Training and Development
The major steps and timelines to systematically build the capacity necessary for developing a learning/invitational/coaching culture are shown in the table below.
Each step builds leadership capacity, later steps building additional capacity onto the key developmental stage for the senior leadership team. By the end, every staff member has been introduced to the core concepts and language that underpin the new culture, and methods and techniques to practice developing them in ways that also increase their own effectiveness (e.g. senior leader coaching of middle leaders, middle leader coaching of newer teachers, peer coaching by all teachers).
Such a culture in the classroom is intrinsically self-policing and self-correcting. Introducing the language to students provides a direct means for developing greater self-discipline. Students can determine for themselves the mind state that they are in and recognition of being in the “red zone” (the state that drains resources away from the ideal learning state, the “blue zone”) causes the mind to begin to shift back towards the blue zone.
Thus classroom management is not about proscribing poor behaviour but stimulating movement towards the appropriate behaviour.
Additionally, once properly understood, students will begin to hold teachers accountable for optimising the classroom environment. Similarly, teachers will begin holding school leaders accountable for creating the optimal culture for teachers to be effective in this way.
The major steps and timelines are as follows:
The major steps and timelines to systematically build the capacity necessary for developing a learning/invitational/coaching culture are shown in the table below.
Each step builds leadership capacity, later steps building additional capacity onto the key developmental stage for the senior leadership team. By the end, every staff member has been introduced to the core concepts and language that underpin the new culture, and methods and techniques to practice developing them in ways that also increase their own effectiveness (e.g. senior leader coaching of middle leaders, middle leader coaching of newer teachers, peer coaching by all teachers).
Such a culture in the classroom is intrinsically self-policing and self-correcting. Introducing the language to students provides a direct means for developing greater self-discipline. Students can determine for themselves the mind state that they are in and recognition of being in the “red zone” (the state that drains resources away from the ideal learning state, the “blue zone”) causes the mind to begin to shift back towards the blue zone.
Thus classroom management is not about proscribing poor behaviour but stimulating movement towards the appropriate behaviour.
Additionally, once properly understood, students will begin to hold teachers accountable for optimising the classroom environment. Similarly, teachers will begin holding school leaders accountable for creating the optimal culture for teachers to be effective in this way.
The major steps and timelines are as follows: