Handouts to accompany Blended Coaching workshop materials.

1. New Leaders, Inc Wednesday, July 9, 2014
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1Great Leaders = Great Schools
ASPIRING PRINCIPALS
PROGRAM DIRECTORS!
COMMUNITY OF PRACTICE IN-PERSON TRAINING
Afternoon
12:00p - 1:00p Lunch - West Campus (Enjoy)
1:00p - 1:10p Our Afternoon Work
1:10p - 1:25p Ladder of Inference
1:25p - 2:00p Bias in Listening
2:00p - 2:30p Situational Leadership Styles and
Feedback
2:30p - 2:45p Break
2:45p - 3:10p Situational Leadership card sort
3:10p - 3:40p Situational Leadership Feedback in
action
3:40p - 3:45p Insights, Ideas, Intentions
3:45p - 3:50p QuickWrite Reflection - "Quiet Five”
3:55p - 4:00p Plus/Delta Evaluations
4:00p - 5:00p LIA Observer Training Makeup
Morning
9:00a - 9:15a Good Morning and Welcome!
9:15a - 9:20a Blended Coaching Framework
9:20a - 9:30a Situational Leadership Model II
9:30a - 10:30a Listening to Words
10:30a - 10:45a Break
10:45a - 11:15a Roadblocks to Active Listening I
11:15a - 11:45a Build a Model
11:45a -11:55a Recursive Listening
11:55a - 12:00p Debrief
A coach is someone who (1) sees what others may not see through the high
quality of his or her attention to listening, (2) is in the position to step back
(or invite participants to step back) from the situation so that they have
enough distance from it to get some perspective, (3) helps people see the
difference between their intentions and their thinking or actions, and (4)
helps people cut through patterns of illusions and self-deception caused by
defensive thinking and behavior. Robert Hargrove, Masterful Coaching

2. New Leaders, Inc Wednesday, July 9, 2014
2Great Leaders = Great Schools
Think of a Resident that you struggled with coaching in the past year. If you
could do the year over, what would you change to further support the
Resident.

3. New Leaders, Inc Wednesday, July 9, 2014
The Situational Leadership Model
Ken Blanchard | Patricia Zigami | Drea Zigami | Victoria Halsey
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Development Level of the Individual
3Great Leaders = Great Schools

4. New Leaders, Inc Wednesday, July 9, 2014
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What do Joan’s words tell you about
her way of thinking and interacting?
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5. New Leaders, Inc Wednesday, July 9, 2014
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Assertions “It is 85 degrees outside.”
• Facts that can be corroborated by a witness. They are either true or false and measured by a
commonly held standard.
• They do not represent the speaker’s opinion or judgement and describe an objective reality.
Assessments “It is hot in this room!”
• Judgements and opinions that reside in the speaker.
• They are speaking acts that change our experience of reality, shape our future actions, and impact
the way in which we behave.
An effective coach might help Joan to unpack her
statement and arrive at new interpretations.
Blended Coaching, page 37
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6. New Leaders, Inc Wednesday, July 9, 2014
Let’s observe for this in a coach’s practice:
6Great Leaders = Great Schools
As you watch this feedback conversation, capture instances in which the
COACH is confusing assessments with assertions.
Choose three assessments that he made during his coaching session. Reframe the assessments by crafting questions
that he could ask his coachee to help improve his practice. What data sources can he request that support his feedback
to have an effective coaching session?
Assessment Questions Data Sources
1
2
3

7. New Leaders, Inc Wednesday, July 9, 2014
Coaching John to Action - A Case Study
7Great Leaders = Great Schools
Read the case study provided below. See if you can distinguish between John’s
assertions and assessments. Divide you answers into two parts, one listing his
assertions, and the other listing his assessments.
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John’s story: Things are going well. Though the rest of my team is not fully
onboard with the new middle school culture plan so I have to do all of
the work myself. I don’t understand why I have to treat these adults like
students. I feel like I’m doing everything myself. The team came up
with the school culture plan, everyone agreed and now people don’t
want to follow-through. That means that I am the one left with
hovering over adults to make sure they are standing at their doors
ready to greet students, I am constantly checking to see if they are
enforcing the classroom management plans that they had the
autonomy to create. I think my mentor principal is undermining me
too because I call a teacher out on not following the plan, they go to
the mentor principal and it’s like the behavior is excused. Everyone
wants me to pull kids out of class if they continually disrupt the class but
they won’t follow their steps in implementing the plan. They get upset
when I refuse to remove students because they didn’t follow the protocol
which drives me crazy because we all had input in creating the protocol for
our new middle school culture plan!
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The teachers are acting as if all of the changes have to be mine and that
they don’t have to make any changes at all. Then they blame me when
the middle school team gets called out at staff meetings for our culture
issues and high number of referrals.

8. New Leaders, Inc Wednesday, July 9, 2014
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AssertionsAssessments
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9. New Leaders, Inc Wednesday, July 9, 2014
Read the following possible feedback to John from his Leadership Coach:
Coach: Who are these teachers and what exactly are they refusing to do?
John: My new teachers are constantly calling me to pull students out even
though they haven’t followed the
protocol appropriately. I try to
enforce the protocol but my
mentor principal sends someone
to collect the kids because he said
keeping them in class is too
disruptive. I don’t know how I’m
expected to have teachers follow
the protocol if they can just
override my authority. I asked my
more experienced teachers to
help the newbies but they say they’re overwhelmed and are struggling to
manage their own workload with all the new changes in the building. I don’t
understand this because we talked about all of this during our culture
planning meetings and they all agreed to what I’m asking them to do.
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Coach: So it sounds like everyone is trying to manage their own individual
challenges and no one is making the move to change their practice. Have you
thought of ways you could encourage them to make some small changes?
What conversations could you have with stakeholders to address the
challenge to make it work How could you get your team members, with
agreement from your mentor principal, to agree to do something different?
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9Great Leaders = Great Schools
How does this feedback
assist or not assist John
in identifying clear next
steps to improve his
work with his team?

10. New Leaders, Inc Wednesday, July 9, 2014
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As you reflect on your own coaching practice, how often do you use assessments when coaching
Residents? What is one thing you can begin to implement in your practice to leverage assertions
to support Resident leadership development?
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Where is John along the Resident Development timeline.
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What does the coach need to do to help John improve his practice
to increase his effectiveness?

11. New Leaders, Inc Wednesday, July 9, 2014
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GORDON’S 12 ROADBLOCKS
TO ACTIVE LISTENING
The twelve “roadblocks” are common responses that get in the way of good listening. They are not
necessarily wrong, but they are not listening. They interrupt the person’s own exploration, and in
order to get back to his and her own process, the person must go around them (hence the term
roadblock.)!
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1. Order, directing, or commanding
Here a direction is given with the force of some authority behind it. There may be actual authority (as with a parent or
employer), or the words may simply be phrased in an authoritarian way. Some examples:
Don’t say that! You’ve got to face up to reality. Go right back there and tell her you’re sorry!
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2. Warning or threatening
These messages are similar to directing, but they also cary an overt or covert threat of impending negative consequences if
the advice or direction is not followed. It may be a threat that the individual will carry out, or a prediction of a bad
outcome if the other doesn’t comply. Some examples:
If you don’t start treating him better you’ll lose him. You’d better listen to me or you’ll be sorry. You are really
asking for trouble when you do that.
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3. Giving advice, making suggestions, arguing, lecturing
Here a direction is given with the force of some authority behind it. There may be actual authority (as with a parent or
employer), or the words may simply be phrased in an authoritarian way. Some examples:
Don’t say that! You’ve got to face up to reality. Go right back there and tell her you’re sorry!
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4. Persuading with logic, arguing, lecturing
The underlying assumption in these is that the person has not adequately reasoned through it and
needs help doing so. Some examples:
The facts are that… Yes, but… Let’s think this through…
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5. Moralizing, preaching, telling them their duty
An underlying moral code is invoked here in “should’ or “ought” language. The implicit
communication is instruction in proper conduct. Some examples:
You should… You really ought to… It’s your duty as a … to…

12. New Leaders, Inc Wednesday, July 9, 2014
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6. Judging, criticizing, disagreeing, blaming
The common element her is an implication that there is something wrong with the person or with what he or she has said.
Some examples:
It’s your own fault. You’re being so selfish. You’re wrong.
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7. Agreeing, approving, praising
This kind of message gives a sanction or approval to what has been said. This, too, stops the communication process and
may also imply an uneven relationship between speaker and listener. True listening is different from approving and does
not require approval. Some examples:
I think you’re absolutely right. That’s what I would do. You’re a good _____.
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8. Shaming, ridiculing, labeling, name-calling
Disapproval is more overt and is directed at the individual in the hopes of shaming or correcting a behavior or attitude.
Some examples:
That’s really immature. You should be ashamed of yourself. How could you do such a thing?
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9. Interpreting, analyzing
This is a very common and tempting one for counselors: to seek out the hidden meaning for the person and give your own
interpretation. Some examples:
You don’t really mean that. Do you know what your real problem is? You’re just trying to me upset.
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10. Reassuring, sympathizing, consoling
The intent here is to usually help the person feel better. It interferes with the spontaneous flow of communication. Some
examples:
There, there, it’s not all bad. I’m sure things are going to work out all right. Don’t worry, you’ll look back
on this year and laugh
11. Questioning, probing
People also mistake asking questions for good listening. The intent is to probe further, to find out more. A hidden
communication from the questioner, however, is that he or she will be able to find a solution as soon as enough questions
have been asked. Questions interfere with the spontaneous flow of communication, diverting it in directions of interest to
the questioner but not, perhaps, of help or concern to the speaker. Inflecting the voice upward at the end of a statement
turns it into a question. Some examples:
You should… You really ought to… It’s your duty as a … to…
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12. Withdrawing, distracting, humoring, changing the subject
An attempt to “take the person’s mind off it.” It directly diverts communication, and underneath implies that what the
person is saying is not important or should not be pursued. Some examples:
Let’s talk about this some other time. That reminds me of a time when I… I hear things are going well with __.
copyright 2000 by Miller and Rollnick

13. New Leaders, Inc Wednesday, July 9, 2014
Team Goal: Be the first team to create an exact replica of a tangram picture
within a given time frame.
13Great Leaders = Great Schools

14. New Leaders, Inc Wednesday, July 9, 2014
RECURSIVE LISTENING
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15. New Leaders, Inc Wednesday, July 9, 2014
LADDER OF INFERENCE
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How do you teach or reinforce the ladder
of inference framework with Residents?
GREAT IDEAS FROM MY COLLEAGUES

16. New Leaders, Inc Wednesday, July 9, 2014
BIAS IN LISTENING
! ! Using the space provided below, quickly !!
! ! write your answers to the following !! ! ! ! !
!! ! questions.
16Great Leaders = Great Schools
What is half of
thirteen?
Why are manhole
covers round?
What’s in a Bic?
Every leadership coach brings personal points !
of view to the coaching role. Gender, culture,!
age, and experience all shape the way we perceive!
others and their contexts.

17. New Leaders, Inc Wednesday, July 9, 2014
Meet Mary
17Great Leaders = Great Schools
Mary is very thin. She walks with her
head down. Her hair is long and
straight and she wears it pulled back in
a ponytail. She has green nail polish
on her toes. She wears a tee shirts
with spikes on them. She bites her
fingernails. She is in her 20s.
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She has three children aged 5, 3, and 2.
She has an AA degree from a local
community college. She speaks two
languages. She has been married twice.
She does not wear makeup.
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She sits with her legs crossed.
She does not make eye contact. Her
voice is very soft.
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She does not smile. Ever.
Without thinking too much, develop a quick
narrative as to who Mary is as a person.

18. New Leaders, Inc Wednesday, July 9, 2014
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Have there been any instances in your professional practice where your
life experiences influenced how you coached Residents?!
(i.e. roadblocks to listening, bias)!
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19. New Leaders, Inc Wednesday, July 9, 2014
THE POWER OF FEEDBACK
Record your observations as you watched the demonstrations of
different types of feedback and their effect on performance.
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Demonstration One
What happened?
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Demonstration Two
What happened?
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Demonstration Three
What happened?
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Demonstration Four
What happened?
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21. New Leaders, Inc Wednesday, July 9, 2014
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21Great Leaders = Great Schools
As you watch this film clip, observe the leader’s practice. Did the
leader give feedback to the team that was:
FOCUSD ON BEHAVIOR?
SPECIFIC?
CONTEXT CONTROLLED?
As you watch this film clip, observe the leader’s practice. Did the
leader give feedback to the team that was:
FOCUSD ON BEHAVIOR?
SPECIFIC?
CONTEXT CONTROLLED?

22. New Leaders, Inc Wednesday, July 9, 2014
SITUATIONAL LEADERSHIP IN FILM
Movie Clip One
What type of feedback was given to team?
What situational leadership style was employed by the leader?
What was the impact on the team?
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Movie Clip Two
What type of feedback was given to team?
What situational leadership style was employed by the leader?
What was the impact on the team?
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Movie Clip Three
What type of feedback was given to team?
What situational leadership style was employed by the leader?
What was the impact on the team?
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Movie Clip Four
What type of feedback was given to team?
What situational leadership style was employed by the leader?
What was the impact on the team?
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23. New Leaders, Inc Wednesday, July 9, 2014
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Situational Leadership Feedback One:
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Situational Leadership Feedback Two:
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