“Leadership and learning are indispensable from one another.” President John F. Kennedy

Great leaders will change the way you look at any challenge. They can make the impossible seem to be well within your reach. Think of anyone you value as a leader. Is this someone you want to follow? Is that same person capable of leading you confidently into a tough situation? Do you see that terrific vision they are steering you toward? Have they related their vision to you?

In my first year as a teacher, I was frustrated by a group of students who were desperately needing assistance. There were several students failing classes and not completing their homework. As a newbie teacher, I completed my first quarter report cards and took them to my principal for her analysis and signature. Back in the day (1990), report cards were handwritten and devoid of the computer printout and computation. Subsequently, teachers had much more analysis and prediction to complete grades than today. Once my principal analyzed the report cards, her next few minutes with me completely changed my professional life’s direction. Her first question was, “What do you think of the work of your kids?” Astonished I replied, “They are failing…” Shaking her head, she began my education to a very different paradigm by her next statement. “Are they failing you or are you failing them?”

Wow! I now had my head swirling with a lot of defensive feedback to give her… Although cutting, her statement was right on but I couldn’t see that yet. I went back to my room and licked my wounds. I felt as though I progressed through the portal of each stage of regret and defensiveness. Was my behavior deplorable? She had to be wrong and not be able to see it my way. How could I prove to her that I was right and she was wrong? Every time I played through the scenarios, I came to the same result… She was saying something that I had to learn and understand.

The next day, I marched into her office and asked her to help me understand what she meant. She said, in a calm voice, “You are failing them.” That day was the beginning of my education. She proceeded to share her vision of learning in which we (teachers) take the burden of student’s learning upon ourselves and hold ourselves accountable. The remaining year, she took it as a personal challenge to help me see her vision clearly. It took the entirety of the year. In hindsight, it was much more valuable than any college course I had ever taken. Her feedback to me and her commitment to my development was truly a leadership lesson for which I am eternally thankful. “The greatest leader is not necessarily the one who does the greatest things. He is the one that gets the people to do the greatest things.” – Ronald Reagan, former U.S. President

What is Meta-Coaching?

Meta-Coaching is the process by which a leader can provide themselves with the necessary feedback to improve their own performance. Meta-Coaching requires the use of self-monitoring and feedback, set against the objective background of performance standards to result in a more effective production. The use of performance standards is crucial in this process.

Why Meta-Coaching?

Self-leadership development can be defined in various ways. In the most basic sense, it involves directing one's behavior, thoughts, and abilities in the pursuit of long-term leadership goals and behaviors. Specifically, “Circular” Meta-Coaching for Self-Leadership refers to the continual model of leadership development that one may apply to themselves to regulate their behaviors and actions. Additionally, leaders can utilize their best abilities to lead an organization with their internal locus of control aligned with their actions. This locus of control can fuel their action plan. This action plan can lead to a development process. I mention Meta-Coaching and self-leadership after the previous example of my own learning for one specific reason. For the next two years, I spent every moment considering her words. “You are failing them.” This phrase rattled around in my head and led me to analyze my own behaviors. The Meta-Coaching cycle began here for me. I started to become my own professional developer. Certainly, the school and district had PL models and sessions to attend. However, I grabbed the handlebars of my own learning as a personal challenge. Directing my own learning can serve many more reasons than my own personal challenge. You are your own co-worker for the entirety of your career. What better collaboration than with your own self. You are able to be your own gold watch. Additionally, you are able to respond to your learning needs very quickly. The pace may be greatly accentuated by your own learning. “The quality of a leader is reflected in the standards they set for themselves.” Ray Kroc

Additionally, you may serve in a role that may be one of “professional solitude”. That means that you are the only leader in your location. Personally, as a high school principal I fall into that category. I am considered the leader of the organization. Feedback does make its way back to me, but I need that accountability partner that will be unforgiving in the frankness of the feedback I receive. You may be a solo leader in your organization and need a method to grow professionally. Meta-Coaching can be the answer for you. Finally, as technology becomes more prevalent in the workplace, many leaders are leading from afar. They are leadership “shut-ins”. Distance leadership means that leaders use digital methods to correspond with subordinates to accomplish the organization's goals. If they use technology to communicate, how then is the leader supposed to grow if not by their own hand? Meta-Coaching can be the answer for them as well.

Several characteristics lend themselves to the appropriateness of Meta-Coaching. First, the leader must be cognizant of their own deficits. They must be able to have the humility to recognize their skills and abilities as well as what is not a strength for them. Additionally, a level of emotional maturity is necessary to command your own learning. Also, being a bold learner is a characteristic necessary for learning. Boldness means not waiting for a deficit to become an out of control issue.

There are a couple of feedback models that provide background for the “Circular” Meta-Coaching model. They are the SBI Feedback Model and the Peterson’s Feedback Process Model.

Situation-Behavior-Impact (SBI) feedback model

The model known as the SBI feedback model bases feedback on facts. This succinct manner is so the individual can understand the effects of their actions.

Situation: Describe the situation with specifics.

Behavior: Describe the behavior observed; do not try to guess at motives or causes of the behavior.

Impact: Describe the impact the observed behavior had.

The SBI model is a favorite among managers and emerging leaders. The model is a rudimentary reminder of structured and efficient communication around performance indicators. Additionally, unnecessary emotion is eliminated from the conversation and is kept in check. Judgment and ambiguous intentions are left out of the discussion. Thus, there is significant ease in administering the SBI model. The SBI can be an effective and clear tool when principals are meeting with new teachers and teachers who may be struggling with their performance. Both new teachers and struggling teachers need clear and unambiguous direction and frequent feedback. Thus, timing and frequency of this type of feedback is relevant here. This makes the SBI ideal for an emerging leader to use with their own learning. When providing your own feedback, clarity in the “Situation” and “Behavior” steps make the “Impact” step virtually a no-brainer. There are other feedback models that use similar language and steps. The BEEF (Behavior, Example, Effect, Future), AID (Action, Impact, Development or Desired Behavior), and BIFF model (Behavior, Impact, Future, Feelings). Note that the BIFF model seeks the next level of feedback for the receiver as it asks them to share their feelings.

Pendleton’s feedback process model

The Pendelton feedback model seeks to use a two-way dialogue to hold performance against a consistent standard. Note that elements of future improvement are identified and, hopefully, acted upon.

·        Let the employee give comments/background to the behavior or situation that has been observed.

·        The employee identifies what went well.

·        The manager identifies what went well.

·        The employee states what could be improved.

·        The manager states what could be improved.

·        The employee and manager agree on an action plan for improvement.

In the “Circular” Meta-Coaching model, we seek to use elements from each of these models. There is the simplicity of the SBI Model and the use of future improvement orientation from the Pendleton model. Our feedback loop in the “Circular” Meta-Coaching Model includes the following elements:

Standard-Setting- Leader sets a standard to measure himself against.

Matrices- Leader establishes metrics to measure himself against.

Execute- Leader implements the plan without deviation.

Choice- To what degree has the leader met these standards? If the progress is sufficient, continue to develop more sophisticated applications of the standards. If the progress is not sufficient, re-evaluate actions taken. This could entail doing triage to a situation to remedy. After any necessary triage, re-evaluate the standard as to whether it is an effective model and/or appropriate matrices used.

Share- At the conclusion of effective leadership practices, the leader is to share their new learnings with leaders they are determined to grow. Additionally, refining your internal feedback loop with use of the model, Johari’s Window, and looking at future considerations means that sharing has a metacognitive impact on the leader. The leader can share with themselves through simply journaling, working with other team members, or those in similar positions at other locations. The purpose is to describe and evaluate the same elements they just performed.

The “Circular” Meta-Coaching Model is clearly circular as the leader progresses through the following steps:

Step 1- Develop a model of leaders you wish to emulate.

Step 2- Determine what elements of emotional intelligence you possess.

Step 3- Set a goal of the characteristics of the leader you wish to be.

Step 4- Establish a set of matrices to measure your own effectiveness against.

Step 5- Execute your leadership actions to show daily.

Step 6- Evaluate your effectiveness based upon your metrics.

Future Considerations- Once you become proficient as a leader against the standards, there are facets of your leadership that you can take to the next level.

Step 1 SS-Develop a model of leaders you wish to emulate… Create a vision of your leadership that is effective and meets your goals and needs. This is a Standard-Setting Element.

In my administrative leadership training at the University of Missouri-St. Louis, I was lucky enough to have a professor that lit up my desire. His name was Dr. Fred Bradley. Dr. Bradley was serving as a Superintendent in Southeast Missouri. He had many qualities of an excellent leader that I wished to emulate. First, he was extremely thoughtful and tactful. He could explain anything negative or critical to anyone. He modeled delivering bad news in crucial situations and never backing down. I respected his bravery and ability. Also, he had an extremely sharp wit that he employed often. He would recite names of all of the members of class at the drop of a hat. He emphasized the soft skills of a leader and the need to appreciate everyone in the room. Additionally, I respected my first principal, Ms. Debby Decker. She was the principal who made me think in the first story I previously mentioned. Her ability to lead me to understand her vision rather than simply telling me was incredible. She placed popcorn on the trail for me to follow in every conversation we ever had. Finally, my grandfather, Earl George, is a leadership mentor for me. He was the manager of several stores and bars. Not an educator, but certainly a teacher. He taught me a work ethic that is second to none. After following his lead, I will never be outworked by anyone. “We cannot lead anyone farther than we have been ourselves.” John C. Maxwell

2 SS-Determine elements of your own emotional intelligence to better control your own leadership. This is a Standard-Setting Element.

Emotional intelligence has three components: 1- emotional awareness, 2- the ability to harness those emotions and apply them, and 3- the ability to manage emotions. As previously mentioned, being able to be mature, confident, reflective, and humble requires an understanding and use of one’s own emotions. The internal nature of the Meta-Coaching model requires this step. Do not underestimate the need to spend time in reflection of your abilities in this domain. Align the results of your emotional intelligence to the model of leaders you wish to emulate. This modeling will provide you the parameters necessary to guide you. What emotional intelligence did they show? What is it that you can exhibit to make your personality fit leadership scenarios? There is a very clear reason for this analysis. To be able to use Meta-Coaching, you will do a lot of internal self talk. To effectively tailor the message and control negative thoughts, your emotional intelligence needs to be on point. “Maturity is achieved when a person postpones immediate pleasures for long-term values.” Joshua L. Liebman

3 SS-Set a goal of the characteristics of the leader you wish to be. Determine the “how” you will use to conduct your work as a leader. This is a Standard-Setting Element.

Each day leaders enter their place of work never knowing what events and dilemmas will confront them from moment to moment. However, having solid “Attack Skills” will leave you prepared for any situation or circumstance. The “Attack Skills” are not an ancient martial art that is used in the Octagon. Rather, it is the set of skills that are in your quiver ready to deploy at a moment’s notice. “What is your purpose in saying that?” or “I am eager to assist in any way.”…are a few go-to statements that I have found to be tremendously helpful in those circumstances. Communication and reaction, or should I say, lack of negative reaction is critical. The calm demeanor and ability to communicate are firmly entrenched in my plan of “Attack Skills”. Additionally, planning to build relationships with everyone in my sphere of influence, on a daily basis, serves as a non-negotiable in my day. Advice I received from my mentors has led me to practice these skills first thing each and every day. This starter skill for me sets the tone for me and anyone I influence that day.

4 M-Establish a set of metrics that you can use to measure yourself. Determine what standard(s) you are using to measure your effectiveness. This is a Matrix Element.

In the “Circular” Meta-Coaching model a leader needs to have standards to measure their effectiveness. Having a standard for continual measurement provides a basis for the decision in later steps in the model. The feedback for yourself should be qualitative and quantitative. Specific quantitative measures such as classrooms visited, observations conducted, feedback conversations held, or positive interactions with students or staff constitute measurable goals. Additionally, qualitative measures can give a leader context to their effectiveness or lack of connection in areas. Measures such as comments shared can give further background to provide guiding feedback.

5 E- Execute your leadership plan, goals, methods, and actions to show daily commitment to being the most effective leader possible. This is an Execute Element.

I try to give myself a daily “check up” with the relationship goals that I have established. Frequency of contact, quality of interactions, and results of any contact made is the context of the execution. This step is the “action” step. The more opportunities for execution you have, the better the background you have to predict possible outcomes of a variety of situations. This is where those intuitive notions are developed. “Lack of feedback is a time bomb waiting to explode.” Gary Davison

6 C-Evaluate your effectiveness based upon the matrices you have determined are valuable. These evaluative situations provide the direction for the next step in the model. This is a Choice Element.

In this stage, you as the leader evaluate your own effectiveness based on the metrics that you have selected. Being humble and honest with oneself is critical. In the evaluation process, dishonesty does no good for the leader. Consider pushing yourself to be critically selective. Here is an excellent opportunity to challenge yourself for your own improvements. As you analyze your performance, there are three possible outcomes: 2 are positive (goals have been met or making adequate progress) and one is negative (goals are not being met). The outcome of this brings you to a fork in the improvement road. If the outcomes are positive, assess ways to make your feedback even better (refinement) and go back to step 4. Determine if you need to refine your goals or add areas of focus to add to your repertoire. Going from this evaluation stage back to the developing matrix stage brings the circular nature of this model to play. Additionally, as you become more sophisticated in your leadership acumen, I would suggest looking for models to help with your improvement process. Johari’s Window is an excellent model for finding your own blindspots. Becoming more aware of your own liabilities, improves your likelihood of success.

If your evaluation reflects a negative outcome, then a different step is necessary. First, I would re-evaluate the circumstances of factors that led you to evaluate it negatively. Determine factors, timing, communication skills needed, and other variables that would help. Next, search for necessary tools to accomplish the goals. Also, realize that failure to succeed is not ultimate failure. Continued lack of success could be detrimental to your leadership. However, do not take this opportunity to have a “pity party”. Reflect and move on… Go back to stage 1 by reconsidering the models of leadership you have selected. Proceed through the stages until you have experienced success. Do not short change yourself. A critical eye with improvement can be very helpful here. “A mistake made repeatedly is now a pattern of bad decisions” Gary Davison

Once you have cycled through the model a number of times, you can then pursue future considerations. This is a Share Element. A more sophisticated step would be to lead up by building relationships with your superiors. “Leading up” can help in your upward mobility as well as your long-term relationships. Additionally, find several methods for dealing with conflict in an effective manner. As your career progresses and you are seen as a leader, you will need more methods for dealing with conflict or friction. Also, find ways to share your personal leadership growth model with others. At some point, you will wish to grow those emergent leaders that identify you as a mentor. “The effective leader is able to see the best in others that have never seen it in themselves.” Gary Davison