching use Story, Empathy,
Appreciative Inquiry, Design? Did the Provocative
Proposition relate to taking the current reality to the fulfillment
of their envisioned future?
5 min. • Triad Team: Discuss which coaching stems in LEAD folder
might help in this particular “current reality.” What other
questions might the coach ask if there was more time? How
important is it to help focus the coachee on strengths, rather
than “what’s wrong?”
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TRIAD PRACTICE #2
Coaching Scenarios – The Coach’s
Challenges

1. Tracy has a third grade teacher who continues to challenge her in staff meetings
in front of the whole staff. The teacher has been at the school for 28 years and has
been through seven principals. As a first year principal, Tracy wants to earn the
respect of her staff. The staff is watching to see how Tracy stands up to the strong
third grade veteran teacher.

2. Patricio is a new high school assistant principal. He is eager to show the staff
that he is a responsive administrator and often fires off emails to staff and parents
without taking time to be reflective about his communication. Several teachers and
parents have complained to the principal about his responses to emails they have
sent to him on what they consider to be critical issues.

3. Leslie is a new principal at a middle school. None of her teachers are willing to
supervise the after school Homework Club. She feels strongly that the Homework
Club will help students who are struggling academically and posts a schedule in the
lounge that assigns teachers to supervise on a rotating basis. She heard that the
teachers are threatening a boycott and are planning to not show up on their
assigned day.

4. Adrian is a new principal at the elementary level. In walking through special

education classrooms, he notices that the instructional aides are serving as clerical
support to the teachers rather than working with individual students or with small
groups of students. He doesn’t want to start off on the wrong foot because there is
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a shortage of special education teachers in the district and he doesn’t want to risk
having any of his teachers request to a transfer to another school.
COACHING WITH VIDEO

Our evidence suggests that video does improve a number of dimensions of classroom
observation. Teachers believed using video for observations resulted in evaluations which
were fairer. Both teachers and administrators reported that post-observation discussions
were less defensive and adversarial. At the same time, treatment teachers were more self-
critical, especially with respect to time management and questioning, and they were more
likely to be able to identify a specific change they made in their practice as a result of
observation and feedback. In addition, principals were able to perform many of their
observational duties during quieter times of the day or week.

Kane, T., Gehlbach, H. et al; The Best Foot Forward Project: Substituting Teacher-Collected
Video for In-Person Classroom Observations; Center for Education Policy Research,
Harvard University; 2016.

Lead Learner Associate’s App for Video Analysis

and Reflection, Videre, is FREE and Available in
both the iPhone and iPad App Store

Information about Videre can be found at: http://leadlearner.org/videreinfo. Videre

allows the user to create categories and connect clips of a video recording so that
selected coded portions of the video can be viewed during a conversation.

TorschTalent (http://www.torsh.co/classroom-observation-tools/torsh-talent/) and

Sibme (http://www.sibme.com/) are other educational coaching Apps used widely.

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Coaching Around the CPSELS

“The California Professional Standards for Education Leaders (CPSEL) identify

what an administrator must know and be able to do in order to move into
sustainable, effective practice. They are a set of broad policy standards that are
the foundation for administrator preparation, induction, development, professional
learning and evaluation in California. Taken together, the CPSEL describe critical
areas of leadership for administrators and offer a structure for developing and
supporting education leaders throughout their careers.” (CTC, 2014)

Our responsibility as coaches is to help our candidates develop their capacity in

each of six areas:

1. Develop and implement a shared vision

2. Instructional Leadership
3. Management and Learning Environment
4. Family and Community Engagement
5. Ethics and Integrity
6. External Context and Policy

Without looking at the indicators on

your phone or in your DOPS booklet,
read the scenarios on the following
page and work with your table group
to identify the standard the coachee
needs to work on to develop their
capacity in that area.

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 CPSEL COACHING

1. Shared Vision
2. Instructional Leadership
3. Management and Learning Environment
4. Family and Community Engagement
5. Ethics and Integrity
6. External Context and Policy

1. Josh needs to collaborate with the district to monitor and maintain student
services that contribute to student learning, health and welfare._______________

2. Sarah struggles with establishing and monitoring expectations for staff behavior
and performance, recognize positive results and respond to poor performance
and/or inappropriate behavior in a timely manner.__________________________

3. Pedro’s superintendent has encouraged him to participate in local activities that

engage community members and staff in communicating school successes to the
broader community.____________________

4. You need to coach Courtney to apply a variety of tools and technology to gather
feedback, organize and analyze multiple data sources, and monitor student
progress directed toward improving teaching and learning.___________________

5. Isaiah needs to focus on strengthening staff trust, shared responsibility, and

leadership by instituting structures and processes that promote appreciative inquiry
and problem solving.________________________

6. Amy needs to include all of her stakeholders in a process of continuous

improvement based on a systematic review of evidence and progress.___________

With your table group, read the examples above and discuss appreciative inquiry
questions you might generate to coach:

1. Joshua?
2. Sarah?
3. Pedro?
4. Courtney?
5. Isaiah?
6. Amy?

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Appreciative Inquiry

Appreciative Inquiry questions help us focus on the positive core. Examples:

1. Can you describe a time when you were part of a team that had a high level of trust and
respect among members? How was trust and respect communicated? What made it
possible to establish trust in that group?
2. Think of a person for whom you have a great deal of respect but don’t always agree with.
When you disagree with that person, how do you communicate that? What makes it
possible for you to maintain respect for that person?
3. Tell me about how you plan your weekly calendar. Share with me the priorities that appear
on your calendar that align with your vision for your teachers to be at their best and
implement what they have learned about best practices.

What are AI questions you can use in coaching these candidates? Please choose 2-3 to work on
with your table group.

Joshua:

Sarah:

Pedro:

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Courtney:

Isaiah:

Amy:

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 Use#this#QR#Code# Or#this#URL#

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# https://goo.gl/9G9Wvp#

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