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Published byAlicia Chapman Modified over 9 years ago
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Time Management and Crucial Conversations for Principals
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Hopes for today With a partner: – What are you hoping to learn today? – What pressing questions would you like answered? – Prepare to share!
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Gathering hopes and questions Good systems to get into classrooms consistently Getting staff to respond to appointment requests Post conferences – how to make them more meaningful More ideas on managing observation cycle, calendar eVal/Pivot (online tools) [we didn’t get to this]
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Hopes and questions (cont) Calibration – bringing new staff on board, having consistency with principals/assistant principals How to keep the momentum going/not fall back into old habits, keep growing Critical conversations with staff members who don’t recognize the need to change Conversation focused on language of rubric – fine line between teacher led and principal led
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Agenda Scheduling the Inquiry Cycle Feedback Structure & Research Formative & Targeted Feedback Conversation Architectures Interventions and Supports
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Learning Walks Development of Notice/Wonder Feedback to Teachers
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In groups How do you use formal and informal learning walks to strengthen administrator skill and practice? How do you provide feedback and/or engage others in conversation following learning walks? What do you find limiting or challenging in implementing learning walks?
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Learning Together Groups share favorite ideas
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Scheduling the Inquiry Cycle With partner/group: – How do you schedule your conversations and observations? – What (if anything) got in the way of scheduling observations/conversations?
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Ideas Share handout Collaborative pre-conference 5 hours per week minimum This is our core work: teaching and learning. We must prioritize time to support this work.
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Feedback Structures Strengths Short Term Feedback Long Term Feedback/Professional Development & Goals
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Formative Feedback Connected to teacher’s area of focus or other observed practice Strength’s based Timely Positive Supportive
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Targeted Feedback Always connected to teacher’s area of focus Specific Narrow focus (“target”) Teacher directed Immediate feedback – quick snapshot
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Conversation Architectures See handout Let’s practice
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Think of a teacher I like to start with teachers who are open to feedback – Describe the characteristics of this teacher Strengths Short/long term growth areas Imagine you just completed an observation – How would you plan the feedback conversation? – What would be different if it was a teacher who struggled to hear feedback?
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Trouble Shooting I have heard: – “I’m a specialist. How does this TPEP process apply to me?” – “My principal does not know my content area well. How can she give me quality feedback?” – “You don’t know MY students. We’re doing the best we can – isn’t that good enough? Take 5 minutes per question and discuss how you have/will address that in your practice
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Sharing
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Trust Competence Benevolence/Caring Openness/Respect Reliability Honesty/Integrity
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Competence Dr. Mester’s Advice Stage I & Stage II training UW CEL Feedback Institute UW CEL Rater Reliability Training Practice! Just keep learning
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Competence Criterion/Dimension Review – Works for Instructional and Leadership Frameworks – Connect to current practice – “What does it look like and sound like when it’s working?” – “What does this look like and sound like when it’s not working/in progress?”
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Competence Resources: – AWSP Leadership Framework User’s Guide – CEL 5D Teacher Evaluation Guide
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Benevolence & Caring All about bedside manner and relationships If something isn’t working, be very curious as to why – Personal life? – Health issues? – Parents or Children? – Skills, knowledge?
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Reliability Is your feedback connected to the rubrics? Is your scoring accurate? What bias do you bring to observation and evaluation? How do you open your practice to scrutiny?
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Openness and Respect How do you ask for feedback? How do you share your strength and growth areas with others? How do you ensure preservation of dignity AND confront problems?
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Honest & Integrity Model Risk-Taking Model Mistakes Model Correcting your Mistakes Be able to look yourself in the mirror every day
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How do you know what to do? Determine: – Does the question have to do with skills, knowledge, and understanding? – Does the question have to do with beliefs? Be sure you know what type of question is being asked at the root so you know how to answer.
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How do you know what to do? Determine: – Is this something the teacher knows how to do and just needs processing time? – Is this something the teacher does not know how to do and needs additional support, training, or intervention
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How do you know what to do? What would happen if you did/said nothing? How would you want the feedback? What about the 80/20 rule? (Or the 90/10 rule?) What time of day is it? Would it be best to wait until tomororw?
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Scenarios Think of a difficult conversation you need to have (or have had in the past) – How do you plan for this? – How do you maintain your focus? – How do you ensure the relationship is preserved? – How do you follow up? Discuss at your tables
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What would you do? It’s one thing to plan for difficult conversations. It’s another thing entirely to find yourself in the middle of a conversation that turns “crucial” or “difficult” unexpectedly. – What do you do when this happens? – How do you remember to stay calm, logical, and not overly emotional?
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Q&A Share: – How do you approach difficult conversations? – What questions about difficult conversations can we help answer?
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Q&A Review the “Hopes and Questions” from the beginning of the session What other pressing questions do you have? “What if…..?”
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Interest Based Decisions to Form a Support Plan Issue/Purpose Interests/Beliefs Options Evaluate Options Develop Plans
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Developing the Plan How would you determine priorities when a teacher or principal has multiple growth areas?
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Implementing the Plan Think in terms of roles: – Teacher – Principal – Coach – Education Association – District Office Think in terms of support: – Professional Development – Observation/Conversation – Collaboration
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Evaluating the Plan Timelines/Checkpoints Reciprocal Accountability – Setting each other up for success Defined Success – Link to rubrics – Link to best practices – Teacher-led whenever possible
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Q&A The purpose of today’s discussion – How to manage time to do this work well – How to plan for crucial conversations Did we answer these questions? – Do you have tools, skills, knowledge, and strategies to support this work?
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Reflection Talk at your tables – What are your takeaways? – What questions do you still have? Prepare to share
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Contact Whitney Meissner Whitney.erin13@gmail.com Whitney_meissner@csd49.org 360-316-1088
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