Teacher leader addresses challenges by strategically structuring critical conversations with colleagues.
Collaborative inquiry groups, such as professional learning communities and lesson study groups, are proliferating in schools across the United States. In whatever form, the potential for impacting student learning through this collaborative work is expanded or limited by the nature of teachers’ conversations. Polite, congenial conversations remain superficially focused on sharing stories of practice, whereas collegial dialogue probes more deeply into teaching and learning. Examples of talk taken from collaborative teacher inquiry groups are used to illustrate these important differences. Specific recommendations are provided, including the role that teacher leaders can play in adopting and modeling specific strategies that support the use of more substantive professional conversation.
Challenges such as overcrowded classrooms, poor administrative and parental support, loss of control in the classroom, and bureaucratic red tape are enough to make any teacher abandon the fight for educational excellence and run for the ridge. This article discusses five crucial conversations that drive educational excellence while preventing teacher burnout. These crucial conversations can be tricky to navigate, and all require skill. Some approaches that will help reduce stress and increase the chance of a good outcome are presented.
When stakes are high, opinions vary, and emotions run strong, you have three choices: avoid a crucial conversation and suffer the consequences; handle the conversation badly and suffer the consequences; and discover how to communicate best when it matters most. This guide gives you the tools you need to step up to life’s difficult conversations.
This new edition gives you the tools to: prepare for high-stakes situations, transform anger and hurt feelings into powerful dialogue, and make it safe to talk about almost anything. Be persuasive, not abrasive.
By providing structures for effective feedback and strong support, Critical Friends Groups help teachers improve instruction and student learning.
To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for Part 2.
Please submit several artifacts that were created while planning for and having a critical conversation with a colleague (such as links to writing, audio, images, video, or other products) including such items as:
Provide a reflection on what you learned using the following questions as guidance:
Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)