For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.
-
Upload
stuart-shaw -
Category
Documents
-
view
216 -
download
0
Transcript of For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.
![Page 1: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/1.jpg)
For Professional Learning Team LeadersNorthern Metropolitan Region
DEECDJoe Corbett
![Page 2: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/2.jpg)
Session twoEffective communication
Challenging conversations
Strategies for working one to one
![Page 3: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/3.jpg)
Effective communicationAbility to engage and interact with different
people/audiences in various contexts for a range of purposes resulting in positive outcomes
Various contexts; one to one, small group, large group, presentations, formal and informal settings
A range of purposes; professional learning, providing feedback, problem solving, providing information, mediation, ......
![Page 4: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/4.jpg)
It is not easy to really listenHandout; How to listen activelyWhat gets in the way of effective listening? a poor relationship base a history of conflict one’s state of well-being time pressure/competing demands pre-conceptions/making assumptions clash of values/beliefs
![Page 5: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/5.jpg)
As a leader you need highly developed listening and speaking skillsListening skills; active listening, ability to
empathise, ability to focus ,ability to process and integrate, skills at clarifying
Speaking skills; clarity of purpose/intention, ability to be clear and concise, responsiveness to one’s audience, skills at initiating conversation
![Page 6: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/6.jpg)
Challenging conversationsWhat makes them so challenging? Is it the person/the people? Is it the content? Is it the setting? Is it the outcomes we expect? Is it the consequences we fear?
![Page 7: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/7.jpg)
What are your challenging conversations?From the past; why were they challenging
and how did you handle it, outcomes
For the future; conversations you need to have
![Page 8: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/8.jpg)
So many conversationsYou will have conversations where it is your
role to challenge people about how they are doing things in order to foster a focus on continuous improvement in outcomes for students
You will have conversations that are difficult to have because some things are hard to talk about and some people are hard to talk to
![Page 9: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/9.jpg)
Difficult conversationsA difficult conversation is anything you find
hard to talk aboutAnytime we feel vulnerable or our self esteem
is implicated, when the issues at stake are important and the outcome uncertain, when we care deeply about what is being discussed or about the people with whom we are discussing it, there is potential for us to experience the conversation as difficult
Most of us have conversations we dread and find unpleasant, that we avoid or face up to
![Page 10: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/10.jpg)
The first dilemmaAvoid or confrontIf we avoid; feel taken advantage of, feelings
will fester, miss opportunity to improve things
If we confront; things could get worse, may be rejected, attacked, hurt other person, damage relationship
Is it important enough to act; try to reframe it as a learning conversation
Need to manage fear and anxiety
![Page 11: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/11.jpg)
Each difficult conversation has three featuresThe what happened; what I/you did and didn’t
do Avoid truth assumption; I’m right, you’re
wrong; difficult conversations are about differing perceptions, interpretations and values, different stories
Avoid the blame game; how did we each contribute to the problem
Intentions; we assume we know the other person’s intentions when we don’t, we use the impact on us to judge intentions
![Page 12: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/12.jpg)
The feelings; often at the core of difficult conversations, you need to express them and tune into the other person’s feelings
![Page 13: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/13.jpg)
The identity conversation; conversation with ourselves about what the situation means to us and its impact on our self-esteem and self image, its about who we are and how we see ourselves
Need to maintain your balance you will make mistakes; your intentions
are complex; you are competent; you are a person of
integrity
![Page 14: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/14.jpg)
Moving to a learning conversationInstead of working to persuade and get your
way, you want to understand what has happened from the other person’s point of view, explain your point of view, share and understand feelings, and work together to figure out a way to manage the problem going forward. In doing so, you make it more likely that the other person will be open to be persuaded and that you will learn something that significantly changes the way you understand the problem and see the solutions
![Page 15: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/15.jpg)
Planning for a learning conversationA model described in ‘Difficult Conversations’
by Stone, Patton and Heen
Handout and review
A model from Viviane Robinson ‘Open to learning conversations’
![Page 16: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/16.jpg)
Planning for a strategic conversationHandout; discussion
A tool I use for preparing for a one to one conversation that may be difficult or challenging
![Page 17: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/17.jpg)
One to one coachingDiscussion of experience to date
Some guidelines; handout
![Page 18: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/18.jpg)
Constructive feedbackConstructive feedback is information that
calls attention to a practice or a problem or a potential problem
Constructive feedback opens a door to learning, problem solving or other follow up action
The key to giving and receiving constructive feedback is maintaining a spirit of mutual respect and learning
![Page 19: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/19.jpg)
Purpose of giving constructive feedbackTwo key purposes;
To improve teaching practice and build teacher capacity
To build high performing teams and positive working relationships
![Page 20: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/20.jpg)
AimsTo assist a person in their learning journeyTo bring about change in behaviourTo increase some behaviours and decrease
othersTo promote new patterns of behaviourTo solve a problemTo improve work performanceTo foster teamwork
![Page 21: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/21.jpg)
ActivityAt your tables brainstorm what you think are
the important characteristics of constructive feedback
Agree on the 3 most important of these
Share these with the whole group
![Page 22: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/22.jpg)
Effective feedbackIs done in a way which is respectful and
builds positive relationshipsIs timely and put in contextIs private and confidentialIs constructive and provides a way forwardIs clear and focussedIs solution oriented
![Page 23: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/23.jpg)
BeliefsPeople have a need to believe that they are
okayPeople have the capacity to learn from their
experiencesMost people want to contribute and to be
acknowledgedMost people want to get better and better at
what they doPeople benefit from a values driven workplacePeople thrive in an environment of high but
achievable standards and expectations
![Page 24: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/24.jpg)
Stages of skill developmentUnconsciously unskilled; unaware of lack of skill
or knowledge
Consciously unskilled; aware of need for learning of skill
Consciously skilled; practice, feedback, learning phase
Unconsciously skilled; mastery, part of skill repertoire
![Page 25: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/25.jpg)
Guidelines for giving constructive feedbackPrepare for the feedback discussionFocus the feedback on the performance/behaviour
of the person not on personality issuesBase the feedback on actual
observations/experiences not on assumptions or inferences
Use description rather than evaluationBe specific and concrete rather than general and
abstractFocus feedback on the present or recent not the
past
![Page 26: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/26.jpg)
continuedShare information rather than give adviceStay focussed and specific, don’t try to
provide feedback on everythingTry to provide alternatives/options rather
than one best pathwayEnsure suggestions are within the
capabilities of the person, incremental changes, not huge leaps
Get the person to summarise the main points of what you have said
![Page 27: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/27.jpg)
Giving constructive feedback Pro-forma A framework for planning a one to one
conversation with the purpose of giving constructive feedback
Could be to do with teaching practice or
professional standards or behaviour
![Page 28: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/28.jpg)
A model for negotiationHandout and discussion
![Page 29: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/29.jpg)
Guidelines for mediationHandout and discussion
![Page 30: For Professional Learning Team Leaders Northern Metropolitan Region DEECD Joe Corbett.](https://reader036.fdocuments.in/reader036/viewer/2022062422/56649eb75503460f94bc0a20/html5/thumbnails/30.jpg)
Concluding comments