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Time Management and Crucial Conversations for Principals
Hopes for today
• With a partner:
– What are you hoping to learn today?
– What pressing questions would you like
answered?
– Prepare to share!
Gathering hopes and questions
• Good systems to get into classrooms consistently
• Getting staff to respond to appointment requests
• Post conferences – how to make them more meaningful
• More ideas on managing observation cycle, calendar
• eVal/Pivot (online tools) [we didn’t get to this]
Hopes and questions (cont)
• Calibration – bringing new staff on board, having consistency with principals/assistant principals
• How to keep the momentum going/not fall back into old habits, keep growing
• Critical conversations with staff members who don’t recognize the need to change
• Conversation focused on language of rubric – fine line between teacher led and principal led
Agenda
• Scheduling the Inquiry Cycle
• Feedback Structure & Research
• Formative & Targeted Feedback
• Conversation Architectures
• Interventions and Supports
Interventions and Supports
• Learning Walks
• Development of Notice/Wonder
• Feedback to Teachers
In groups
• How do you use formal and informal learning walks to strengthen administrator skill and practice?
• How do you provide feedback and/or engage others in conversation following learning walks?
• What do you find limiting or challenging in implementing learning walks?
Learning Together
• Groups share favorite ideas
Scheduling the Inquiry Cycle
• With partner/group:– How do you schedule your conversations and
observations?– What (if anything) got in the way of scheduling
observations/conversations?
Ideas
• Share handout
• Collaborative pre-conference
• 5 hours per week minimum
• This is our core work: teaching and learning. We must prioritize time to support this work.
Feedback Structures
• Strengths
• Short Term Feedback
• Long Term Feedback/Professional Development & Goals
Formative Feedback
• Connected to teacher’s area of focus or other observed practice
• Strength’s based• Timely• Positive• Supportive
Targeted Feedback
• Always connected to teacher’s area of focus• Specific• Narrow focus (“target”)• Teacher directed• Immediate feedback – quick snapshot
Conversation Architectures
• See handout
• Let’s practice
Think of a teacher
• I like to start with teachers who are open to feedback– Describe the characteristics of this teacher
• Strengths• Short/long term growth areas
• Imagine you just completed an observation– How would you plan the feedback conversation?– What would be different if it was a teacher who
struggled to hear feedback?
Trouble Shooting
• I have heard:– “I’m a specialist. How does this TPEP process apply
to me?”– “My principal does not know my content area
well. How can she give me quality feedback?”– “You don’t know MY students. We’re doing the
best we can – isn’t that good enough?• Take 5 minutes per question and discuss how
you have/will address that in your practice
Sharing
Trust
• Competence• Benevolence/Caring• Openness/Respect• Reliability• Honesty/Integrity
Competence
• Dr. Mester’s Advice
• Stage I & Stage II training
• UW CEL Feedback Institute
• UW CEL Rater Reliability Training
• Practice!
• Just keep learning
Competence
• Criterion/Dimension Review– Works for Instructional and Leadership
Frameworks– Connect to current practice– “What does it look like and sound like when it’s
working?”– “What does this look like and sound like when it’s
not working/in progress?”
Competence
• Resources:
– AWSP Leadership Framework User’s Guide
– CEL 5D Teacher Evaluation Guide
Benevolence & Caring
• All about bedside manner and relationships
• If something isn’t working, be very curious as to why– Personal life?– Health issues?– Parents or Children?– Skills, knowledge?
Reliability
• Is your feedback connected to the rubrics?
• Is your scoring accurate?
• What bias do you bring to observation and
evaluation?
• How do you open your practice to scrutiny?
Openness and Respect
• How do you ask for feedback?
• How do you share your strength and growth
areas with others?
• How do you ensure preservation of dignity
AND confront problems?
Honest & Integrity
• Model Risk-Taking
• Model Mistakes
• Model Correcting your Mistakes
• Be able to look yourself in the mirror every
day
How do you know what to do?
• Determine:– Does the question have to do with skills,
knowledge, and understanding?– Does the question have to do with beliefs?
• Be sure you know what type of question is being asked at the root so you know how to answer.
How do you know what to do?
• Determine:– Is this something the teacher knows how to do
and just needs processing time?– Is this something the teacher does not know how
to do and needs additional support, training, or intervention
How do you know what to do?
• What would happen if you did/said nothing?
• How would you want the feedback?
• What about the 80/20 rule? (Or the 90/10
rule?)
• What time of day is it? Would it be best to wait
until tomororw?
Scenarios
• Think of a difficult conversation you need to have (or have had in the past)– How do you plan for this?– How do you maintain your focus?– How do you ensure the relationship is preserved?– How do you follow up?
• Discuss at your tables
What would you do?
• It’s one thing to plan for difficult conversations. It’s another thing entirely to find yourself in the middle of a conversation that turns “crucial” or “difficult” unexpectedly.– What do you do when this happens?– How do you remember to stay calm, logical, and
not overly emotional?
Q&A
• Share:– How do you approach difficult conversations?
– What questions about difficult conversations can we help answer?
Q&A
• Review the “Hopes and Questions” from the beginning of the session
• What other pressing questions do you have?
• “What if…..?”
Interest Based Decisions to Form a Support Plan
• Issue/Purpose
• Interests/Beliefs
• Options
• Evaluate Options
• Develop Plans
Developing the Plan
• How would you determine priorities when a teacher or principal has multiple growth areas?
Implementing the Plan
• Think in terms of roles:– Teacher– Principal– Coach– Education Association– District Office
• Think in terms of support:– Professional Development– Observation/Conversation– Collaboration
Evaluating the Plan
• Timelines/Checkpoints• Reciprocal Accountability– Setting each other up for success
• Defined Success– Link to rubrics– Link to best practices– Teacher-led whenever possible
Q&A
• The purpose of today’s discussion
– How to manage time to do this work well
– How to plan for crucial conversations
• Did we answer these questions?
– Do you have tools, skills, knowledge, and
strategies to support this work?
Reflection
• Talk at your tables
– What are your takeaways?
– What questions do you still have?
• Prepare to share
