Archive for the 'Dialogue' Category

Ch. 13: Deepening the conversation

con·ver·sa·tion noun
/ˌkänvərˈsāSH(ə)
a talk, especially an informal one, between two or more people, in which news and ideas are exchanged

In the mid to late-1970s I was teaching at ALPHA and finishing my doctoral dissertation, which investigated what high school students shared with others about their lives. I also taught introductory counseling and group counseling courses at the University of Michigan and Eastern Michigan University.

I believed then and now that trust is the bedrock of a strong learning community, no matter the age of the students.

I also believed that trust required a deeper understanding and respect among community members, and that those qualities flowed from authentic conversations.

So I sought a rationale and organizer for such conversations that I hoped would appeal to students of all ages, and found one in Why Am I Afraid to Tell You Who I Am? by John Powell, a Jesuit priest, who described five levels of communication:

5: Cliche Conversation, which is shallow and filled with factoids. Trivia is shared and the conversation is “safe.”

4: Facts About Others, rather than about ourselves. This level also includes facts about events and things.

3: Ideas and Judgements, a level at which we are beginning to share more deeply about ourselves, but in a guarded way.

2: Feelings, a level at which through our emotions we begin to offer our uniqueness to others, especially when our feelings are paired with our ideas and judgments. Such disclosure is riskier because it answers the question posed in the title of Powell’s book, Why Am I Afraid to Tell You Who I Am?—I am afraid because if I reveal my deeper self to you and you reject it, you are rejecting the real me, not a facade.

1: Peak Communication, the deepest and most authentic form of communication, in which one person’s disclosure evokes similar disclosure in others as participants progressively reveal more of themselves.

Powell’s organizer explains that the simplest and most direct way to deepen conversations, whether with colleagues, friends, or family members, is by revealing something of significance about ourselves and inviting others to do the same while listening carefully and nonjudgmentally to their responses. 

Of course, just as some crave more authentic conversations, others for a variety of reasons are content with Powell’s levels 4 and 5, finding the deeper levels more emotionally demanding or riskier than they believe the effort is worth.

I recently came across a blog post by Brett MacKay and Kate MacKay about the role of conversation in character development and other forms of learning, benefits I had not considered in the 1970s.

The MacKays argue that such conversations:

• are a mental discipline that require that we pay attention to what we say, “…abstaining from non-sequiturs, excessive negativity and complaints, gossip, and inadvertent insults to the person to whom we are speaking and those they know.”

• are “…a singular exercise in being present in the moment. To engage it fully you must shut down the distractions of the outside world and disentangle from devices. To listen attentively to another, you must continually bring the mind back to the present each time it wanders. You must commit to the idea that there is nowhere else you’d rather be, than right there, right then, with this other person…. In the give and take of conversation, each partner offers responses that address and build on what the other person says, and the deftness of those responses can only grow out of attentive listening. 

• require courage because “…every step into conversation is a step into the unknown. How will it go? Will it result in connection? Intimacy? Embarrassment? Hostility?”

• promote deeper clarity and increase our influence as “We find that opinions which seemed crystal clear in our heads, emerge as a confused jumble when we attempt to articulate them…. People rarely change as the result of being lectured. A direct haranguing produces defensiveness rather than transformation.”

• can have long-term effects because “…something you say can strike another with meteoric impact. Indeed, sometimes a single conversation can change the entire direction of someone’s life.”

• “…fulfill the most basic of human needs: to be recognized, acknowledged, seen.”

I believed then and continue to believe now that we can choose the kind of conversations we want to have and extend invitations to others to participate with us in the adventure of enriching relationships, building character, and deepening learning.

What types of conversations do you find most satisfying, and what do you do to evoke them? 

Have you ever had a conversation that struck you with “meteoric impact,” that changed you in a significant way?

[This post is one in a series from a memoir titled, “It Might Have Been Otherwise.”]

Everyone has an important story to tell

lis·ten verb
/ˈlis(ə)n/
take notice of and act on what someone says
make an effort to hear something; be alert and ready to hear something

sto·ry noun
/ˈstôrē/
an account of past events in someone’s life or in the evolution of something

Since 2012 I have published some version of this essay to recognize StoryCorps’ National Day of Listening.

What I said then is as important today as it was 7 years ago:

Everyone has a story to tell, and, given an opportunity, we all want to share the important stories of our lives, stories that explain who we are and where we came from, that prove we existed and mattered, that demonstrate our resilience, and that reveal the people and events that affected our lives.

And we can all learn important lessons from one another’s stories.

StoryCorps’ “National Day of Listening” provides an opportunity to evoke those stories.

On the day after Thanksgiving, StoryCorps asks everyone to take a few minutes to record an interview with a family member or friend.

You can use recording equipment that is readily available to you such as a computer, smart phone, tablet, or other voice or video recorder.

StoryCorps provides a free Do It Yourself Instruction Guide.

The lesson that everyone has an important story to tell has been reinforced time and again for me as a hospice volunteer who has been privileged to record dozens of hospice patients discussing their lives in conversations with family members.

All that is required of us is to extend the invitation and to listen deeply without interruption to those stories.

Once the conversation begins, it’s likely to proceed almost effortlessly, at least in my experience.

Some possible questions include:

• What elders or events influenced the person you’ve become?

• How would you like to be remembered?

• What advice would you like to pass along to your children, grandchildren, great grandchildren, or others in your life?

There’s no gift human beings can give one another that is more important and precious than our undivided attention and genuine interest in the stories we all have to tell.

When that attention promotes storytelling that is preserved with video or audio recordings, it is a gift that benefits future generations for decades to come.

Consider:

How have stories and storytelling shaped your life?

To whom would you like to reach out—an elder, a family member or friend, a veteran, a colleague, or a neighbor, for example—to invite his or her storytelling?

Addressing the “final 2%”

Learning produces physical change in the brain. —James Zull

I once read a critique of strategic planning that said it too often failed in its “final 2%,” that is, the part of the plan during which new ideas and practices are implemented by the people who do the frontline work of the organization.

That critique seemed equally valid for large-scale efforts to improve professional learning in schools.

Here’s a metaphor that may be helpful:

Imagine the United States investing trillions of dollars on a new and massive interstate highway system. 

Imagine all the time and energy and resources required to create legislation to authorize and fund the project and to pay engineers to design it and surveyors to lay out its course. Land would have to be purchased, contractors selected, and the roadway constructed.

Now imagine after years of planning and construction, the highway is complete, east to west and north to south in every state in the land.

But only one thing is missing—the off-ramps into the tens of thousands of towns it bypasses. It is essentially a highway to nowhere.

Those off-ramps are the final 2% of the highway project, the part that if not successfully executed negates the value of all that preceded it.

Like the first 98% of the illustrative highway system, schools and schools systems do a great many things in the name of professional development that may be important and even essential but in and of themselves do not affect learning and relationships in schools. 

Among these activities are establishing policies, forming planning committees, creating new positions, hiring individuals to fill those positions, and adapting union contracts to promote professional learning.

Unfortunately, leaders are often so exhausted by these activities that little energy remains for the most demanding work of all—implementing the new ideas and practices that are the final 2%.

In addition, leaders may underestimate the demands of designing and conducting the cluster of sufficiently robust learning activities that, as Zull points out, literally change the brains of teachers and administrators for the purpose of continuously improving teaching and learning.

These activities engage teachers and school leaders in solving challenging problems within the unique context of their schools and deepening their understanding of new practices.

The final 2% also includes the day-to-day demanding work of principals and teacher leaders in shaping school culture, meeting by meeting and conversation by conversation. These activities address the interpersonal challenges of leadership—the unpredictable and often emotionally-laden experiences that have a significant effect on human performance and relationships.

Four particularly powerful learning processes—speaking and listening with the intention to learn, reading, writing, and having critical conversations—are fundamental in both promoting professional learning and in creating cultures of continuous improvement.

While speaking isn’t often thought of as a source of learning for the speaker, teachers and school leaders can learn from their own speaking when they pay close attention to both their own words (a kind of metacognition in which the speaker monitors his or her own thinking for confusion, unexamined assumptions, and logical inconsistencies) and the effects those words have on others. 

Committed, attentive listening by educators deepens their understanding of the subject at hand and the perspectives of others. It is also an essential first step in influencing the views of others, an orientation that Stephen Covey described as “seek first to understand.”

Careful reading promotes educators’ learning as they make comparisons with what they already understand and believe, raise new questions for exploration, and thoughtfully consider implementation challenges. Such reading enables leaders to be engaged with the minds of individuals they may never meet. 

Because writing is thought made visible, it promotes learning by enabling teachers and school leaders to refine and examine the logical consistency of their ideas and to determine the most concise and precise means for their expression. Journal writing and blogging are two common and especially powerful means for such reflection. And blogging also enables leaders to open their minds to the perspectives of readers who offer their views in response.

Critical conversations are the means by which respect and civility are practiced, trust is established, diverse perspectives are shared, and cultures shifted. Without them, it is impossible to initiate and sustain continuous improvement efforts.

The goal of these learning activities is to produce complex, intelligent behavior in all teachers and leaders, to enhance professional judgment, and to create school cultures that enable quality teaching for the benefit of all students.

In your experience, what activities produce lasting and meaningful change in the brains of educators and in their professional relationships?

Learning to honor those with whom we disagree

Not since the the Vietnam War era and the presidency of Richard Nixon do I remember Americans being as divided as we are today, a division so emotional that many of us are unable to hear one another yet alone honor the views of  those with whom we disagree.

This problem did not begin with the last presidential campaign, although it intensified it. Nor will it be resolved with new political leadership in Washington, although its symptoms may be tempered.

These essays, from May 2013 and March 2015, address this issue.

“The world is divided into people who think they are right”

Sometime, somewhere, I remember someone observing, “The world is divided into people who think they are right.” 

It’s hard to imagine a more succinct and accurate observation of the human condition and of the source of problems that range from the personal and professional to the political to horrific acts of violence and cruelty among peoples and nations.

The world would be a much better place, I believe, if more conversations began: “What I’m about to say is my truth with a lowercase “t.” It may be wrong or only partially true, so I’m eager to hear your views and am open to being influencing by them…

I encourage you to offer some variation of that simple statement at least once each day and to listen deeply in the spirit of dialogue with an open mind to the views of others.

I am confident that not only will the quality of your relationships improve, but that you will be happier and more influential in all realms of your life. 

That’s a substantial payoff from adopting the belief that there may be a number of valid points of view and beginning conversations with an invitation to explore that possibility.

Strong opinions, weakly held

Learn how to fight as if you are right and listen as if you are wrong: It helps you develop strong opinions that are weakly held. —Gretchen Rubin

While it is essential that leaders have clear, well-defined beliefs and ideas that guide their work, it is also essential that those beliefs and ideas are open to influence by respected colleagues.

That means that leaders do both the intellectually-demanding work of forming clear, well-considered points of view and the interpersonally-demanding work of holding them loosely.

Because our views are often influenced by psychological and emotional forces of which we are not fully aware, both their formation and alteration is seldom fully rational.

That means that altering our views based on evidence and logic rather than vigorously defending them until death typically requires a high level of emotional intelligence.

How do you decide when to maintain your point of view and when to surrender it?

The attributes of resilient people

Resilience is something we learn through adversity. We apply those beliefs and skills, in turn, when we face new adversity.

Here is my list of attributes, from March 2017, that support resilient people during difficult times.

“6 Cs of Resilience”

I offer the “6 Cs of resilience” to stimulate your thinking and perhaps guide your actions: 

Clarity about values, ideas, goals, and strategies to accomplish those goals. Such clarity will come in and out of focus and require fresh thinking when circumstances change within and around us.

Commitment to persist through difficult times. Resilience sometimes requires doing the thing we don’t want to do but that we know is important.

Communication that seeks first to understand and that is both respectful and assertive. Such communication is particularly challenging when people vigorously disagree with us by asserting values and positions that we believe are irrational and even immoral. 

Community to gain clarity, support, guidance, inspiration, and the power of collective action when we are addressing powerful social and economic forces. Dialogue created in community can also help us find and maintain clarity.

Courage to do what is uncomfortable and even frightening. Courage is not the absence of fear, but instead acting in its presence. As someone once said, “Feel the fear and do it anyway.” 

Care, beginning with self-care. Self-care means making our physical, emotional, and spiritual health a priority because if we don’t care for ourselves the other Cs will be difficult if not impossible to achieve. Care also includes, of course, respect for others, particularly those with whom we most strongly disagree.

No matter our starting place, the “6Cs” enable us to take well-considered stands about things that are significant to us and to join with others to achieve what we cannot accomplish alone.

Which of the Cs is most important for you at this particular moment in time? What would you add to this list?

How to create deeper professional conversations

It is true, I think, that “a little learning is a dangerous thing,” when superficial knowledge is allowed to substitute for the deep understanding that is required to make sound decisions and solve important problems.

That’s why I think this guest post by Lois Easton from February 2014 on deepening professional conversations is so important.

Lois Easton describes how to deepen professional conversations

In my experience, too many conversations in professional meetings, including  professional development, involve “talking about” complex subjects rather than moving progressively deeper into the substance of ideas and practices. Such conversations are often random, superficial, unproductive, and, for all of those reasons, unsatisfying.

To better understand how this problem might be addressed I asked Lois Brown Easton to offer her perspective and to describe how protocols and other strategies could be used to deepen professional conversations.

I have known and respected Lois’ work since I visited Eagle Rock School and Professional Development Center in Colorado in 1997, at which she was then the Director of Professional Development. These days Lois is a writer, coach, and consultant.  (Additional information about Lois’ books and professional contributions are provided at the end of this essay.)

Here’s what Lois Easton has to say:

Sometimes the best-intentioned professional discussions seem to go nowhere.  Polite to the last word, people leave them unsatisfied and uncommitted to making any changes in their daily practice. 

Or, perhaps they ARE satisfied.  After all, a discussion that has no repercussions, requires no one to do much of anything, may be a lot easier than a discussion that goes somewhere.

And, perhaps they ARE committed, even if only subconsciously, to stay the same.  After all, what has worked for X years (you put in the number, including the years simply being a K-14 student), will certainly go on working, won’t it?

At the best, such discussions may yield only the most cynical of statements, “Well, another one done.  Back to work.”

Why do such discussions go nowhere? It seems to me that there are three reasons for “Nowhere Land” in terms of professional discussions:

1. The discussion is predictable.  It is not exploratory; there are no surprises.  These people will argue for Point A; these people will argue against Point A and offer Point B.  These people will go along with either one.  These people don’t really care.  One of the solutions will “win,” Point A or B.  Some people will take action accordingly; some people won’t.  Next week (month/year), there will be other discussions and other decisions, and they’ll go the same way.  It’s all politics and power… not new ideas, innovative solutions, or out-of-the box thinking.  Ho-hum!

One solution to predictable discussion is dialogue, real dialogue.  Dialogue is different because people slow down the pace of talking rather than race towards a conclusion or decision.  They consider each idea that is presented, building on ideas through comments and sincere questions, until they reach understanding.  They uncover assumptions, explore ramifications, project possibilities.  The language of dialogue is iterative and probing, as in, “Here is what I think you’re saying: ______.  I’m wondering about the assumptions that you have about that idea.” 

Dialogue is a skill that needs to be learned and practiced, consciously.  Dialogue works for any topic that needs creative thinking, innovative solutions, and choices among surprising possibilities.  Effective leaders know that juicy dialogue can be sufficient unto itself or lead to productive discussion and awesome (in the original sense of the word) decisions.

2. The discussion lacks prompts or protocols that take people deeper into the subject.

Especially when people in a discussion are speeding down the highway of decision, discussion tends to be shallow.  Discussants deal with the basics in order to make the decision.  

Prompts or protocols can take people deeper into discussion and, usually, into dialogue that lets them probe ideas.  One protocol that seems to work well for deepening discussion is the “Peeling the Onion Protocol.”  

In one version of this protocol, a presenter (anyone who can present the issue) describes what a group will study.  The presenter also presents one or two key questions, such as “On what basis will we be able to make decisions about this issue? What should be our guidelines?”

Everyone writes freely on the issue and the key question(s)—partly to get focused on the issue and partly to have something to contribute in the next steps. 

Then there are three rounds, during which the presenter is silent and taking notes that reflect what the other participants have said.

In round one, the focus is on clarifying the issue.  Participants may say things such as, “What I heard the presenter say is . . . ” or “I’m wondering how we would describe this issue to [someone else]” or “I’m not sure I understand what we mean by [X].”

In round two, the focus is on probing the issue.  Participants may say, “One assumption that we seem to be making is…,” or “A question this raises for me is …,” or “I understand this issue as….” Others listen carefully to understand what others say and rephrase, comment, or ask questions before moving on to another probing statement.

In round three, the focus is on deepening the probing process through “What if” questions:  “What would happen if we…?” or “How would it work if we…?” or “What’s the worst/best that would happen if….?” As in round two, others listen carefully to understand before moving on to another probing question.

After the third round, the group is silent while the presenter reflects aloud (consulting notes taken during the rounds), further deepening the dialogue.  The presenter might say something such as, “I heard you say X, and that made me think further about this issue.”

Finally, the whole group debriefs both the content and the process.  At this point, the group has deeply explored the issue and may be ready for making a decision that all understand, approve, and can be accountable for.

3. The discussion does not lead to social accountability.

Decisions that come out of shallow discussions may result in accountability in the sense that someone is going to do something.  Others, especially when they feel the decision is preordained—already decided in some way by those with power—may feel no sense of accountability for the decision.  Since they have not really participated, probed, and pushed deeper into ideas to determine which solutions are really the best, they may feel no ownership of the issue and, likewise, unaccountable for the results.  

In “Fist to Five” (with people holding up fingers on one hand to signal their commitment to an idea or decision; a fist representing no commitment and five fingers full commitment and active participation in carrying out the decision), people might show two fingers, meaning they’ll not interfere with the decision, but they will not work actively towards carrying it out.

Peer or social accountability occurs when people deeply understand an issue and its ramifications, and how they can be addressed.  They have had an active role in dissecting the issue and choosing the best solution. They have “owned” the issue and feel accountable for what happens as a result of the dialogue in which they have participated.  When the outcome really matters, people are willing to go deeper and stand behind the results.  

Peer or social accountability means that people hold each other accountable for acting upon a decision. People expect others to take action and, therefore, will take action themselves. Peer or social accountability is critical when decisions are being made about whole-school (or whole-organization) change.

So, in a circular way, in order for people to feel accountable for substantial and lasting change—such as improving learning conditions for students or adults—they must engage in deeper discussions, such as dialogue, using protocols to guide those discussions, and making decisions as a result of them that hold each one of the participants accountable. 

Lois Easton is the author of Powerful Designs for Professional Learning (which is being published in 2014 in its 3rd edition), Professional Learning Communities By Design: Putting the Learning Back Into PLCs (2011), and Protocols for Professional Learning (2009).  

“Change the way you think…”

Some beliefs are enabling—they support us in fulfilling important life purposes. Others can disempower and otherwise undermine the realization of those goals. Fortunately, we can choose our beliefs.

 This post from January 2014 examines 11 disabling beliefs.

11 dysfunctional beliefs that profoundly undermine leadership, teaching, and learning 

Change the way you think, and you are halfway to changing the world. —Theodore Zeldin

You may call them beliefs, assumptions, conceptual frames, mental models, or world views.

While for the most part they may be invisible to us, they are likely to have a profound effect on leadership and teaching.

And, as a result, when left unexamined, some of our beliefs may have a profound negative effect on student learning.

Here are 11 such disabling beliefs that provide an often unspoken subtext in countless professional conversations:

1. Some students cannot be expected to learn very much because of their families, economic status, or race.

2. Teaching is a non-intellectual, low-skilled, primarily nurturing activity.

3. Good teachers and leaders are born, not made.

4. Teaching is “telling” and performing.

5. Content is “delivered”; learning is demonstrated by repeating what one has been “told.”

6.. Leadership of change means giving directions. Teachers who do not do as they are directed are “resistant.”

7. For the most part teachers know what to do and how to do it; they just have to be motivated to do it.

6. Because teaching is telling/performing, content is “delivered,” leadership is directing, and the primary challenge of leadership is motivating teachers, continuous improvement results from telling/delivering/directing/motivating.

9. Most significant questions and problems of teaching and learning have one right answer, and an “expert” knows it.

10. Therefore, the primary means of “delivering” professional development “content” is through speakers, workshops, and courses. PowerPoints are essential to such delivery.

11. It takes years to make significant and demonstrable improvements in the quality of professional learning, teaching, and student achievement.

Are there any dysfunctional beliefs that you would add to or subtract from this list?

Pay attention to the fundamentals of professional learning

Sometimes the “bells and whistles” of new things can distract us from the fundamentals, the things that make the biggest difference and form the basis of all that follows.

In classrooms, those fundamentals include close reading, clear and compelling writing, and thoughtful conversations informed by attentive listening.

Those same fundamentals apply to professional development, as this post from February 2014 underscores.

4 fundamental practices for cultivating professional literacy

Generous amounts of close purposeful reading, rereading, writing, and talking, as underemphasized as they are in K-12 education, are the essence of authentic literacy. These simple activities are the foundation for a trained, powerful mind.…” —Mike Schmoker

Many years ago in an interview for a NSDC (now Learning Forward) publication Phil Schlechty told me, “If you don’t have time to read, you don’t have time to lead.” 

For my own purposes I amended his adage to read, “If you don’t make time to read, write, speak, and listen in ways that promote professional learning, you don’t have time to lead.” 

Just as we desire to cultivate literacy among K-12 students, it is essential that education leaders take the time—even just a few minutes a day—to cultivate their own  professional literacy and that of others for the benefit of all their students. 

Professional literacy means the development of intellectual depth and fluency regarding values, beliefs, ideas, and practices that guide day-to-day decision making. Its acquisition requires cognitively-demanding processes, in contrast to the minimal engagement of the “sit and get” sessions that continue to dominate too large a share of “professional development.”

While professional literacy can be acquired through various means, my experience has taught me that four particularly powerful learning processes—speaking and listening with the intention to learn, reading, and writing—are the fundamental practices for cultivating leaders’ professional literacy. 

Speaking isn’t often thought of as a source of learning for the speaker. But leaders can learn from their own speaking when they pay close attention to both their own words—a kind of metacognition in which the speaker monitors his or her own thinking for unexamined assumptions, logical inconsistencies, and so on—and the effects of those words on others. 

Committed, attentive listening by leaders deepens their understanding of the subject at hand and the perspectives of others. It is also an essential first step in influencing the views of others, an orientation that Stephen Covey described as “seek first to understand.”

Careful reading promotes leaders’ learning when they not only take in information but respond actively to it by making comparisons with what they already understand and believe and by raising new questions for exploration. Such reading enables leaders to be engaged with the minds of individuals who they may never meet. 

Because writing is thought made visible, it promotes learning by enabling leaders to refine their ideas, examine their logical consistency, and determine the most concise and precise means for their expression. Journal writing and blogging are two common and especially powerful means for such reflection. And blogging also enables leaders to actively engage with the perspectives of readers who offer their comments.

Taken together, these four learning processes are fundamental, interconnected means for cultivating’ professional literacy.

What would you add to this list?

6 important contradictions in life and work

Most of us find it difficult to simultaneously hold in our minds two or more contradictory beliefs. 

Nonetheless, sometimes one idea and its opposite are both true.

Here are several examples:

1. Plan carefully and persist in doing what’s important to you and to others, but be prepared to improvise because of unanticipated events. Plan, but hold those plans loosely.

2. Recognize the value of expertise and research, but also understand their limitations. Be open to new learning while simultaneously inquiring about the evidence upon which recommendations are being made.

3. Trust yourself, but ask respected colleagues and friends to offer their perspectives on your experiences and point of view.

4. Know that one person or a small group can change the trajectory of an organization, but don’t underestimate the power of systems and processes to affect what we think and do each day.

5. Conventional wisdom may offer guidance, but don’t unconditionally follow its dictates. In fact, make it a habit to surface and thoroughly examine the often unexamined assumptions that guide our lives.

6. Aim big. There are situations that require large, seemingly impossible goals to stretch us out of our comfort zones, but remember that such stretch goals are achieved and celebrated in incremental steps.

What contradictions would you add to this list?

The challenge of shaping school culture

The power of school culture in shaping continuous improvement and the challenges leaders face in creating and sustaining such a culture is a subject of perennial interest to readers of this blog.

Here is a post on that subject from August 2015 with links to frequently-read essays on that topic.

School culture matters 

School culture is an incredibly powerful but often invisible force that shapes a school community’s work. It is more powerful than new ideas and innovative practices.

Administrators and teacher leaders who ignore school culture or underestimate its influence will almost certainly fail in improving teaching and learning for all students.

While school culture may be largely invisible, some of its qualities can be discerned by observers who are attuned to them. 

In an earlier post I suggest 9 symptoms of a problematic school culture.

Among the most common of those symptoms are that: 

• the most honest conversations happen in parking lots rather than meeting rooms, 

• in just a few years new teachers begin to sound and act like veterans who are resigned to the status quo and deeply entrenched in their ways, and 

• educators feel more professionally connected to followers on social media they have never personally met than to grade-level, department, or PLC colleagues with whom they share students and common purposes.

In another post that focused on desirable cultural shifts I wrote:

“[N]ew cultures [cannot] be created by leaders acting alone. Indeed, a primary characteristic of high-performing cultures is that leadership is distributed throughout the school community. That means that new, more effective cultures are co-created by leaders and community members, especially teachers.

In that post I identified several shifts that occur when school cultures move in a positive direction:

confusion and incoherence regarding important goals, ideas, and practices to clarity and coherence;

leadership centered on a single individual to leadership developed and distributed throughout the school community;

resignation and powerlessness to hopefulness and collective sense of efficacy;

low levels of trust to high levels of trust;

• a focus on deficits, negativity, and complaint to strengths, positivity, and appreciation;

professional isolation and dependence on outside authority to results-oriented experimentation founded in teamwork and community;

accountability to external authorities to accountability to one another for achieving important goals; and

episodic, superficial professional development to team-based learning embedded in the planning, assessment, and continuous improvement of teaching and learning for the benefit of all students.

I encourage you to read and study these essays and to have candid conversations with colleagues about the culture of your school or school system and to determine what can be done with urgency to strengthen it.

Happy Holidays and best wishes for a wonderful 2019….


Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Join 4,621 other followers

Archives

Categories

Recent Twitter Posts