Hearts and Hands...together in learning

Social Emotional Learning (SEL): The “Gorilla Glue” of School Leadership ( 3 hours)

In this workshop, school leaders will:

·      Explore SEL background and why it is essential in teaching and learning

·      Share what they already know related to SEL

·      Gain SEL information from research; CASEL, the 5 competencies

·      Learn strategies to embed SEL into daily interactions with teachers and other admin colleagues

   - How to tap into SEL skills to strengthen your leadership repertoire

-SEL is the Gorilla Glue that continuously builds the bridge between instruction and academic outcomes

Part 1: Getting Onboard with SEL

1.     What is Instructional Leadership?

2.     What is YOUR Leadership Style?

    a. Take the Survey to determine your leadership preference.

     b. Additional info will indicate to them which Leadership style they prefer:

·      Authoritative

·      Democratic

·      Facilitative

- Situational

Part 2:      Building a Common Philosophy

a.     Developing an Instructional Leadership Philosophy Statement offers an opportunity for school leaders to reflect on their own leadership beliefs.

b.     In this activity, Instructional leaders will engage in breakout discussion groups (by assigned category) to discuss the following questions:

Groups:

·      Group 1: Beliefs about Instructional Leadership

o   What are our beliefs about instructional leadership in education?

o   Who or what has most informed our leadership approaches?

o   What differences do we hope to make as leaders?

·      Group 2: Instructional Leadership activities and initiatives

o   What instructional leadership activities, practices and initiatives have we implemented?

o   How do these align with our district Mission Statement?

o   What are our key strengths and skills as leaders?

·      Group 3: Impact and influence

o   What differences have we made and how do we know?

o   What has been the impact and influence of our instructional leadership (on teachers, students, each other in our school community?)

·      Group 4: Future aspirations

o   How will we continue to develop, grow, and improve as leaders?

o   What changes do we most hope to see and inspire?

o   What are our future goals and aspirations as instructional leaders?

C. Hand out the District Mission Statement and

     direct the groups to examine where/how their group’s discussion

     points align with the district mission statement.  How would you

     revise?

Part 3.  Leadership Character v. Leadership Skills

1.Let’s Address the Sticky Stuff

               (Mark Miller: The Heart of Leadership)

                                            1.     Visual of an iceberg with 10% above water line and 90% below.

                                            2.     The part above waterline represents Leadership SKILLS. 

                                            3.     The 90% below the waterline represents Leadership Character

                                            4.     The skills are what leaders DO. These can be easily taught.

                                             5.     The 90% represents CHARACTER.  So, 90% of our success is determined by what is below the waterline.

                                              6.     Our leadership CHARACTER drives WHAT we do and WHY.

                                                7.     The difference is your motivation, your character-your heart. (leads us right back to SEL)

                                               8.     What is below the waterline colors everything we do as leaders.

                                                9.     The lack of skills is not what derails most leaders; it is leadership character that determines our opportunities to influence and impact.

2. Identifying NEEDS of/for Instructional Leaders

a.     How do we identify the needs?

b.     Instructional leaders can develop a Needs Assessment as an admin team (in a subsequent training)

c.     What data supports that this is a need?

d.     How do we design an action plan to address the needs?

e.      How do we assess the results/outcomes?

f.      Activity: referring to the NEEDS sheet extracted from Kim Marshall’s Model of evaluation, discuss in your groups, what you identify as needs either “of” or “for” the admin team with the goal of aligning shared criteria of principals and supervisors

g.     List the criteria that address selected particular needs.

3.  Courageous Conversations

Importance of Efficient Conversations

- Explain the significance of effective communication between administrators and teachers.
- Emphasize how efficient conversations can foster a positive school culture, improve collaboration, and enhance student outcomes.


 Establishing a Positive and Supportive Environment

- Highlight the importance of creating a safe and supportive environment for conversations.
- Encourage administrators to listen actively, show empathy, and respect teachers' perspectives.


 Setting Clear Objectives and Agendas

- Emphasize the need to establish clear objectives and agendas for conversations.
- Explain how this helps both parties stay focused and make the most of the limited time available.


 Active Listening Techniques

  - Introduce active listening techniques:
  - Paraphrasing: Restating what the teacher said to demonstrate understanding.
  - Asking open-ended questions: Encouraging teachers to share their thoughts and ideas.
  - Reflecting feelings: Acknowledging and validating the emotions expressed by teachers.

  -Let silence do the heavy lifting.  Memorable conversations include breathing space.

 - Slow down the conversation so that insight can occur in the space between words (Susan Scott, 1999.)


 Providing Constructive Feedback through the lens of SEL
- Discuss the importance of providing constructive feedback to teachers.
- Offer tips for delivering feedback effectively:
 - Be specific and provide examples.
 - Focus on behaviors or actions, not personal traits.
 - Balance positive feedback with areas for improvement.
 - Offer support and suggestions for growth.


 Problem-Solving and Collaboration through the lens of SEL
- Highlight the value of collaborative problem-solving.
- Discuss strategies for facilitating collaborative conversations:
              -Brainstorming solutions together
              -Encouraging teachers to share their insights and ideas

              -Seeking input and involving teachers in decision-making processes
Following Up and Documentation
- Emphasize the significance of following up on conversations.
- Explain the importance of documenting key points, action steps, and agreements.
- Discuss the benefits of maintaining a record of conversations for future reference.

Handling Challenging Conversations
- Acknowledge that challenging conversations may arise.
- Provide strategies for handling difficult situations:
        - Remain calm and composed
        - Practice active listening and empathy
         - Seek common ground and focus on finding solutions
        - Set boundaries and establish respectful communication norms

    Conclusion
- Summarize the key points covered in the conversation
- Encourage administrators to implement the strategies discussed and continue improving their communication skills
- Thank the participants for their time and open the floor for questions

Part 4: What’s Your Goal?

 1.     Last activity: Gallery Walk: Instructional Leader Reflection Activity

Administrators will walk around the room and read each “mini poster” containing a quote or phrase related to instructional leadership. They will place a blank post-it on the perimeter of 5 posters that resonate with them.  As a group, we will facilitate a share out in which the most heavily populated and the least populated posters will be discussed.   In addition, the staff will complete a “value line” exercise in which they will rate themselves on each poster phrase.

2.     Exit Ticket: Action Plan

·      Ask all participants to identify a target goal to work on throughout the year.

·      Have them utilize the Action Plan chart provided in their folders to briefly outline the goal, required tasks, steps, participants, anticipated impact etc.