ENHANCING EDUCATIONAL
LEADERSHIP THROUGH
MENTORING PRINCIPALS
PURPOSES ARE TO:
Review and apply what has been learned so far.
Enhance and extend skills of paraphrasing
Review and apply questioning skills to the ACE
program tools
Practice coaching skills and receive feedback
from a meta-coach.
OUTCOMES:
Learn
and practice skillful verbal and
non-verbal listening (Pausing,
Paraphrasing and Probing)
Learn and practice constructing
productive questioning
Experience the power of metacoaching and non-judgmental
feedback
A MEDIATOR IS ONE WHO:
Is alert to the mediational moment—usually
when a colleague is faced with a problem, a
complex task, dilemma, discrepancy, or
conflict. Often, the colleague exhibits tension
and anxiety, the resolution of which is not
immediately apparent.
A MEDIATOR IS ONE WHO:
Facilitates the mental processes of others as
they understand more completely their own
challenges, monitor their own strategies, make
their own decisions, and generate their own
creative capacities.
A MEDIATOR IS ONE WHO:
Invites the colleague to reflect on and learn
from the problem-resolving process to find
applications in future challenges.
A MEDIATOR IS ONE WHO:
Helps others become continuous
self-directed learners.
A MEDIATOR IS ONE WHO:
Maintains faith in the human capacity
for continuing intellectual, social, and
emotional growth.
A MEDIATOR IS ONE WHO:
Possesses a belief in his or her own
capacity to serve as an empowering
catalyst for others’ growth.
CONNECTING WITH OTHERS
Kinesthetic
Rep Systems
Visual
Auditory
RESOURCES
In your
Toolbox
Technologist
Filters
Of
Perception
Belief Systems
Academic
Rationalist
SelfActualizer
Cognitive
Social
Reconstruction Processor
Trust
Building
Cognitive
Styles
Field
Independent
Field
Dependent
REVIEW Trios share:
 As you listened to and observed others since last
we met, what were you aware of about other’s
cognitive styles, representational systems, beliefs?
 How did you modify your own styles to be more
congruent with others’ styles?
 How did your increased awareness of differences
in styles and beliefs help you analyze situations of
conflict more insightfully?
BUILDING AND
MAINTAINING TRUST
RELATIONAL TRUST
Founded on both beliefs and observed
behavior and requires that expectations
are validated through behavior.
Judgments are drawn from behavior, how
people feel and beliefs about other’s
intentions.
Your organization functions and
grows through conversations……
The quality of those conversations
determines how smart your
organization is.
David Perkins,
King Arthur’s Round Table
2002 N.Y. Wiley
RELATIONAL TRUST
Personal Regard for Others
Interpersonal trust deepens as
individuals perceive that others care
about them and will extend
themselves beyond what their role
might formally require.
Trust: The Search for
Consistency in personal beliefs.
Organizational goals, work performance,
competence and even-handedness.
Integrity resulting from telling the truth
and keeping promises.
Authenticity—accepting responsibility for
one’s actions and not distorting the truth
to shift blame on another.
INTEGRITY
… means consistency between what
people say and what they do.
…..implies a moral-ethical perspective
—actions must be perceived as
advancing the best interests of
students.
Teachers want to know that a leader
will keep his/her word.
THINK - PAIR - SHARE
What is the level of trust that exists between
you and your mentee(s). What is the evidence?
What is the level of trust that exists in the
schools in which yu work. What is the evidence?
RAPPORT
 Rapport Phenomena with mammals
Work of Jane
Goodall and
Diane Fossey
 Applicable across
all cultures
 Mirror Neurons
COMMUNICATING MEANING
Qui ck Ti me ™ an d a
TIFF (LZW) de co mpre ss or
a re ne ed ed to s ee th i s pi c tu re.
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
DOWNSHIFT
DEMONSTRATION
Meet with another person.
Demonstrate to others
what you know about physical
rapport
LISTENING WITH UNDERSTANDING
AND EMPATHY
Devoting mental energies to understanding
others’ thoughts and feelings.
Understand others!
The way of being with another person
which is termed empathic…means
temporarily living in their life, moving
about in it delicately without making
judgments……to be with another in this
way means that for the time being you lay
aside the views and values you hold for
yourself in order to enter the other’s
world without prejudice…a complex,
demanding, strong yet subtle and gentle
way of being.
CARL R. ROGERS
LISTENING SEQUENCE:
• Pause
• Paraphrase
• Probe
• Inquire
• Clarify
INTENTION MAY BE MORE
IMPORTANT THAN SKILLS
Try to understand the meaning
the other is making.
Pausing:
Using wait-time before responding
to or asking a question allows time
for more complex thinking, enhances
dialogue and improves decision making.
WAIT TIME
“After having asked a question, the
average teacher waits 1 second before
either calling on a student, asking another
question or answering the question
him/herself.”
Rowe, M. B. "Wait Time and Rewards as Instructional Variables:
Their Influence on Language, Logic and Fate Control. "Journal of
Research, in Science Teaching 11, 2: 81-84. (Spring 1974).
Say Something 1.
2.
3.
4.
Choose a partner
Individually, read the text on pausing p 7
When each partner is ready, stop.
Speaker: “Say Something”
(e.g. an example, a connection to your
work, a significant point)
5. Listener: (count 3,2,1)
6. Paraphrase
7. Repeat process changed roles.
LEARNING TO WAIT
Gauging how long to wait  Count backward from 3.
LEARNING TO WAIT
Gauging how long to wait Try This. . .
Ask a “provocative question”….
(“What might happen if….”)
(“As you reflect upon……”)
Watch your partner’s eyes!
PAUSING:
IN TRIOS--SHARE:
What are your new understandings
about pausing?
Use what you have learned.
Paraphrasing:
Lets others know that you are
listening, that you understand
or are trying to understand
them and that you care.
REFLECT,
REFLECT,
REFLECT
PARAPHRASING- aligns
the listener and speaker and creates a safe,
trusting environment for “higher level” thinking.
 reflects
the speaker’s content and emotions about
the content and frames a logical level for
holding that content.
 reflects content back to the speaker for further
consideration and, in group settings, connects
that response to the flow of discourse emerging
within the group.
 creates permission to probe for details and
elaboration. Without the paraphrase, probing
may be perceived as interrogation.
KEY IDEAS/ KEY CONCEPTS
Pairs:
Read The Structure and flow of Effective
Paraphrasing in the handout.
When both are finished, share what you found to
be key ideas or key concepts.
THREE FORMS OF PARAPHRASING
1. Acknowledge and Clarify
2. Summarize and Organize
3. Shift Conceptual Focus
ACKNOWLEDGE AND CLARIFY
a brief statement in the listeners’ own
words
• You’re concerned about.....
• You would like to see....
• You’re feeling bad about.....
SUMMARIZE AND ORGANIZE
a statement that offers themes or containers
o
You have two goals here: one
is about ______ and the
other is about ______.
o
We’re struggling with
three themes:
where to _____________.
how to _______________.
and who should _______.
SHIFT CONCEPTUAL FOCUS:
a statement that focuses on a higher or lower
logical level
Transportation
Automobile, bus, train, airplane, ship
Automobiles
Chevrolet, Chrysler, Ford, Toyota, Honda
FORD:
Mustang, Windstar, Escape, Explorer, Ranger
SHIFT CONCEPTUAL FOCUS
a statement that focuses on a HIGHER logical level
So a _______ here is . . .
•
•
•
•
•
•
value
belief
goal
assumption
concept
intention
ADVANCED PARAPHRASING
Identity: “So you’d like to be seen as…”
Value: “So, it’s important to you that….”
Belief: “So, a strong belief for you is…”
Goal: “So, you’d like to accomplish…..”
Assumption: “An assumption your holding is…”
Concept: “So, the concept your holding is…”
Intention: “So, your intent is to…..”
SHIFT CONCEPTUAL FOCUS
a statement that focuses on a LOWER logical level
So an _______is . .
•
•
•
•
•
•
•
example
indicator
data
evidence
step
part
illustration
ADVANCED PARAPHRASING
Example: “So, an example of what you’d see might
be…”
Indicator: “So, an indicator of achievement might
be…”
Data: “So some data you might generate would
include…”
Evidence: “So, some evidence that would convince
you might be…”
Step: “So, a first step in your strategy might be..”
Part: “So your strategy is in three parts…”
Illustration: “To illustrate what you mean…..”
Scenarios practice:
In table groups;
1. First person reads a scenario on
pp.19-20
2. Each person composes a response
3. Whip around the table while listening to
each response. Identify the level
(identity, beliefs, values, concepts
assumptions, etc)
4. Repeat
LUNCH
Probing:
Increases the clarity and precision
of the group's thinking by refining
understandings, terminology
and interpretations.
THINKING AND COMMUNICATING
WITH CLARITY AND PRECISION
“SURFACE LANGUAGE”
GENERALIZATIONS
DELETIONS
DISTORTIONS
DEEP STRUCTURE
LANGUAGE
“That isn’t what I meant when I said strip and wax the floor”.
QuickTime™ and a
h264 decompressor
are needed to see this picture.
PROBING P. 22
IN PAIRS:
1.Make a statement using nonspecific language
2. Probe
Paying attention to self and
others:
Awareness of what you are saying, how it
is said and how others are responding;
attending to learning styles; being sensitive
to your own and others' emotions.
? WHAT METACOGNITIVE
STRATEGIES DID YOU EMPLOY
TO MONITOR AND MANAGE
YOUR LISTENING SKILLS?
PARAPHRASE WHAT YOU’VE
LEARNED ABOUT THE,
IMPORTANCE, EFFECTS AND
MENTAL PROCESSES OF
LISTENING WITH
UNDERSTANDING AND
EMPATHY
QUESTIONING TO ENGAGE
AND TRANSFORM
Having an attitude if interest and inquiry.
Developing strategies to produce
needed data. Finding problems to solve.
QUESTIONING WITH
INTENTION
UNPRODUCTIVE QUESTIONS:
1. Verification questions the answers to that
are already known to you or to the student:
“What is the name of...........?”
“How many times did you .......?”
QUESTIONING WITH
INTENTION
UNPRODUCTIVE
2.
QUESTIONS:
Closed questions that can be answered
"yes", "no" , or "I can".
“Can you recite the poem?”
“Can you tell us the name of .....?”
“Who can remember.....?”
QUESTIONING WITH
INTENTION
UNPRODUCTIVE QUESTIONS:
3. Rhetorical questions in which the answer
is given within the question:
"In what year was the War of 1812?"
"Since when has Mikhail Gorbachev
had his birth mark?"
 "So how much is 3 x 4: twelve. OK?"
 "Who can name the three basic parts of
a plant? Root, stems and leaves, right?"

QUESTIONING WITH
INTENTION
UNPRODUCTIVE QUESTIONS:
4. Defensive questions that cause
justification, resistance and
self-protection:

"Why didn't you complete your
homework?"

"Why would you do a thing like that?"

"Are you misbehaving again?"
QUESTIONING WITH
INTENTION
UNPRODUCTIVE QUESTIONS:



5. Agreement questions the intent of
which is to seek agreement with
your opinion or answer
"This is really the best solution, isn't it?
"Let's do it my way, O. K.?”
"We really should get started now,
shouldn't we?”
Questioning with Intention:
1. Are invitational:
Approachable voice,
Plurals,
Tentativeness,
Invitational stems
2. Positive presuppositions
3. Complex levels
CHOICE OF VOICE
Your voice pattern (paralanguage):
Tone,
Pace,
Rhythm, etc
Signals your intention more more
powerfully than your words!
A Credible Voice
An Approachable Voice
CHOICE OF VOICE
Credible
Approachable
Even
Voice
Melodic
Still
Head
Tilted/nods
Straight; feet
together,
chin down
Body
Fluid
Informing/
Commanding
Intentions
Seeking/
inquiring
CHOICE OF VOICE
“Good Morning.
Today is our second day of inservice on language tools that
engage and transform.”
First with a credible voice
Second with an approachable voice
Think of a question you asked
or were asked over the past
few days.
Write it down.
SUBSTITUTING SYNTAX
The,a,an
Some
Is
Seems
Why
What
Explanations
Hunches
Are
Might be
PLURALS
"What are some of your goals?”
"What ideas do you have?"
"What outcomes do you seek?"
"What alternatives are you
considering?
TENTATIVENESS
“What might be some factors that
would cause……?”
“In what other ways could you
solve this problem?”
"What hunches do you have that may
explain this situation?”
Invitational Stems:
“As you recall….”
“As you anticipate…….”
“As you envision……”
“Given what you know about…….”
The Three Story Intellect
There are one-story intellects, two
story intellects, and three-story
intellects with skylights. All fact
collectors, who have no aim beyond
their facts, are one-story men.
Two-story men compare, reason,
generalize, using the labors of the fact
collectors as well as their own.
Three-story men idealize, imagine,
predict--their best illumination comes
from above, through the skylight.
Oliver Wendell Holmes
The Three Story Intellect
Compare
Distinguish
Analyze
Contrast
Explain
Synthesize
Classify
Infer
Make analogies
Sort
Sequence
Reason
Complete Identify
Observe
Count
List
Recite
Define
Match
Select
Describe
Name
Scan
Process
Input
The Three Story Intellect
Evaluate
Predict
Hypothesize
Generate
Speculate
Forecast
Imagine
If/then
Idealize
Judge
Apply a principle
Compare
Distinguish
Analyze
Contrast
Explain
Synthesize
Classify
Infer
Make analogies
Sort
Sequence
Reason
Complete Identify
Observe
Count
List
Recite
Define
Match
Select
Describe
Name
Scan
Output
Process
Input
ENGAGE SPECIFIC
COGNITIVE OPERATIONS
INPUT
PROCESS
OUTPUT
 RECALL
 DEFINE
 DESCRIBE
 IDENTIFY
 NAME
 LIST
 COMPARE
 CONTRAST
 INFER
 ANALYZE
 SEQUENCE
 SYNTHESIZE
 PREDICT
 EVALUATE
 SPECULATE
 IMAGINE
 ENVISION
 HYPOTHESIZE
Three Linguistic Components
INVITATIONAL
STEMS
As you.....
What are some
of..
How
might
you.....
What led to....
What possible....
What might.....
How might......
How should......
COGNITIVE
OPERATIONS
Input
Recall
Define
Describe
Identify
Name
List
Process
Compare
Contrast
Infer
Analyze
Sequence
Synthesize
Summarize
Output
Predict
Evaluate
Speculate
Imagine
Envision
Hypothesize
CONTENT
Internal
Reaction
Feelings
Thoughts
Emotions
External
Project
Other Students
Group
Event
Goals
Lesson
PRESUPPOSITIONS:
Hidden meanings below the
surface of language.
For example:
“Even Mary could get passing grade
in that class.”
QuickTime™ and a
Sorenson Video 3 decompressor
are needed to see this picture.
 LIMITING
PRESUPPOSITIONS
“DO YOU HAVE AN OBJECTIVE?”
“WHY WERE YOU UNSUCCESSFUL?”
“IF ONLY YOU HAD LISTENED.”
 EMPOWERING
PRESUPPOSITIONS
“WHAT ARE SOME OF THE
GOALS THAT YOU HAVE IN
MIND FOR THIS MEETING?”
 EMPOWERING
PRESUPPOSITIONS
“AS YOU CONSIDER YOUR
ALTERNATIVES WHAT
SEEMS MOST PROMISING?”
 EMPOWERING
PRESUPPOSITIONS
“WHAT PERSONAL
LEARNINGS OR INSIGHTS
MIGHT YOU CARRY
FORWARD TO FUTURE
SITUATIONS?”
BREAK
Please return
at 2:10.
Using the LPR template, (p.33)
compose questions intended to
invite performance of each
criterion.
Use :
Invitational Stems
Plurals
Tentative Language
Positive Presuppositions
Complex levels of thinking
GIVE A QUESTION
GET A QUESTION
MEET WITH THREE OTHERS
FILL IN YOUR CHART
EXCHANGE AND MODIFY
THE PLANNING CONVERSATION MAP
THE REFLECTING CONVERSATION MAP
The Three Story Intellect
Complete Identify
Observe
Count
List
Recite
Define
Match
Select
Describe
Name
Scan
Input
The Use of Data
 External feedback decreases our ability to
self-assess.
 A more effective means to develop selfdirected learners who are self-monitoring
and self-modifying is to use data to
support mediation of thinking.
--Carol Sanford
The Meta-Coach
The role of the Meta-Coach
The role of the meta-coach is an accelerated learning
strategy. Meta-coach means coaching the metacognition
of the coach. It is an opportunity to coach the coach’s
thinking.
Guidelines for the Meta-Coach
* Be nonjudgmental
* Paraphrase and listen
* Ask questions to promote coach’s thinking
* Gather data
* Seek clarity
Meta-Coach Model
What did you notice?
What questions do you have
for the coach? For the
reflector?
Round 1
 Meta-coach: ask coach on what to collect data
 Coach: be specific about what data to collect
 Meta-coach: write legibly
Round 1
 Coaching—10 minutes
 Meta-coaching—5 minutes
Trios
Round 2
Meta-coach place your
data on your chair and
exchange places with the
Meta-coach in another
group.
Trios
BREAK
Round 3
What are you learning
about the role of data?
What are you learning
about the reflecting
conversation?
FORMING HABITS
Levels of Competence—
Unconscious
Competence
 Conscious Competence
Conscious
Incompetence
Unconscious
Incompetence
 MENTORS: Which communication skills do
you wish to consciously practice, employ and
perfect?
 Take 5 minutes to write a personal action
plan in your Learning Guide.
As you reflect on our work
so far, paraphrase what
you’ve learned about verbal
and non-verbal language
tools intended to build
trust, engage thinking and
enhance self-esteem.
HOMEPLAY
Describe to others what you are learning.
Observe non-verbal rapport behavior in
yourself and others during interaction.
Isolate and practice listening, questioning
skills.
Apply your learning to a specific (problem)
situations and pay attention to results.
Data and Self-Directed Learning
 Quartets: Do a Paired Reading/Say
Something strategy with the 4 content
chunks on p. 65.
 Read one section silently, simultaneously.
After reading, each person in the quartet
says something.
 Continue the same pattern with the other
3 sections
Quartets
Write a synthesizing statement
representing the key ideas about
the use of data.
YOUR MENTEE SAYS:
“Our faculty is a good one but we rally
seem to be in two different camps when it
comes to an approach to teaching.”
YOUR MENTEE SAYS:
“We’re not making it with a lot of these
students. They’re just not achieving as
well as they could despite the fact that
each of us is working very hard. “
YOUR MENTEE SAYS:
“Our faculty is a good one but we rally
seem to be in two different camps when it
comes to an approach to teaching.”
YOUR MENTEE SAYS:
“Everyone in my department does
his or her own thing.”
YOUR MENTEE SAYS:
“Our faculty is a good one but we rally
seem to be in two different camps when it
comes to an approach to teaching.”
YOUR MENTEE SAYS:
“Our departmental groups are slowing
us down. Because of their
disagreements with this project ,
we’re unable to complete our tasks.”