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Difficult Conversations

Difficult Conversations. 2012-2013. Session Objectives. During this session, we will. Introduce five best practices that will increase appraiser confidence when navigating difficult conversations concerning appraisal ratings.

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Difficult Conversations

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  1. Difficult Conversations 2012-2013

  2. Session Objectives During this session, we will . . . • Introduce five best practices that will increase appraiser confidence when navigating difficult conversations concerning appraisal ratings. • Build appraiser skill by using best practices to execute difficult conversations for 5 common scenarios.

  3. Objective #1: Introduce five best practices that will increase appraiser confidence when navigating difficult conversations concerning appraisal ratings

  4. Improving your effectiveness to execute difficult conversations is directly related to priorities 1 and 3. Priorities • PROVIDE TEACHERS WITH ACCURATE APPRAISAL RATINGS • through frequent observations and with a shared understanding of the expectations in the Instructional Practice rubric and . . . • IMPLEMENT THE STUDENT PERFORMANCE COMPONENT • to determine whether teachers’ instruction is having a positive impact on student learning to help . . . • IDENTIFY APPROPRIATE DEVELOPMENT NEEDS AND OPPORTUNITIES FOR EVERY TEACHER • and provide useful feedback to drive continuous improvement. • All of the above ensures that we have enough information to . . . • MAKE SMART RETENTION DECISIONS • where low performing teachers aren’t left in the classroom and the best teachers stay.

  5. Even though there are many factors that make sharing feedback difficult for school leaders, it is a process that employees value and respond positively to. A 2009 Gallup Inc. study of over 1,000 US bases employees found that those who received predominantly negative feedback from their manager were over 20 times more likely to be engaged than those receiving little or no feedback.

  6. Teachers crave constructive feedback, even though it may make for a difficult conversation at times. “I would have liked her to be more criticalof my teaching. I have never received any constructive feedback, only lists of things she likes about my teaching. This is only my second year teaching, and I have many things I know I can improve on.” - HISD Teacher “This feedback needs to be constructive with great, thought-out examples for the teacher to see how they are to change. ” - HISD Teacher “I don't feel like I was provided much feedback on how to improve. Even though I had a good rating, I would still like to improve and be told how I can do so.” - HISD Teacher Source: 2011-2012 End-of-Year Appraisal and Development Teacher Survey

  7. We know a lot about what makes feedback conversations more effective regardless of difficulty. • Feedback is not about the manager. • Feedback is about the future. • Feedback is about behavior not motivation or attitude. • Feedback is a sign of strong leadership. • Feedback is more effective the sooner it is given. Horstman, Mark and Auzenne, Mike. Manager Tools. 2012

  8. Practices That Make Conversations Less Difficult Horstman, Mark and Auzenne, Mike. Manager Tools. 2012

  9. Set Expectations Early • How do you communicate expectations to teachers? • What role do the expectations play in the conversation? • What is the impact?

  10. Do It Often • No news is good news • Breathe easy • Practice makes perfect • Which of these resonates most with you? Why? • What are some steps that come to mind that you could/will take to ensure you “Do It Often”? Horstman, Mark and Auzenne, Mike. Manager Tools. 2012

  11. Determine your key messages before the conversation • Have an approach • Plan What is your typical approach? How does the recommended approach differ/align with what you typically do? Horstman, Mark and Auzenne, Mike. Manager Tools. 2012

  12. Talk about the behavior not about attitude or motivation • Reference low-inference evidence • Utilize Evidence Horstman, Mark and Auzenne, Mike. Manager Tools. 2012

  13. Low-Inference Evidence Low-inference evidence refers to things you see and hear.

  14. Objective #2: Build appraiser skill by using best practices to execute difficult conversations for 5 common scenarios

  15. HOT SEAT #1Poor performance/Great attitude and effort You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and this is what you observed. (click here to view video) The criterion area that stand out as your biggest concern is her ability to communicate concepts clearly (I-6). Even though she did not consistently communicate the key points of the lesson, you know she has really been working on her skills in this area, is liked by all the teachers on campus, is a coach for the soccer team, and parents think she is very kind.

  16. HOT SEAT #2Does not agree with feedback You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and you have rated him a 2 in the I-8 criterion (students actively participating in the lesson activities). During the conference , you share your feedback and he begins to argue with the rating and says he does not agree.

  17. HOT SEAT #3Getting a lower rating this year than last year You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and you have scored him a level 1 in the I-3 criterion (differentiates instruction for student needs by employing a variety of instructional strategies) when last year he was rated a 3. He shared with you that he is not doing anything differently this year, but you are confident that your rating is accurate because you collected low-inference evidence from the classroom observation (all students were assigned the same vocabulary activity, all students stayed in their own desks during independent practice, and when students finished they were all asked to start on their homework) that supports your rating.

  18. HOT SEAT #4Poor performance/Strong relationship You are meeting with a teacher for a feedback conversation. You observed the teacher earlier today and you have rated her a 2 in criterion I-2 (checks for student understanding). She asked 5 questions of her students, but did not adjust the lesson when students answered incorrectly. The teacher said “no, that is not the right answer” and moved on to another student. She did this for 4/5 questions asked. This teacher has been teaching on your campus with you for 8 years and you have built an amazing friendship. She even attended your son’s birthday party last year.

  19. Closing • What will you take with you from this session? • How does this help you to achieve more accurate ratings?

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