Self-Directed Evaluation
Conversations
Dr. Kimberly Simmons
NCEES Consultant
March 15, 2016
http://ncees.ncdpi.wikispaces.net/CCSA+2016
Goals
• Understand the 3 C’s of evaluation conversations
• Explore how to meet the social needs of the human
brain
• Apply SCARF acronym in remembering social needs
• Collaborate with colleagues to examine the principal
teacher relationship
• Connect trust criteria to improvement of process
Setting the Stage
Think of a successful conversation you
have had- jot down characteristics of the
conversation on your note guide
...now think of an unsuccessful
conversation and jot down
characteristics of the conversation on
your note guide.
3 C’s of Evaluation Conversations
Coaching
Collaborating
Consulting
Coaching
•
•
Non-directive conversations
Teacher is the primary source of
information and analysis
Collaborating
•
•
•
Sharing thinking, ideas and resources
Purposeful pausing and paraphrasing
resist impulse to lead the conversation
Empower self-directed contribution
Consulting
•
•
•
•
•
Offering of expertise to another
Supplies information
Identifies and analyzes gaps
Suggests solutions,
Thinks aloud about cause and effect
relationships and makes connections to
principles of practice.
Consulting
• Provides essential information about learning
and learners, curriculum and content,
policies, standards, and effective practices in
ways that are immediately useful and builds
capacity.
• Thinking is transparent
Coaching
Coaching
Collaborating
Consulting
Coaching
Activity
Each table has been assigned 1 of 3 groups:
1. Coaching
2. Collaboration
3. Consulting
BENEFITS
•
Identify the benefits and barriers of
each conversation.
* Use sticky notes on posters
•
•
Discuss solutions to barriers.
Be prepared to share as a group.
BARRIERS
Note Guide
Why is it important to know
what type of conversation you
are having?
Meeting Professional Needs
Meeting Social Needs
SCARF
Status is our sense of worth, it’s where
we fit into the hierarchy at work both
socially and organizationally.
SCARF
Certainty and clarity are important. A
person’s brain uses fewer resources in
familiar situations than unfamiliar ones.
SCARF
Autonomy gives a person a sense of
control over what they do.
SCARF
RelatednessWe’re social animals, and we naturally
form social groups and build
relationships. This leads to the
production of oxytocin, which increases
the positive feeling of trust. It builds the
team.
SCARF
FairnessIf a person thinks somethin is unfair, their
brain automatically goes into defence
mode.
Activity- at your table
Match each prevention card with the
SCARF Model need it addresses.
S
C
A
R
F
SCARF Self Assessment
The link is on the wiki page.
http://www.scarfsolutions.com/selfassessment.aspx
Note Guide
Rate your leadership skills as they relate
to the 5 social needs. Place a 1 beside
the need you meet for your staff most
often. 5 would represent the need you
have difficulty meeting.
Activity
•
•
•
•
•
•
•
Join one of the 2 SCARF letter groups that you rated yourself lowest on.
Discuss the importance of meeting the SCARF need as it relates to the
teacher principal relationship.
Identify threats to the social need.
Identify Reward Triggers.
Discuss examples of how administrators can meet the social need.
Be prepared to share as a group.
*Use sticky notes on posters
carf
Importance
Threats
S
Reward Triggers
Admin Examples
What are some practical ways we
can support the SCARF
personal needs during post
observation conferences
and summative evaluations?
Let’s look closer...back to your
conversation table groups from
the beginning of the day.
Discuss what specific impacts we can
have on the SCARF needs during your
assigned conversation (coaching,
collaboration or consulting).
References
http://partneringresources.com/scarf-model/
http://www.transformleaders.tv/five-cs-of-greatcoaching-conversations/
https://youtu.be/isiSOeMVJQk