The NIUSI-LeadScape
Principal Coaching Guide
Elaine Mulligan
January 21, 2009
Systemic Change Framework
How do we get high quality practice – at the
leadership level and at the practitioner level?
Essential Variables for Leading Inclusive
Schools
Vision +
Skills +
Incentives + Resources + Action Plan =
CHANGE
______ + Skills + Incentives + Resources + Action Plan = CONFUSION
Vision +
______ +
Incentives + Resources + Action Plan = ANXIETY
Vision +
Skills +
_________ +
Vision +
Skills +
Incentives + __________ + Action Plan =
Vision +
Skills +
Incentives + Resources + ___________ = TREADMILL
Resources + Action Plan =
RESISTANCE
FRUSTRATION
Processes for developing high
quality, inclusive practices
• Your vision for
inclusive practices
• The ways you
establish for working
together
Vision
Technical
Assistance
• You provide or
connect staff to
resources to build
their repertoire of
skills (how to)
Frameworks
for Acting
Mediated
Experience
• You help develop the
internal scripts to
interpret, reflect,
and continuously
improve practice
Mediated
Experience
Coaching: An Integral Part of the
School Improvement Process
Ways of
Doing
Ways of
Being
Scripts
Mental
models
Problem
Solving
Coaching
Cognitive
Coach
ThirdSpace
ThirdSpace
Coachee
Inclusive Outcomes
NIUSI-LeadScape Coaching Process
Cognitive
Coaching
Coaching
Culturally
Responsive
Coaching
NIUSILeadScape
Coaching
for
Inclusive
Practices
How is this like
what I’m already
doing?
Cognitive
Cultural
Inclusive
How is this different
from what I’m
currently doing?
NOT Just Problem Solving!
Vision
Technical
Assistance
Frameworks
for Acting
Mediated
Experience
Assess through
Observation
Mediate
Experience and
Knowledgebuilding
The
Coaching
Process
Coaching for
Reflection, Insight,
Developing Scripts
and Change in
Practice
Establish
Improvement
Goals
Set frequent and
consistent times
for Coaching
Thirdspace – What it looks like
Assess
through
Observation
Coaching for
Reflection,
Insight,
Developing
Scripts and
Change in
Practice
Establish
Improvemen
t Goals
Set frequent
and
consistent
times for
Coaching
Coach
ThirdSpace
Mediate
Experience
and
Knowledgebuilding
Coachee
Components of a Coaching Conversation
Assess
through
Observation
Mediate
Experience
and
Knowledgebuilding
Coaching for
Reflection,
Insight,
Developing
Scripts and
Change in
Practice
Establish
Improvemen
t Goals
Set frequent
and
consistent
times for
Coaching
Engage
Create
ThirdSpace
Develop
Insights
Reframe
Practice
Scripts
Set Goals
NIUSI-LeadScape Strategic Coaching Questions
•
To what degree and in what ways are we ensuring that
selected assessment and instructional materials,
procedures, activities & strategies reflect the diverse
languages, values, beliefs and behaviors that define the
identities of the students involved?
•
To what degree and in what ways do materials,
procedures, activities and strategies – as well as our own
interpretations – support the notion of “spectrum” rather
than “continuum” (i.e., disallow an “either-or”
perspective)?
•
To what degree and in what ways are we seeking
information on the contexts that sustain and give
meaning to students’ values, beliefs and behaviors as
compared to the contexts within which we are
assessing/teaching?
•
How are we dealing with contradictions between students’
values, beliefs and behaviors and the values, beliefs and
behaviors underlying the materials, procedures, strategies
and activities we are using to assess/teach?
•
To what degree and in what ways are we being responsive
rather than reactive; that is, using
assessment/instructional materials that reflect shared
understandings generated through deep empathy,
attention and curiosity rather than familiar prescribed
scripts and answers?
•
To what degree and in what ways are we creating
ThirdSpace in our daily practice (i.e., developing
assessment and/or instructional options that integrate
students’ perspectives and strengths with desired
academic goals and outcomes)?
What Will It Look Like for You?
Engage
Create
ThirdSpace
Develop
Insights
Reframe
Practice
Scripts
Set Goals
Regroup!
• In what ways did you have to change your language
to be able to do this?
• In what ways did you have to challenge your own
thinking?
• What would help you to be able to suspend your
own perspective with the other person?
Some questions about application:
 Is everyone coachable?
 What are the conditions for coaching that need to be




established?
In what ways can teachers coach each other?
Why is this notion of MEDIATED experience so
important? How does it support knowledge building?
Why is it critical to establish a culturally responsive
coaching approach?
What expectations should we have of changes in the
coach?
How will you include the NIUSI-LeadScape
coaching process in your school?
 Who
 When
 Where
 What
 How
NIUSI-LeadScape Coaching is . . .
Coach
ThirdSpace
Establishing cognitive, reflective
frameworks for action . . .
Coachee
to develop a culturally
responsive “ThirdSpace” . . .
where you can work together to
target inclusive outcomes!
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