Keeping Discussions ObjectiveWITHOUT losing all your friends!

Stephen Kendall-Jones

We are learning to…

Explore how relational trust supports changeUnderstand the impact of mental modelsUse open-to-learn conversations to objectify emotional dialogue

We are successful when…

We are able to:Hold ‘courageous conversations’ and exit with agreed commitments and dignity for allSynthesize information from this presentation and knowledge of your own school to assist you in planning your next ‘courageous conversation’

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Scenario

Stephen is a Y6 teacher about whom you have concerns20 years’ experience15 in your schoolHe turns up at 8.25 and leaves at 3.20 His students love him Parents complain that their children only seem to do artHe has no planning His students have vague memories of what a learning intention is but no memory of success criteriaThe Principal has had a complaint and wants you to “sort him out”...

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Time to talk…

You arrange a meeting. Stephen is late. “I’m very busy. I should be teaching, not talking with you.”

You tell Stephen that he is letting down the students, not doing his job.He says he has forgotten more than you’ll ever know about teaching. “The kids love me and I’m a good teacher. Is there anything else?”

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Models that situate our processes

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Situating me..

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No, I don’t think teaching is a desert

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The importance of mental models…

Leverage

Events

Patterns of Behaviour

Systems and Structures

Mental Models

Vision

Levels of Perspective Adapted by James Nottingham from Kim, D. (2001). ‘Organizing

for Learning’. Used with permission. 10

Theories of Action

Espoused Theory (the talk theory)

Theory in use (the

walk theory)

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Single-loop learning – doing things right

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Leads to

Actions• What we do

Results• What we

achieve

• Repeated attempt to answer the same problem• Ignores the question of why the problem arose in the first place

Which shapes future…

Double-loop learning – doing the right things

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• Using feedback from past actions to question assumptions• Seeks alternatives on order to dramatically improve things• Learning new beliefs often means UNLEARNING old ones

Beliefs

Why we do what we do

Exercise Important Concern

Identify your most important concerns Complete the following:

Nature of concern.What have you done about it?Why did you use this approach?What happened?

Feel free to discuss with a partner but use pseudonyms for real people’s names

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I’M A GREAT LEADER. MY MUM TOLD ME SO.

So what?

If no-one is following, are you leading?

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Stage 1: ME

For any points of conflict…Do I connect with the school’s vision and values?Do I model the vision and values?What mental models do I hold of particular teachers, adult learning, student learning, growth versus fixed mindset (Dweck), the homes of our students, etc?What systems are in place to support the change the vision demands?

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Personal Integrity

Personal integrity connects to the teachers’ views of how leadership makes their decisions to serve the interest of the whole, rather than the ‘squeaky wheel’ All these determinates apply to school leadership but also the quality of interpersonal trust

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Stage 2: WE

For any points of conflict…What are the expectations in your vision?Are the expectations and vision explicit?Is there...

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Before changes (however minor) can be made, trust must be engendered

between the members of the team that will enact the change.

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Building Relational TrustViviane Robinson

BES – shows how much student achievement increases for one increase in leadership performance in the given area.Initiatives – interdependence - high-risk vulnerabilityThe more high risk the more we are willing to disengage

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“Seek first to understand then to be understood”

Habit 5, 7 Habits of Highly Effective People, Stephen R. Covey

Measure it

Bryk and Schneider’s Teacher Trust Scale

Statement

Strongly disagree

Mostly disagreeSomewhat disagree

Somewhat agree Mostly agreeStrongly agree

Total

Teachers in this school trust each other

0 0 1 8 10 0 19

It is okay in this school to discuss feelings, worries, and frustrations with other teachers

0 2 4 6 7 0 19

Teachers respect other teachers who take the lead in school improvement efforts

0 1 3 4 11 0 19

Teachers at our school respect those colleagues who are expert at their craft

0 2 3 4 8 1 18

I feel respected by other teachers in our school

0 2 4 5 7 1 19

  Extremely well Very well Moderately well Slightly well Not at all well  

How well do teachers at school collaborate with each other?

0 5 11 1 2 19

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Confront mental models with deeper analysis

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Graph, analyse and discuss

Not at all well

Slightly well

Moderately well

Very well

Extremely well

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

How well do teachers at this school collaborate with each other?

20132012

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Student survey on teaching and learning

Effect size analysis

‘Student perception on feedback’ survey

Surveys as roadmaps…

Formative Walkthroughs

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Space invadersFormative Walkthroughs

5- 15 minutes each day, two to three classesInitial protocols for walkthroughsData collection, graphs on display each week

Focused PD of a specific area follows walkthroughs

Staff pre-framed for the focusStudents informed if appropriateExplanatory letters to parents if appropriate

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Benefits of Relational TrustRelational Trust

Interpersonally respectful

Competence in role

Personal Regard for others

Personal Integrity

Consequences of High Relational

Trust

For teachers and schools

positive attitude to innovation and

risk

More outreach to parents

Enhanced commitment

Enhanced professional community

for students...

Improving academic

outcomes in high trust schools

Higher likelihood of positive social

outcomes

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Exercise Important Concern 2

Go back to your important concernConsider it in light of the presentation so far. What do you think now about the:

Nature of concern.What happened?

Would you change:What you did about it?How you approached it?

Feel free to discuss with a partner but use pseudonyms for real people’s names

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How does this help my talk with Stephen?

Clear vision + clear values = have common expectations about teacher performanceCommon expectations = build relational trustTrust = more open to discuss behaviour that diverges from good practice (as described in the vision)To discuss and maintain trust = need to be open to learn about their theory of action

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How do school leaders tend to address an issue?

‘They’ either Focus on taskOR Sacrifice the task

Pussy footing, Easing in, giving up

OR THEYFocus on the relationship

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Open to Learn Conversations

Goal is not to be liked but to be respected as you move through difficult timesBalance the task (student achievement) and the relationship

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Open to Learning Conversations

Open to learning conversations

Build trusting interpersonal relationships

Teacher - stronger professional community

Students - more social and academic progress

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Key Values in OLCs

Respect for self and others

Valid Information

Internal commitment to decisions

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Stage 3: Valid information

If you are to explore an issue, that the other person has invested their emotions in, you need to objectify to break down the emotional wallsExamine your own opinions AND those of the other person using the ‘Ladder of Influence”

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The stronger ladder is where we interrupt these rungs:

• What information / logic led me to my conclusion / judgment?

Interrupt conclusions

• What other possible interpretations are there?

Interrupt interpretations

• Am I reporting the situation accurately?Interrupt descriptions

• What have I noticed? What might I have missed?

Interrupt selection

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When do I use an OLC?All

conversations

Value applicable at all times

Courageous conversations

Giving and receiving hard

messages

When people's views differ

When a lot is at stake

More deliberate and explicit use

of strategies

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The OLC processSay what you think

Say why you think it

Inquire•Their reactions,

own thoughts, Accuracy

(paraphrase / check)

Evaluate / critique thinking

Establish common ground

Make a plan

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Acknowledge feelings and emotionsWalking away and refusing to engage in problem solving is a serious matterIf you think you’ve stuffed up

Test whether you DID stuff up. Expect to make mistakes and if you’ve gone wrong in your assumptions, share that with your peers.

Everything on the table Including personal background information that may be influencing the problem.

Summarizing and repeated processing are the key tools in a team situation for an OLC

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A dialogue is two way...

Say what you thinkIf complex, say “…this is my interpretation of it. What is yours?”“This is very hard for me to say so it’s important for me to check that you understand what I said. Can you tell me what you think I just said?”

And I interpret that as…I don’t recall it like that….

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Refer to evidence – research and data

Seek warranted agreement about important claimsEvaluate / critique our thinkingModel using evidence and examples to test your own and others’ important assumptions

E.g. I want teachers in the room 15 minutes before a lesson because we know that the link between home and school is vital to building relational trust in the classroom. The 15 minutes is vital to establish what is happening at home, what is affecting the child etc. BEFORE getting them down to working with a mind that has downloaded problems and any barriers to learning.

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Refer to evidence – research and data

Establish common groundFind out what you have in common that is relevant to the conversationAsk people what they want from a conversationUse common ground as a basis for sorting out difference, e.g. shared goals.

Make an agreed planThe plan might be to learn more about the situationUnderstand the problem before settling on a planAgree on next steps before finishing the conversationEnsure all parties are committed to the plan44

DO NOT ‘LOAD’ CONVERSATIONS

Leader's Change Agenda

Leader's theory of

actionENGAGING

Joint decision NOT to change

Agreed interim evaluation of each theory

Joint decision to change

Teachers' theory of

action

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Other thoughts

Conclusion in your head before the OLC? Then you are ‘Quizzing’ not understandingOngoing situation

“We’ve had multiple conversations but I don’t feel I have got to the most important issue. I would like to give you my opinion and get your point of view.”

What to do if you are worried about confronting a colleague who has some ‘mana’?Paraphrasing serves two purposes: It clarifies what has been said, and; gives you time to think about your next step.

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Exercise Important Concerns

Revisit your ‘most important concern’ issueComplete the following:

Would you change your approach in light of OLCs?What do you think will happen differently? (Think, pair, share)When are you going to put it into action?

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Theory of Action (ToA) Template

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Beliefs andassumptions

Actions

Consequences

Process

Fill in action box first - observable happenings Consider the beliefs and assumptions nextThen the consequences in light of the beliefs and assumptions. When you can fill the graphic in, you understand the deeper influences(People who want to have new initiatives tend to fill in the actions first and then persuade)

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Stage 4: IT – the outcome

“In leading change you need to inquire into the things you don’t like. Focus on the existing practice.”

(Pg 128, BES)

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ReferencesArgyris, C. (2000). Flawed advice and the management trap. Oxford, UK: Oxford University Press.Barber, M., Moffit, A., Kihn, P. (2011). Deliverology: A Field Guide for Educational Leaders. Corwin, Thousadn Oaks, CA.Bryk, A. S., & Schneider, B. (2002). Trust in Schools: A core resource for improvement. Russell Sage Foundation, New York.Hattie, J. (2009). Visible Learning : A synthesis of over 800 meta-analyses relating to achievement. Routledge, London.Hattie, J. (2012). Visible Learning for Teachers: Maximizing impact on learning. Routledge, London.Robinson, V. & Lai, M. K. (2006). Practitioner Research. Hawker Brownlow, Heatherton, Vic.

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