The theory of personality type is a comprehensive framework, explaining normal differences in how people are energized, take in information, make decisions, and approach life. All of these are key elements in how we approach teaching and learning. Based on the theories of Carl Jung, and made accessible to a wider audience through the work of Isabel Myers and Katherine Briggs, the theory is a proven effective framework for
• Developing collaborative learning communities
• Instructional coaching
• Differentiation
• Communication, among staff and to parents
• Student self-understanding and self-motivation
Because type is a theory of dynamic human development and interactions, even though one can apply what one is learning from the very start, training others to use the theory well and implementing it as a school-wide common framework requires study and practice—it is truly the antithesis of a quick fix or one-time staff development effort.
Change is hard work, even when we are convinced it’s worth the effort. Teachers are expected to change without clear explanations or evidence of how the changes will benefit them or their students. Meaningful change is most likely to occur when coaches take into consideration the differences in teachers’ beliefs, feelings and personalities.
Differentiated Coaching applies the latest research and theory of personality type to create a differentiated approach to staff development. In this experiential workshop, participants will be introduced to and practice using strategies for:
• Learn about a general framework for coaching: common roles, building relationships and trust, getting teachers on board, partnering for change
• Understanding teacher beliefs that can block change
• Using the research-based framework of personality type, popularized through the MBTI, to understand differences in how people take in information and make decisions
• “Translating” information and communication to meet teacher needs
• Adopting different coaching roles, depending on the learning style of the teacher
• Relating instructional strategies and other initiatives to the teacher’s interests or concerns.
Melbourne, Australia
July 6, 2011
Sydney, Australia
July 8, 2011
Professional learning communities (PLC) are meant to be teams that provide professional development to educators so that they can help all students reach mastery. In truth, not all groups of educators become teams where this can happen.
Learn how to use one common framework, personality type, as a coaching framework that your PLC can use to
• Recognize and appreciate each other’s strengths, educational beliefs, learning styles, and most natural approach to teaching
• Communicate in ways that best meet each other’s information needs
• Develop internal, shared leadership that ensures PLC effectiveness
• Overcome individual biases when examining student work or evaluating teaching strategies
• Engage in collaborative lesson planning, rubric creation, learning progression and assessment design, and other essential PLC tasks, using techniques that ensure that no teacher or student is left behind.
Charlotte, NC
September 19-20, 2011
http://www.solution-tree.com/Public/InstituteDetail.aspx?node=&parent=&ProductID=WSF288
Denver, CO
October 18-19, 2012
Parenting When The Apple Falls Far From the Tree
Minnesota Council for the Gifted And Talented Annual Conference
November 12, 2011
http://mcgt.net/conference
New Zealand Association for Psychological Type
"Coming of Age as a Type Practitioner"
"Coaching for Life's World Cup"
July 1-3, 2011
Auckland, NZ
www.nzapt.org.nz
Southeast Minnesota Service Unit
"Creating a Coaching Culture for Professional Learning Communities"
October 24, 2011
Rochester, MN
Students' learning styles are as unique as their personalities. As a result, the most successful teachers are often those who understand how to adjust their educational techniques to honor students of all intelligences and backgrounds. Seminar participants will
• Understand their own learning style and how it influences their beliefs and decisions about instruction, assessment and classroom management
• Learn to use a three-step process that differentiates for student ability, interests and learning style
• Experience activities and strategies that they can use in their classrooms immediately.
Differentiation through Personality Types
Making Math Time Work for Gifted Students
June 12-16, 2011
Hormel Gifted and Talented Institute
Austin, MN
https://www.austin.k12.mn.us/educationalservices/GTsymposium/default.aspx
June 28 and 30, 2011
New Zealand
http://tinyurl.com/3n7jxom