1. CONDUCT A DIFFICULT CONVERSATION MAKE NOTES ON WHAT OCCURRED YOU’LL BE ASKED TO SHARE AT A FUTURE SESSION/OR ADMINISTRATIVE MEETING – YOUR CHOICE Homework…

2. You Are The Essential Piece Professional Learning Community From Vision to Reality

3. Our Work Together Today Grounding – Intercultural Conflict Style Inventory Checking in – Share progress in working with staff on LCCI data Jigsaw Chapter 9 -Consensus and Conflict in a Professional Learning Community (Learning by Doing) Leading Difficult Conversations Video Elements of Difficult but Crucial Conversations Your Difficult but Crucial Conversation Next Time 3

4. Intercultural Conflict Style Inventory (ICS-IP) Answer Questions 1 – 18 on the ICS-IP Open booklet – score categories Plot your score on page 5 of the ICS-IP booklet

5. Intercultural Conflict Styles Discussion Direct Emotionally Restrained

6. Intercultural Conflict Styles Engagement Direct Emotionally Expressive

7. Intercultural Conflict Styles Accommodation Indirect Emotionally Restrained

8. Intercultural Conflict Styles Dynamic Style Indirect Emotionally Expressive

9. Like Groups Get into a group with your conflict style Page 12 – Review your conflict style Within your group… – What are the self-perceived strengths and weaknesses of your group’s style. – Make a chart – Share with whole group

10. Strengths, Weaknesses - Cultural Patterns Page 13 – Strengths and Weaknesses – compare your list Page 15 – Culture Patterns across Conflict Styles – – What are the implications as leader?

11. Chapter 9 - Consensus and Conflict in a Professional Learning Community Everyone Read 225-226 (5 minutes) In groups – identify key information for your section Section A – Here’s How – Pages 226 – 229 Section B – Ways to confront – Pages 230 – (Middle) 234 Section C – Change – Pages (Middle) 234 – 239 Regroup – A,B,C in each group – Share the key information from your section

12. Crucial Conversations Strategies 1.Clarify what you want and what you do not want to result from the conversation. 2.Attempt to find mutual purpose. 3.Create a safe environment for honest dialogue. 4.Use facts because “gathering facts is the homework required for crucial conversations. 5.Share your thought process that has lead you to engage in the conversations. 6.Encourage recipients to share their facts and thought process.

13. Leading Difficult Conversations Video

14. Elements of Difficult but Crucial Conversations ElementsVideo Assume good intentions Ask that person to articulate the assumptions and thought processes behind his or her position Find common ground Build shared knowledge Share your own assumptions and thought processes Important: Before initiating a difficult conversations, clarify what you want and do not want to result from the conversation.

15. Crucial Conversations Strategies 1.Clarify what you want and what you do not want to result from the conversation. 2.Attempt to find mutual purpose. 3.Create a safe environment for honest dialogue. 4.Use facts because “gathering facts is the homework required for crucial conversations. 5.Share your thought process that has lead you to engage in the conversations. 6.Encourage recipients to share their facts and thought process.

16. Analysis of Difficult Conversations Video

17. Your Difficult but Crucial Conversation Before initiating a difficult conversations, clarify what you want and do not want to result from the conversation. Plan out your difficult conversation In pairs discuss your conversation Need volunteers to role play for the group

18. Role Play Your Difficult Conversations What did you learn?

19. Closing – How does our work today intersect with Chapter 4 – Collaborative Administrator – relational leadership practices that move teachers – Other takeaways from today… – My practice will change…

20. March 22, 2012 – 9:00 AM – 3:00 PM Garrick Peterson is principal of Lakeridge Junior High School in Orem, Utah. Under his leadership, Lakeridge faculty came together as a professional learning community (PLC) to raise the school from one of the lowest performing schools in the state to a high- performing one. Garrick draws from this frontline experience to help teachers and administrators become high-functioning PLCs with a specific focus on making the connection between assessment and intervention. In the past few years, over 50 schools from nine states have visited Lakeridge to experience how the faculty works collaboratively to improve student learning.