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Animo B

Animo B. Courageous Conversations December, 2009. Talking the Walk. Read “Talking the Walk” and answer the questions at the end of the article. Share your reflections with a partner. Tackle Your Toughest Challenges Today. As a leader, you get what you tolerate.

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Animo B

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  1. Animo B Courageous Conversations December, 2009

  2. Talking the Walk • Read “Talking the Walk” and answer the questions at the end of the article. • Share your reflections with a partner.

  3. Tackle Your Toughest Challenges Today • As a leader, you get what you tolerate. • The problem named is the problem solved. • If you know something must change, then know that it is you who must change it. • When we spend a lifetime curbing our anger, our sadness, or our frustration for fear of offending others, in the process, we curb our joy. • All confrontation is a search for the truth; a courageous, skillful confrontation is a gift, a vein of gold worth mining Taken from Fierce Conversations by Susan Scott

  4. Courageous Conversation Norms • Be explicit about your values. • Make what you stand for clear. • Link the expected behavior to the mission of the schools and the values implicit within the mission. • No “pillow” talk. • A careful conversation is a failed conversation. • Really ask and really listen. • Ask clarifying questions to clearly understand the other person’s point of view. • Let silence do the heavy lifting. • The more emotionally loaded the subject, the more silence is required. Taken from Fierce Conversations by Susan Scottand “Talking the Walk” by Valerie Von Frank

  5. The 60-second Opening Statement 1. Name the issue. 2. Select a specific example that illustrates the behavior or situation you want to change. 3. Describe your emotions about this issue. 4. Clarify what is at stake. 5. Identify your contribution to this problem. 6. Indicate your wish to resolve the issue. 7. Invite the individual to respond. Taken from Fierce Conversations by Susan Scott

  6. Redirecting • Ask meditational questions (What would happen if..., What’s another way you might...) • Restate broken-record messages about values, mission, vision (We promise our students college readiness.) • Make a firm statement to move the conversation forward (We are no longer going to talk about why some of your students cannot learn.)

  7. Closing • End the conversation with clear expectations about future behavior. • Provide clear next steps (when appropriate) for the teacher.

  8. Courageous Conversations Practice • You will practice having courageous conversations in groups of three: • 1 teacher • 1 administrator • 1 observer • The observer will use the courageous conversations scoring guide. Protocol: Planning for the conversation (2 minutes) Having the conversation (8 minutes) Debrief (5 minutes)

  9. Groups Group 1Group 2Group 3Group 4Group 5 Gordon Lani Rachelle Ronnie Tommy Xochitl Harris Julio Sue Jean Peggy Lori Will Josh Phill Taquan Nerine Angela Annette Kelly Chad Megan Cristina

  10. Scenario #1 Your ELA 11 teacher has 70% of his students failing his class. Student grades are based on the following formula: 50% quizzes (1 quiz has been given this quarter) 30% homework (3 assignments have been logged for the quarter) 20% benchmark exams Have a courageous conversation with this teacher about his grading practices.

  11. Scenario #2 One of your teachers has consistently complains to you that your expectations are too high, you do not support him enough, and he is very unhappy working at the school. You have recently put him on a development plan. Today, a group of students approaches you to ask you to stop being so demanding and to support this teacher (their favorite teacher) more. They also want to know why you put the teacher on a plan. It is clear that the teacher has been talking to students about his situation. Have a courageous conversation with this teacher about the conversations he has had with students.

  12. Scenario #3 – Whole Group Practice One of your teachers comes to you to complain about the benchmark collaboration day last month. She says it was not useful and does not want to attend the collaboration days in the future. You have also noticed that she consistently complains about your weekly PD. She feels she already knows the information being presented and wants more differentiation. Her benchmark and CST results have been consistently mediocre. Have a courageous conversation with this teacher about her feelings about professional development.

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