6 art of co leading lesson plan and ub-d

The Art of Co-Leading
!
Lesson 6 Included in GLTI Combined Training Resources
Length: 75 minutes • List of Positive Co-leading Characteristics
• Group Leader Check-Ins and Feedback
• Pre-Program Planning with your Co-Leader/s

Materials Prepare before Session
• Chart paper • “Going with the Yes” scenario cards (2 sets)
• Markers • Four Stakeholders poster
• Place tape on the floor in the middle of the room for the Spectrum activity

Established Outcomes
• GLs know the components and criteria of an effective co-leader relationship:
! They recognize one’s own and others’ leadership styles.
! They effectively collaborate with others who have different leadership styles.
• GLs apply the necessary tools and criteria for creating and maintaining a positive co-leader relationship even when time is short and
circumstances are stressful:
! Using the Pre-departure Checklist.
! “Going with the Yes” and “Yes, and…”
! Giving and receiving positive and constructive feedback
! Using headquarters as a resource.
! Using the Three Principles of Group Leading.

Flow
!" Stakeholders Impacted: Framing/Value
#" Real Expectations and Components of a Good Co-leader Relationship
$" Interjections
%" Co-Leader Conversation
&" Conclusion

Special Notes: This session is written specifically for programs that are led by a co-leading pair or trio in which all leaders share all
responsibilities and are equals on the management spectrum. If your program is led by large teams with specific internal hierarchies and
role differences, much of the content is still applicable, though you may need to make some adjustments.

This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for Justice and BBYO Panim
Institute with support from Repair the World.

!

Lesson/Activity Plan
Time/Materials Content
Stake- 1. Say: “In this session we will talk about co-leading relationships.”
holders
Impacted: 2. Ask the group for at least three examples of how your co-leading relationship impacts the four stakeholders listed
below. Push the group to be specific in their examples (e.g., “What does that look like?”).
Framing/
Value a. Your participant group
b. Your co-leader
5 min. c. Yourself (GL)
Four d. Partner NGOs
Stakeholders (Note: If mostly positive or mostly negative impacts come up, point out that the reverse can happen when the
poster relationship is not good/good.)
$" Include the following big picture/organizational impacts if not mentioned:
a. GLs and participants level of connectedness to the organization.
b. The organization’s reputation with participants and their families.
c. Ultimately, our partner NGOs gain or suffer based on the support lost or won for the organization by the
GLs.
Real !" Say: “A positive, effective, professional relationship has many components, but at first we might not all think of
Expectations this in the same way. We want you to thoughtfully take time with each of your co-leaders to understand your
and styles, strengths and needs as well as our expectations for what everyone needs to bring to the table. Individually,
Components we each need to be able to work with styles similar to and different from our own and present a unified front to
of a Good participants.”
Co-leader #" Say: “We’re now going to think about how to prepare to work together as a co-leader team.” This requires the
Relationship following three elements:

17 min. a. Preparation;
b. Going with the other’s flow;
List of c. Thoughtful feedback.
Spectrum
categories, 3. Instruct GLs to look at the “List of Positive Co-leading Characteristics” (Note: this is untitled in the manual). Give
Manuals participants time to review.
4. Ask: “Are there any words you would like to add? Remove?” Also say: “Note that best friend is not on the list.


!
What is realistic and necessary in a co-leading relationship?”
(Note: Offer this list as a discussion tool to use with your co-leader/s. Which categories would you prioritize in this
work? Why? Where do you feel strong? Where do you want support? What kind of support? What are patterns
you want to challenge?)
5. Have everyone stand up and move to one side of the room.
6. Explain that you will announce two statements referring to different work styles or preferences on a spectrum.
7. Instruct GLs to physically move themselves to a space on the spectrum (between the two sides of the room) that
represents how they see themselves. (Note: Be clear in your instructions which side refers to which
style/preference.) Indicate to GLs that though they may not always fall squarely into one category, they should
choose a spot that reflects how they default in general. The objective of this activity is to allow GLs to reflect and
begin a conversation among co-leaders. Indicate that if a GL feels that he/she is in the middle of the spectrum,
he/she should still choose one side of the spectrum to show which side they find themselves in more often, even
if only slightly or by circumstance.
8. Finally, inform GLs the activity will be done silently, but there will be time to process afterwards.
9. Read the following statements and ask GLs to move on the spectrum:
a. I’m a night person vs. morning person. (spectrum as stated)
b. It’s important to me that we spend a lot of time debriefing curriculum sessions after each lesson. (yes/no)
c. I am an improviser, or, I am a planner. (spectrum as stated)
d. I enjoy being in front of a group. (yes/no)
e. I enjoy logistics. (yes/no)
f. I need alone time every day. (yes/no)
g. I tend to avoid dealing with interpersonal conflict directly. (yes/no)
h. I very comfortable being an authority figure and addressing behavior issues. (yes/no)
i. I am a private person, or, I am very open with strangers and group members. (yes/no)
j. I feel strong in my skills to teach Jewish text. (yes/no)
k. I am an introvert, or, I am an extrovert. (spectrum as stated)
l. I tend to respond quickly, or, I tend to take a moment to process before I talk. (yes/no)
10. Each time after GLs move to their self-selected spot, ask them to make eye contact with all of their assigned co-
leaders.
11. Debrief: Like the “List of Positive Co-leading Characteristics,” the responses to the questions on this spectrum
are a starting point for you to check in with your coleader. How do you balance each other? How do you reinforce


!
each other’s habits? How might opposite styles support or confuse your group members?”
12. Ask: “What can you plan in advance armed with this knowledge?”
13. Have GLs take a minute or two to read the pre-program checklist in the manual silently to themselves. Say: “This
pre-program checklist is designed to guide your conversation the first time you work together. It is essential.”
(Note: Offer time to answer questions for clarity.)
Interjections 1. Have participants sit in a close circle.
2. Say: “We are going to focus on several skills that are crucial to building and maintaining a positive co-leader
18 min. relationship:
a. “Going with the Yes.”
Manual,
Going with b. Giving and receiving positive and constructive feedback.
the Yes index c. “Yes, and…”
cards
3. Say: “Everyone here was hired because we have confidence in your ability to lead, teach, collaborate, follow
protocol and represent our organization. We tell you this not just to affirm your own confidence, but also to give
you confidence in your co-leader. Even if your styles are very different, your co-leader is capable and qualified. It’s
important to learn to appreciate the skills, knowledge and style that your co-leader brings to your team.”
4. Say: “This activity is meant to illustrate how to be a supportive co-leader in front of the group even when you and
your co-leader disagree.”
a. Ask the GLs so stand in a circle. Ask for phrases that suggest teamwork or partnership vs. contradiction or
power conflict. Suggested language can include “yes, and” or “I wonder if” instead of “yes, but” or “on the
other hand.” The point is to convey a tone of partnership to your co-leader and observers and to self-
check your own motivations.
b. Present a hat to the circle containing index cards with topics written on them. The first person in the circle
with the hat will pull out one of the cards and make a statement (as if speaking to a participant group) on
that topic. Passing the hat to the person on their right, that person must add a related but differing
thought (in the role of a co-leader addressing their co-GL or group) using “Going with the yes,” tool.
c. Passing the hat on to the right, the next person reflects on the response given, adding more or offering an
alternative. This person then also pulls a card from the hat and reads the next card.
d. Continue around the circle until everyone has read or responded.


!
Check-ins 1. Ask GLs to review “Group Leader Check-Ins and Feedback” in the manual.
and
Feedback a. Ask new leaders to read and write down questions for clarity.
b. Ask returning leaders to read and circle things they think are most often not done in the field, and that if
22 min. done, would improve the program and the co-leader relationship.
i. Answer questions for clarity.
Manual ii. Ask returning leaders to share their lists. Say: “Let’s all work hard to be aware and do these things.”
2. Say: “What is the purpose of feedback? In part, the practice keeps us present with our intentions and behavior
and how we are being perceived. Ultimately, it is about growing yourself to be the best leader you can be for the
group, for yourself, for your co-leader and for the co-leading team.
a. Positive feedback is about identifying what you do well and building on those skills.
b. Constructive feedback is about identifying your areas for growth, which will allow you to formulate a plan to
build those skills.
c. Self-positive feedback is very important. It helps you to be conscious about what you’re doing well, not just
what you wish you were doing well. Recognize your strengths and think of them during feedback.
d. Self-constructive feedback is also very important. It helps you to identify and be conscious of your own
growth areas and focus on building concrete useful professional skills. Furthermore, others will feel better
about giving you constructive feedback when you’re giving it to yourself.
e. Providing constructive feedback to your co-leader can be difficult. Remember that providing constructive
feedback is not about being in conflict, it is not about authority, it is not a power play, and it is not
disrespectful. It is a gift. It is your commitment to help them become the best leader they can be, which is
part of your responsibility to the group and to the program. Done well, it is a high form of respect and
shows your investment in your co-leader and the program.
f. Feedback is easier to give and receive if it is consistently given as opposed to given only when something
really needs to change.
g. The better you and your co-leader are at your jobs, the better you will lead. Feedback is the built-in
mechanism for insuring that co-leaders can perform at their absolute best. It is a chance to take
responsibility for yourself and each other.
h. Feedback is almost always more effective when the recipient asks for it. Consider building in a practice of
having co-leaders ritualize the request for feedback on a daily basis as part of their check-ins.
i. There are times in the course of a program when GLs want positive feedback (for a bit of a pick-me-up)
and other times when GLs want constructive feedback (because they are frustrated by a particular
teaching session and want to concretize their learning about what went wrong). Note that different GLs
may need different kinds of feedback at different times, and that their co-leaders should honor those


!
needs as much as possible.
3. Say: “We are going to practice giving and receiving feedback.” To do this:
a. Pair up with someone who is not your co-leader.
b. Give each other feedback about how you’ve been doing in the role of leader-participant as described on
the first day.
c. Before beginning to speak, take a minute to think and jot down notes.
d. Partner A should take two minutes to provide positive and constructive self-feedback. Partner B should
then take two minutes to share positive and constructive feedback with partner A. Reverse roles.
e. Whether you agree or disagree, don’t respond to the feedback given to you. (However, you should feel free
to ask clarifying questions if you don’t understand the feedback.) Thank your partner for sharing his/her
feedback with you.
f. After all feedback has been shared, spend a few minutes discussing with your partner how this process
felt.

Co-Leader 1. Tell GLs to find and sit with their co-leaders.
Conversation 2. Partners should discuss what they observed in the “spectrum” activity.

10 min. 3. Instruct GLs to share a story with their co-leader about a difficult working partnership from the past. Ask teams to
reflect on: “How did you work to improve this relationship? What did you learn from this experience about how to
improve these relationships in the future?”
Manuals
4. If there is time, begin to review “Pre-Program Planning with your Co-Leader/s” and “Group Leader Check-ins and
Feedback” in the manual.
Conclusion 1. Ask for one quick suggestion about how these practices fulfill each of the Three Principles (e.g., “One primary
way that you can use your co-leading relationship to embody ‘everything I say and do is part of the curriculum’ is
3 min. to model a respectful, supportive and effective adult relationship. This is an incredible lesson for participants to
learn by watching you.”)


UbD, Lesson 6: The Art of Co-leading
Stage 1 – Desired Results
Established Outcomes
• Leaders know the components and criteria of an effective co-leader relationship:
! They recognize their own and others’ leadership styles.
! They effectively collaborate with others who have different leadership styles.
• Leaders apply the necessary tools and criteria for creating and maintaining a positive co-leader
relationship even when time is short and circumstances are stressful:
! Using the Pre-departure Checklist.
! “Going with the Yes” and “Yes, and…”
! Giving and receiving positive and constructive feedback.
! Using headquarters as a resource.
! Using the Three Principles of Group Leading.
Concepts to be Covered During the Session Key Questions to Ask Learners
Big Ideas presented: 1. What is realistic and necessary in your
1. Stakeholders and impacts of the co-leader partnership?
relationship 2. Why is “best friend” not on the list of good
2. Components of a good co-leader relationship relationship characteristics?
3. Returning co-leaders: What steps of feedback
3. Variety of leadership styles are most often skipped in the field?
4. Importance of feedback
5. Realistic and necessary vs. ideal partnerships
Specific ideas/concepts to learn/remember:
1. How to have a feedback exchange
Predictable misunderstandings:
1. Constructive feedback is more important than
positive feedback.
2. Constructive feedback feels bad
Stage 2 – Assessment
How Will We Check for Understanding at GLTI Field Work/Performance Assessment Methods
Demonstrate: 1. GL Post-program report
1. Giving and receiving feedback in pairs. 2. Program debrief with supervisor
Discuss: 3. Co-leader debrief
1. How do you adapt “Going with the Yes” to your 4. Participant survey
own, authentic style?
Ask Direct Questions:
1. Who are stakeholders?
2. Where do you fall on the spectrums of
leadership styles?
3. How are you doing at being an active learner this
week?
Stage 3 – Lesson Plan Checklist
• Materials and pre-session prep list. • Use 2-3 different modalities (not just
• Each part of lesson has an assigned time limit. talk/listen/discuss; reflection/writing, small group
presentations/poster making, theater games,
• The presentation is significantly different from partners/smaller groups, art).
past versions in order to maintain returning GL’s
interest. • Check for understanding (e.g. ask direct questions,
use group discussion to gauge, have learners
• Taps into learners’ previous practice/demonstrate.
knowledge/experience.
• Provides new content/information.

This material was developed by American Jewish World Service, Bend the Arc: A Jewish Partnership for
Justice and BBYO Panim Institute with support from Repair the World.

6 art of co leading lesson plan and ub-d

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Andere mochten auch

Andere mochten auch (8)

Ähnlich wie 6 art of co leading lesson plan and ub-d

Ähnlich wie 6 art of co leading lesson plan and ub-d (20)

Mehr von Charles Lenchner

Mehr von Charles Lenchner (18)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

6 art of co leading lesson plan and ub-d