Educator Impact: Conversations that Build Schools of Equity and Excellenceby Tammy Gibbons, AWSA Director of Professional Development & Information I get in my car, start driving down the road and think, “Why did/didn’t I say that? I want to redo that conversation!” Believe me, it has happened on more than one occasion to many of us and it is the reason we’ve committed so much time to studying and practicing conversations that move practice, cause reflection, and have a positive impact on people and outcomes. Heading into the types of conversations we often consider as “crucial”, requires thoughtful preparation. Albert Einstein is quoted as saying, “If I had an hour to solve a problem, and my life depended on the solution, I would spend the first 55 minutes determining the proper questions to ask, for if I knew the proper questions, I could solve that problem in less than 5 minutes.” Having a conversation that leads to a change in behavior or practice or influence a mindset means that a strong leader needs to consider a few things before having it. For the purpose of this article, a crucial conversation is defined as one in which 1) stakes are high 2) opinions vary and 3) emotions run strong. If you’ve read the book, Crucial Conversations by Patterson, et al (2012) there is much more to understand about the nature of these conversations. When we look inward, often times we see that we may have or are contributing to the issue. Therefore, leaders need to consider, “What do I really want? For myself? For others? For the relationship? For the organization?” It is then that we ask ourselves, “How would I behave if I really did?” Hence why we avoid these kinds of conversations or have them and they can go poorly. We must model equity and excellence in all that we do and having the conversations for the benefit of our students is not simply a requirement, but a responsibility of today’s building leaders. If you’re avoiding one, preparing for one, or simply want to learn how to have one, here are a few strategies to consider when engaging in this “work”.
In our work as leaders of schools of equity and excellence, some conversations that may fall into the category of “crucial” and require all of us to be thoughtfully executing are;
There are many more that you’ve probably had or have heard about over the years such as a teacher's tone with students and parents, tardiness and absenteeism, poor collaboration skills, AODA issues, etc. As this list certainly isn’t all inclusive, it is important to note that a conversation is deemed as “crucial” when any of our stakeholders are being marginalized, criticized, or minimized by those that are hired to serve. So anytime instruction isn’t meeting students needs, the community isn’t a valued partner, or a staff member is not upholding the mission or vision of the school or district, it is imperative that we talk. Conversations are two way, provide clarity and should find shared meaning in expected outcomes. In the midst of busy day for a principal, it is easy to rush a conversation or go into it unprepared. Find ways to practice these conversations with your colleagues. We too need observers and feedback so we can grow ourselves. And we are better together. If you’re interested in adding to your leader toolbox, a handy way of preparing for a crucial conversation can be found at http://www.mediate.com/pfriendly.cfm?id=2034 “Be brave enough to start a conversation that matters” - Margaret Wheatley
Patterson, Kerry. (Eds.) (2012) Crucial conversations :tools for talking when stakes are high New York : McGraw-Hill,
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