Leadership compass self-assessment
This tool helps with the following: Gives us a vocabulary and a way of thinking about working with each other in our teams Deepen our appreciation of everyone’s different work styles Understand the need for a variety of work styles Reflect on our own individual work styles and identify areas for growth Understand the negative and positive impacts of each style taken to excess Helps us learn the qualities we can develop to become better leaders Basic Assumptions We will categorize ourselves into the work style that fits us best at work No one is purely one style, rather everyone typically has portions of all styles For this discussion we will pick one that fits us best at work All comments will be directed towards a work style, not a person with the qualities of that direction more...
Work styles as teaching partners
This document serves as a quick primer for using the self-assessment as part of your “Professional Roommate Conversation.” We have found the Leadership Compass Self-Assessment to be useful for identifying work style tendencies – how we make decisions, take action, interact with others, etc. Download PDF > Work-styles-as-teaching-partners...
Feedback preferences questionnaire for teaching partners
This questionnaire invite you (mentor and novice) to think about different aspects of giving and receiving feedback. Consider using these questions to 1) discuss preferences with your teaching partner and 2) make some initial decisions about agreed-upon routines for feedback. 1. How would you finish the following sentences? Feedback is best given _____. When I excel at something or show improvement in an area, I like for this to be recognized through _____. When there are things I need to work on improving, I prefer for this to be shared through _____. 2. Think of a time when you received feedback that was hard for you to hear and learn from. How could this feedback have been more constructive for you? 3. Generally when and how do you prefer to give and/or receive feedback? While students are working, to let me make changes in real-time At the next available break During lunch or planning At the end of the day At the start of the next day First through writing, with time to reflect and then discuss 4. Rate how much you agree (A) or disagree (D) with the following statements—and discuss what these ratings might look like and mean for your work together. I like feedback that directly focuses on changes or areas for improvement. I like feedback that highlights strengths, then discusses areas for improvement. I like to give feedback verbally. I like to receive feedback verbally. I like to give feedback in writing. I like to receive feedback in writing. More...
Professional roommate conversation
Early on, mentor-TC partners have found it highly beneficial to have an explicit conversation in which they get to know each other’s hopes, preferences, and work styles. The name “professional roommate conversation” comes from an experienced mentor who launches each year with a TC this way! Consider starting this conversation as early as possible – even before the school year starts if you wish. You may also want to revisit some of the topics you discuss later in the year. Getting started: Below, we share several questions that you might discuss. A day or two before your conversation, scan through and decide together what would be most useful for you as partners to discuss. Take a few minutes to think through or write out your own responses. Give yourselves at least 30 minutes to discuss, or break the conversation into multiple smaller parts. Possible questions: • What are our professional goals for this upcoming year, individually and together? • How does each of us prefer to work? What do we need to do our best work or thinking? (You might use the linked “work styles” resources to self-assess, then discuss.) • How do we want to refer to each other and define our roles with students? With colleagues? • What kinds of conversations do we want to make sure we have? When and how frequently might these different conversations happen? (Consider looking through the program timeline together as part of this.) • How does each of us prefer to give and receive feedback? (Check out the linked feedback preferences questionnaire to dig in here if useful.) • What are each of us most excited about, or nervous about this upcoming year? • What kinds of situations tend to make each of us stressed? How could we support each other in these situations? • Is there anything else we should know about each other? Download PDF > Professional roommate conversation Download Word version > Professional roommate conversation ...
Tool: Setting up co-planning conversations
This tool helps both mentor and TC get ready for co-planning, once a lesson topic has been identified. Consider using the “Mentor’s Pocket Guide for Making Your Thinking Explicit” as you discuss. Begin the co-planning process at least a couple days ahead of the lesson being taught, so TCs have enough lead time to plan/modify, receive feedback, and make adjustments. _________________________________________________________________ Download PDF > Tool for co-planning conversations Download Word version (can type into) > Tool for co-planning conversations...
3 Conversation Practices
How to select the right kind of conversation to have about teaching and learning For mentors, different kinds of dialogue with teacher candidates can provide unique opportunities for learning and growth. In broad strokes, there are three types of mentoring conversations, each used for different purposes—calibrating, consulting, and collaborating. Each is defined by who identifies problems of practice, leads the analysis of teaching outcomes, and suggests next steps. These conversations usually happen before and after observing a teacher candidate. During the observation, the mentor generates or collects data from students that can be used for the post teaching discussion. These can be literal notes about what was said, student work products, exit slips, or other forms of documentation. Download PDF > 3 Types of mentoring conversations...