Trust and open to learn seminar
•Transferir como PPTX, PDF•
0 gostou•753 visualizações
Presented to Eastern Cluster (Auckland) Leadership Group at St. Kentigern's School, 11th September, 2013
Recomendados
Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a Trust and open to learn seminar
Semelhante a Trust and open to learn seminar (20)
Último
Último (20)
Trust and open to learn seminar
- 1. WITHOUT losing all your friends! Stephen Kendall-Jones
- 2. Explore how relational trust supports change Understand the impact of mental models Use open-to-learn conversations to objectify emotional dialogue
- 3. We are able to: Hold ‘courageous conversations’ and exit with agreed commitments and dignity for all Synthesize information from this presentation and knowledge of your own school to assist you in planning your next ‘courageous conversation’ 3
- 4. Stephen is a Y6 teacher about whom you have concerns 20 years’ experience 15 in your school He turns up at 8.25 and leaves at 3.20 His students love him Parents complain that their children only seem to do art He has no planning His students have vague memories of what a learning intention is but no memory of success criteria The Principal has had a complaint and wants you to “sort him out”... 4
- 5. 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?” 5
- 7. Models that situate our processes 7
- 8. 8
- 9. 9
- 10. 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
- 11. Theories of Action Espoused Theory (the talk theory) Theory in use (the walk theory) 11
- 12. 12 Leads to Actions • What we do Results • What we achieve Which shapes future…
- 13. 13 Beliefs Why we do what we do
- 14. 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 14
- 15. So what?
- 16. 16
- 17. 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? 17
- 18. 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 18
- 19. For any points of conflict… What are the expectations in your vision? Are the expectations and vision explicit? Is there... 19
- 20. 20
- 21. Before changes (however minor) can be made, trust must be engendered between the members of the team that will enact the change. 21
- 22. Viviane Robinson BES – shows how much student achievement increases for one increase in leadership performance in the given area. Initiatives – interdependence - high-risk vulnerability The more high risk the more we are willing to disengage 22
- 23. Measure it 23
- 24. Statement Strongly disagree Mostly disagree Somewhat disagree Somewhat agree Mostly agree Strongly 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 24
- 25. 25
- 26. 0% 10% 20% 30% 40% 50% Not at all well Slightly well Moderately well Very well Extremely well How well do teachers at this school collaborate with each other? 2013 2012 26
- 27. Effect size analysis Formative Walkthroughs 27
- 28. Formative Walkthroughs 5- 15 minutes each day, two to three classes Initial protocols for walkthroughs Data collection, graphs on display each week Focused PD of a specific area follows walkthroughs Staff pre-framed for the focus Students informed if appropriate Explanatory letters to parents if appropriate 28
- 29. Relational 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 29
- 30. Go back to your important concern Consider 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 30
- 31. Clear vision + clear values = have common expectations about teacher performance Common expectations = build relational trust Trust = 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 31
- 32. ‘They’ either Focus on task OR Sacrifice the task Pussy footing, Easing in, giving up OR THEY Focus on the relationship 32
- 33. Goal is not to be liked but to be respected as you move through difficult times Balance the task (student achievement) and the relationship 33
- 34. Open to learning conversations Build trusting interpersonal relationships Teacher - stronger professional community Students - more social and academic progress 34
- 35. Respect for self and others Valid Information Internal commitment to decisions 35
- 36. 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 walls Examine your own opinions AND those of the other person using the ‘Ladder of Influence” 36
- 37. 37
- 38. • 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 38
- 39. 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 39
- 40. Say what you think Say why you think it Inquire •Their reactions, own thoughts, Accura cy (paraphrase / check) Evaluate / critique thinking Establish common ground Make a plan 40
- 41. Walking away and refusing to engage in problem solving is a serious matter If 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 41
- 42. Say what you think If 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…. 42
- 43. Seek warranted agreement about important claims Evaluate / critique our thinking Model 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. 43
- 44. Establish common ground Find out what you have in common that is relevant to the conversation Ask people what they want from a conversation Use common ground as a basis for sorting out difference, e.g. shared goals. Make an agreed plan The plan might be to learn more about the situation Understand the problem before settling on a plan Agree on next steps before finishing the conversation Ensure all parties are committed to the plan 44
- 45. Leader's Change Agenda Leader's theory of action ENGAGING Joint decision NOT to change Agreed interim evaluation of each theory Joint decision to change Teachers' theory of action 45
- 46. Conclusion in your head before the OLC? Then you are ‘Quizzing’ not understanding Ongoing 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. 46
- 47. Revisit your ‘most important concern’ issue Complete 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? 47
- 49. Fill in action box first - observable happenings Consider the beliefs and assumptions next Then 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) 49
- 50. “In leading change you need to inquire into the things you don’t like. Focus on the existing practice.” (Pg 128, BES) 50
- 51. Argyris, 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. 51
Notas do Editor
- V
- Stephen is a Y6 teacher about whom you have concernsHe has 20 years’ experience, 15 in your school. He has never sought promotion He turns up at 8.25 and leaves at 3.20 (except for meetings where he falls asleep). His students love him but the parents complain that their children only seem to do artHe has no planning and has “lost the planner” (several times)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”...
- 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?”
- I believe that it adds depth when you can show where you are coming from, your perspective, how you see things. Here are some models that we feel to be appropriate for us to consider.
- Does anyone recognise this place? At 280 feet below sea level, the spot of Badwater in Death Valley National Monument is the lowest point in America. When you hear adjectives like “death” and “bad” tacked onto place names, it’s never good. Death Valley is the hottest place in America. It is a desert. 2004 freak weather pattern saw it rain.
- 2005 flowers. It was not dead. Waiting for the right conditions. In my view, good leadership, like good teaching is the ability to create the best conditions that allow others to bloom.
- The more leverage you want, the more you should start at vision. Top two are leadership actions, bottom two management, systems and structures a blend of both. Show of hands if you know of someone who has reacted to an event by introducing a system to deal with it without considering the mental models of the people who are expected to implement it. Keep your hands up if it was you who did that! Consider the mental models and include those models in your vision building.
- You may think everyone is on your wavelength but teachers are very good at the talk theory whilst ignoring or subverting action by acting on their own walk theory.
- Most common learning style, problem solving - Continuous improvementWE LEARN NEW BEHAVIOURS or continue with one that works – even when it doesn’t!Cow Clicker. FB game by Ian Bogost as a satire on social games. Click on cow and it moos. That’s it for 6 hours. Unless you pay and then you can click again. You could even pay $20 to ‘improve’ the cow (turn around). 50,000 users in 2 months. Cowpocalypse and grass only. Some clicked anyway. Sometimes I feel that we are a bit like this in education…We are shown something and then keep doing it without questioning why.
- More than problem solving, re-evaluates and reframes.WE LEARN NEW WAYS OF THINKING THAT WILL IMPACT BEHAVIOURS
- What about the people who will implement it?
- Can they make the tough call? Followers know and trust the process of decision-making
- The leadership team may have a ‘vision’ but can we deliver on it if the teachers, who were to enact it, had a different vision?Leadership team vision VERSUS teaching team mental model
- Dimensions from BES show how much student achievement increases for one increase in leadership performance in the given area.‘Relational Trust’ came from the Chicago public School researchInitiatives – interdependence - high-risk vulnerabilityThe more high risk the more we are willing to disengage. Trust increases the sense of vulnerability
- We believe in “Power with” rather than “power over”. So we surveyed teachers about their perceptions of trust in the school. The data was Aggregated and anonymous with 6 simple questions to prompt further discussion. We collected the data…
- Weanalysed it havingidentiifed our leadership mental models first.Three staff meetings (use graphs as visual controversies).Listening for mental modelsand addressing them as we went - Data presented item by item for full transparency.Individual conferences (voluntary).Agreed methods for improvement up, down and across the organizational chart.Take action as agreed collaboratively. Have integrity in this process. Repeat survey each year, check progress. (NEXT SLIDE)
- Utilize several different data collection tools, some of which you see here: ‘Student perception on feedback’ survey.Online, anonymous. Effect Sizes:By Year, by teacher, by student, for three core areas of Maths, Reading and Writing.Student survey on teaching and learning as mentioned previously.Sort data into frequency tables but Graphic displays help you look for patterns.Don’t be seduced by the mean.Understand the shape of any graphs.Test correlations – not causes – need a full suite of tools before making connections. The formative walkthrough graph a the bottom was derived from measurements of feedback types in classrooms (NEXT SLIDE)
- WalkthroughsIntroduced more slowly due to Trust Scale and introduced as a coaching tool. In my opinion this cannot be an appraisal tool or you lose the reality of what happens in classrooms. Be transparent (read slide).Upskill teachers to use evidence based practices.
- Starting conversations with pleasantries is not necessary, it’s easing in and dilutes the concern. Be courageous!
- Goal is not to be liked but to be respected (which can move to like - and even to like a lot) as you move through difficult timesBalance the task (student achievement) and the relationship
- You will not get the other to internalise a commitment by trying to persuade them to your point of view
- Developed by Chris Argyris in 1990 - adapted by others including Professor Vivianne Robinson, from whom I learned the impact of it. It questions a tendency to make claims that people assume to be true and expect others to accept without question. The more successful a person has been in the past, the more they consider their way to be right – single loop learning – and the more this ladder needs consideration. School leaders introduce an improvement program and it reflects their ladder. In short, you will pick the data and the analysis that match your beliefs and it will, thereby, justify your beliefs. But what if the team around you have their ladder leaning against a different wall? This segues nicely onto the model of theories of action (NEXT SLIDE)
- Stephen Covey’s story on the train – would
- InquireTheir reactions, own thoughts, Accuracy (paraphrase / check)
- Acknowledging feelings and emotions is a major key to building trust.Walking 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.Get everything on the table including personal background information that may be influencing the problem. Otherwise you are trying to influence and persuade with only half the information.To summarise and repeated processing are the key tools in a team situation for an OLC.
- First thing is to say what you think. If hard 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….
- Seek warranted agreement about important claimsUnwarranted information – based on poor quality reasoning, might be right or wrong.Evaluate / critique our thinkingValue is valid information.Model using evidence and examples to test own and others’ important assumptionsE.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 barriers to learning.Establish common groundFind out what you have in common that is relevant to the conversationAsk people what they want form a conversationUse common ground e.g. shared goals as a basis for sorting out differencesMake a 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 plan
- Seek warranted agreement about important claimsUnwarranted information – based on poor quality reasoning, might be right or wrong.Evaluate / critique our thinkingValue is valid information.Model using evidence and examples to test own and others’ important assumptionsE.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 barriers to learning.Establish common groundFind out what you have in common that is relevant to the conversationAsk people what they want form a conversationUse common ground e.g. shared goals as a basis for sorting out differencesMake a 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 plan
- Find out that you have you have the conclusion in your head before the OLC, then you are quizzing not understanding. This is true for students’ learning as well.If an ongoing 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.If worried about confronting a colleague who has some mana in the organisation because of the potential backlash, start by going to the Dean or Principal with the data that is the source of your concern. You need their support prior to the OLC.Paraphrasing serves two purposes: It clarifies what has been said, and; gives you time to think about your next step.
- In leading change you need to inquire into the things you don’t like. Focus on the existing practice. (Pg 128, BES)Your leadership of change will be more successful the more you focus on understanding the status quo. Focus on understanding the ToA of the current situation. Why do they do it the way you do it now?