1. W ELCOME B ACK ! Other guests here today

2. R ESETTING THE TABLE … September 26 session Group Learning: Evaluation & Observation Cycles (whole group) Standards What questions from this list might be helpful? Post observation conversations (by level) Scenarios: Initiating a difficult conversation How do you stretch a teacher who is right on track? Closure Exit slip: Based on today’s conversation, what do you need from your level mentor?

3. P LAN FOR TODAY : O UR U NIT Stage 1: Desired Results Established Goal: Strategies and tools for situations involving conflict. Enduring Understanding: Conflict and collaboration must coexist in a healthy learning community. Conflict can enhance one’s learning. Conflict is an integral part of leadership. Essential Questions: How do we use conflict to grow? What is a leader’s role in conflict? How do you see the situation from all/other perspectives? How do you help others see the situation from multiple perspectives? Knowledge: What is conflict? Adaptive School, 133 Conflict can trap energy or release it Adaptive School, 138 Protocols: what are they, why use them? (National School Reform Faculty) Definitions of listening set asides: autobiographical listening, fix it listening, inquisitive listening (Cognitive Coaching, 65) Norms for finding solutions: Adaptive Schools, 138 Skills administrators will develop and/or master: Diffusing an angry person Using conflict as a catalyst for change Listening for understanding Listening set asides Protocols:  Multiple Perspectives  Admiring the Problem  Reviewing Data What students should know and be able to do.

4. P LAN FOR TODAY : O UR U NIT Stage 1: Desired Results Established Goal: Strategies and tools for situations involving conflict. Enduring Understanding: Conflict and collaboration must coexist in a healthy learning community. Conflict can enhance one’s learning. Conflict is an integral part of leadership. Essential Questions: How do we use conflict to grow? What is a leader’s role in conflict? How do you see the situation from all/other perspectives? How do you help others see the situation from multiple perspectives? Knowledge: What is conflict? Adaptive School, 133 Conflict can trap energy or release it Adaptive School, 138 Protocols: what are they, why use them? (National School Reform Faculty) Definitions of listening set asides: autobiographical listening, fix it listening, inquisitive listening (Cognitive Coaching, 65) Norms for finding solutions: Adaptive Schools, 138 Skills administrators will develop and/or master: Diffusing an angry person Using conflict as a catalyst for change Listening for understanding Listening set asides Protocols:  Multiple Perspectives  Admiring the Problem  Reviewing Data Transferable, big ideas having enduring value beyond a specific topic. Wiggins & McTighe, 2005 Learned best by uncovering and doing the subject. Wiggins & McTighe, 2005

5. P LAN FOR TODAY : O UR U NIT Stage 1: Desired Results Established Goal: Strategies and tools for situations involving conflict. Enduring Understanding: Conflict and collaboration must coexist in a healthy learning community. Conflict can enhance one’s learning. Conflict is an integral part of leadership. Essential Questions: How do we use conflict to grow? What is a leader’s role in conflict? How do you see the situation from all/other perspectives? How do you help others see the situation from multiple perspectives? Knowledge: What is conflict? Adaptive School, 133 Conflict can trap energy or release it Adaptive School, 138 Protocols: what are they, why use them? (National School Reform Faculty) Definitions of listening set asides: autobiographical listening, fix it listening, inquisitive listening (Cognitive Coaching, 65) Norms for finding solutions: Adaptive Schools, 138 Skills administrators will develop and/or master: Diffusing an angry person Using conflict as a catalyst for change Listening for understanding Listening set asides Protocols:  Multiple Perspectives  Admiring the Problem  Reviewing Data The best questions get to the heart of things-the essence. Wiggins & McTighe, 2005 It’s in the wrestling with the answers that we learn. Wiggins, Personal Communication

6. P LAN FOR TODAY : O UR U NIT Stage 1: Desired Results Established Goal: Strategies and tools for situations involving conflict. Enduring Understanding: Conflict and collaboration must coexist in a healthy learning community. Conflict can enhance one’s learning. Conflict is an integral part of leadership. Essential Questions: How do we use conflict to grow? What is a leader’s role in conflict? How do you see the situation from all/other perspectives? How do you help others see the situation from multiple perspectives? Knowledge administrators will acquire: What is conflict? Adaptive School, 133 Conflict can trap energy or release it Adaptive School, 138 Protocols: what are they, why use them? (National School Reform Faculty) Definitions of listening set asides: autobiographical listening, fix it listening, inquisitive listening (Cognitive Coaching, 65) Norms for finding solutions: Adaptive Schools, 138 Skills administrators will develop and/or master: Diffusing an angry person Using conflict as a catalyst for change Listening for understanding Listening set asides Protocols:  Multiple Perspectives  Admiring the Problem  Reviewing Data Necessary elements of understanding, but not sufficient in themselves. Wiggins & McTighe, 2005 Understanding requires more: the ability to thoughtfully and actively “DO” the work. Wiggins & McTighe, 2005

7. Stage 2: Assessment Evidence Participants will leave session with a starting point for handling a conflict they anticipate, are involved in, need to resolve etc. Understanding is revealed in performance. Wiggins & McTighe, 2005

8. Stage 3: Learning Plan Whole group “brain drain,” what are some situations you have dealt with over the past 2 weeks where there was conflict? Intro/definition of conflict from The Skillful Leader Intentional listening, listening pairs around one of these topics  What came up for you as you were intentionally listening and not responding?  Introduce listening set asides o Autobiographical listening o Fix it listening o Inquisitive listening Model a protocol around one of these situations Small groups by level for level specific conversations Each facilitator brings a favorite resource or two on the topic Begin building a resource bank on the staff development website for new admin Invite year 2 and 3 admin to join Return to original brain drain list

9. Stage 1: Desired Results Strategies and tools for situations involving conflict. Enduring Understanding: Conflict and collaboration must coexist in a healthy learning community. Conflict can enhance one’s learning. Conflict is an integral part of leadership. Essential Questions: How do we use conflict to grow? What is a leader’s role in conflict? How do you see the situation from all/other perspectives? How do you help others see the situation from multiple perspectives? Knowledge: What is conflict? Adaptive School, 133 Conflict can trap energy or release it Adaptive School, 138 Protocols: what are they, why use them? (National School Reform Faculty) Definitions of listening set asides: autobiographical listening, fix it listening, inquisitive listening (Cognitive Coaching, 65) Norms for finding solutions: Adaptive Schools, 138 Skills administrators will develop and/or master: Diffusing an angry person Using conflict as a catalyst for change Listening for understanding Listening set asides Protocols:  Multiple Perspectives  Admiring the Problem  Reviewing Data (Chris R) Stage 2: Assessment Evidence Participants will leave session with a starting point for handling a conflict they anticipate, are involved in, need to resolve etc. Stage 3: Learning Plan Whole group “brain drain,” what are some situations you have dealt with over the past 2 weeks where there was conflict? Intro/definition of conflict from The Skillful Leader Intentional listening, listening pairs around one of these topics  What came up for you as you were intentionally listening and not responding?  Introduce listening set asides o Autobiographical listening o Fix it listening o Inquisitive listening Model a protocol around one of these situations Small groups by level for level specific conversations Each facilitator brings a favorite resource or two on the topic Begin building a resource bank on the staff development website for new admin Invite year 2 and 3 admin to join Return to original brain drain list

10. C ONFLICT “A high performing community cannot exist without conflict.” The Adaptive School Garmston & Wellman, 1999

11. T HE TRUTH ABOUT CONFLICT LIES SOMEWHERE IN THE VORTEX OF THESE THOUGHTS … Conflict is just energy in the system-nothing more, nothing less. People bring meaning to conflict. Conflict is a situation in which interdependent people express differences in satisfying their individual needs and interests and experience interference from one another. Conflict presents both opportunity and danger. Danger emerges with the violation of personal needs Opportunity emerges when clarifying the issues and generating workable solutions remain the focus of interaction. Conflict stems from a perceived competition for limed resources (air, water, land, food, time, money or power) Conflict has different meanings to different individuals.

12. W HAT ARE SOME SITUATIONS YOU HAVE DEALT WHERE THERE WAS CONFLICT ? Strategy: Whole group “brain drain”

13. PROTOCOLS A protocol consists of agreed upon guidelines for a conversation. This type of structure permits very focused conversations to occur. We use protocols for looking at student and adult work, giving and receiving feedback, solving problems or dilemmas, observing classrooms or peers, to push thinking on a given issue and to structure a discussion around a text.

14. M ULTIPLE P ERSPECTIVES PROTOCOL Listening for understanding Monitoring your set asides

15. A UTOBIOGRAPHICAL Dangers: Judgment Comparison Immersion in our own thoughts

16. I NQUISITIVE Getting curious about portions of the story that are not relevant to the problem at hand.

17. S OLUTION L ISTENING Who has ownership/investment if you jump in and FIX?

18. M ULTIPLE P ERSPECTIVES P ROTOCOL

19. B REAK AND MEET BY LEVEL

20. CLOSURE Norms for Finding Solutions From Adaptive Schools