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Event PowerPoint
AP/Deans
Statewide
Mentoring
Meeting
Tuesday, September 16,
2014
Outcomes:
 Grow
your professional network;
 Discuss beginning of the year experiences;
 Share practices for effectively engaging staff in
professional learning;
 Learn strategies for enlisting parents in their
student’s educational journey;
 Identify a most pressing issue and collaborate
with colleagues to seek ideas for resolution;
 Explore the rationale and strategies for having
hard conversations; and
 Consider ways to improve your leadership - life
fit.
Legal Updates
Important Links:
Padlet
for posting questions for
panel:
http://padlet.com/dschon/Engage
Parents
Evaluation: http://bit.ly/APSept
Resources from today:
http://www.saiiowa.org/september-assistantprincipal-mentoring2.cfm
Grounding our work today…
As you reflect on these first few weeks of
school, what has been most challenging
and what has been most meaningful?
Developing our Learning
Community
The IPDM: Supporting a Cycle of Inquiry
Consulting Protocol
1.
2.
3.
4.
Groups of 4.
First person shares his/her building plan for
professional learning—why is this the focus?
What is your role in enacting/supporting the
plan. What questions do you have about
your plan?
Group processes by asking questions and
offering insights.
Repeat steps two and three until all four
colleagues have shared.
Group Processing
 After
everyone has shared, discuss what
was learned by the analysis and the
implications for your work as leaders
 Debrief the protocol



How did the process work for your group?
How could it be improved?
How might you use this with your teachers
and or other groups?
Iowa Professional Development Model
Discussion Panel: Enlisting
Parents in Their Student’s
Educational Journey
Chad Carlson,
Bondurant-Farrar
Jim Murray,
Vinton-Shellsburg
Jeff Anderson, Ames
http://padlet.com/dschon/En
gageParents
 Your
position and the expectations
for you in your role, particularly as
they relate to your work with parents.
 How have you connected with
parents such that the first contact
isn't a discipline call? or How do you
balance the perceived negative
(discipline) calls with what is
perceived as more positive
communication?
http://padlet.com/dschon/En
gageParents
 How
have you involved parents in their
student’s educational journey? What
does parent involvement look like in your
school?
 What are some standard lines that you
have used with irate parents? Parents
who want special favors? Parents who
want information that you should not
provide? Do you have any other "go-to"
lines?
IGNITE!
http://padlet.com/dschon/APIGNITE
 Topic
that is my
priority.
 Questions I have
about that topic.
Having Hard
Conversations
Dana Schon, SAI
By the end of this session, you
will have…
 Explored
the rationale for hard
conversations
 Identified strategies for planning and
engaging in hard conversations
Susan Scott, Fierce
Conversations
Our lives are a series of relationships, the
success or failure of which happen one
conversation at a time. Extraordinary
leadership is the result of having fierce
conversations with ourselves first and then
with others. Only then can any of us hope
to provide the caliber of leadership that our
organizations need and desire.
Hard conversations are about
being true to oneself, doing
what is right for students, and
shaping an environment that
supports learning.
~Jennifer Abrams
Having Hard Conversations
Video Interview with Jennifer
Abrams
What hard conversation aren’t
you having?
 What
is bothering you?
 Why is it bothering you?
 Why haven’t you said anything yet?
 What might you give up if you say
something?
 What is the worst thing that could
happen?
Why do we avoid hard
conversations?
Desire to please – to be liked and respected
REALIZE: The nice thing to do IS speak up!
2. Personal safety-avoid physical/emotional
pain-- scary/aggressive colleague
REALIZE: Only civil, respectful dialogue is
acceptable—focus on that to remain calm as
you communicate this expectation to others
1.
Why do we avoid hard
conversations?
Personal Comfort—no waves, not worth
hassle
REALIZE: Short term personal discomfort for me
will likely pale in comparison to long-term gains
for everyone
4. Fatigue – I don’t have enough
energy/emotion left to keep fighting this one
REALIZE: This tired, tired feeling is what some
students experience daily as they face this
situation—it is worth it on their behalf to say
something!
3.
Why do we avoid hard
conversations?
No Sense of Urgency—Don’t make a big
deal, give it time
REALIZE: Trust your gut/the hair on your
neck/your inkling—gather data
6. Waiting for the perfect time—when is there
enough in the emotional bank account that
you can withdraw to be able to give
feedback that might be considered critical?
REALIZE: Don’t over think it! Give yourself a
timeline to plan the conversation and a
deadline to have it!
5.
Why do we avoid hard
conversations?
Worried about overwhelming someone who is
already struggling
REALIZE: Our job is to protect and serve students. We
might consider how we can help the teacher
improve so that he/she feels less rather than more
overwhelmed.
8. It’s a small town, and we all know each other.
REALIZE: Ask yourself how like it is that your hard
conversation will have lasting consequences on your
relationship, and remind yourself if you are speaking
up on behalf of students, it’s worth it.
7.
Why do we avoid hard
conversations?
He’s a nice person./She didn’t mean it.
REALIZE: Consider stepping up onto the balcony.
What would you see as an outside observer in
this situation?
9.
3 principles:
 Get
Clear
 Craft
 Communicate
The majority of the work in any difficult
conversation is work you do on yourself.
On your planning tool…
Get Clear!
 What
language can you “borrow” to
make your conversation more focused
and less subjective?
 What does the job description say
(classified employees)?
 What do the standards say (teachers)?
 What do staff, student, parent, and/or
volunteer handbooks say?
Make a Plan
 Identify
what you would like to see.
 Consider what the teacher will need to
make it happen.
 Consider what you will need to do to
support the teacher and what resources
you may need to make available.
Hold the conversation…
1.
2.
3.
4.
5.
Set the tone and purpose
Get to the point and name it
professionally (avoid judgment and
adjectives)
Give specific examples—share ONE or
TWO of the most current
Describe the effect of this behavior on the
school, colleagues, students
State your wish to resolve the issue and
open the discussion
Angie, your content knowledge about history
is second to none, and your passion for the
subject is evident. (Set Tone). We need to
figure out how to get students more actively
engaged in your class. (Get to the point). In
the last few observations, I have noted that
75% of your students are on their phones.
During one observation, I noted students
were copying notes from the power point,
but when I asked each of 5 students what
they were learning, each essentially said, “I
don’t really know. I’m just writing down what’s
up there.” (Specific Examples).
The problem is that the students need to
know this content so that they can be
successful on your assessments. They need
time and opportunity to process the
information and to provide you with
feedback so that you will know if they have
learned. (Describe the effect of the
behavior). To structure more discussion and
gather more feedback from students
represents a shift for you. What do you
think? (Invite the conversation)
A few tips…






Acknowledge emotional energy – yours and theirs –
and direct it towards a useful purpose.
Know and return to your purpose at difficult
moments.
Don’t take verbal attacks personally. Help your
partner come back to center.
Don’t assume they can see things from your point of
view.
Practice the conversation with a mentor/colleague
before holding the real one.
Mentally practice the conversation. See various
possibilities and visualize yourself handling them with
ease. Envision the outcome you’re hoping for.
Leadership-life Fit
Dana Schon, SAI
By the end of this segment,
participants will have…
 Examined
5 strategies for achieving a
better leadership-life fit
 In
the ten years from 1986 to 1996
work-life balance was mentioned in the
media 32 times.
 In 2007 alone it was mentioned 1674
times.
Laid-off Man Finally Achieves
Perfect Work-Life Balance
Funny, but not realistic… so,
what works?
 Research
shows the happiest people are
busy — but don’t feel rushed.
 Anxiety is reduced by a feeling of control.
And what do studies say about work-life
balance? Same thing — a feeling of
control is key.
Take control…
1.
2.
3.
4.
5.
Everything is not equally important. Do
fewer things and do them well.
Decide what your values are — and
which ones take precedence.
Do the things that get disproportionate
results.
Focus on the things only YOU can do.
Do the important things which must be
done now.
The Eisenhower Box
What is important is seldom urgent,
and what is urgent is seldom
important.
~Dwight Eisenhower, 34th President of the
United States
You can do anything once you stop trying
to do everything.
Final Thoughts & Evaluation
http://bit.ly/APSept

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