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How to Talk So Teachers Listen <ul><li>Laura Lipton and Bruce Wellman </li></ul><ul><li>September 2007 | Volume 65 | Numbe...
Effective Learning-focused conversations <ul><li>a safe environment </li></ul><ul><li>a clear focus </li></ul><ul><li>a di...
making it safe <ul><li>stimulate the exploration of instructional practice </li></ul><ul><li>increase receptivity to new i...
making it safe <ul><li>attend to the conversation in a variety of ways </li></ul><ul><ul><ul><li>physically </li></ul></ul...
Establishing a clear focus <ul><li>agreed-on standards of practice </li></ul><ul><ul><ul><li>use data and the “third point...
Establishing a clear focus <ul><li>data emerges from sample processes and products </li></ul><ul><ul><ul><li>student work ...
Establishing a clear focus <ul><li>data emerges from sample processes and products </li></ul><ul><ul><ul><li>comparing stu...
differentiating Support <ul><li>to maximize the effectiveness of exchanges in both one-to-one and group conversations prep...
differentiating Support <ul><li>two key attributes  define  each stance... </li></ul><ul><ul><ul><li>who is providing the ...
coaching <ul><li>teacher is the primary source of information and analysis </li></ul><ul><li>the instructional specialist ...
coaching <ul><li>teacher is the primary source of information and analysis </li></ul><ul><li>the instructional specialist ...
coaching <ul><li>the default stance </li></ul><ul><li>effective instructional specialists </li></ul><ul><ul><ul><li>use th...
collaborating <ul><li>instructional specialist and teacher codevelop ideas </li></ul><ul><li>coanalyze situations </li></u...
Consulting <ul><li>the instructional specialist... </li></ul><ul><ul><ul><li>supplies solutions </li></ul></ul></ul><ul><u...
Consulting <ul><li>the instructional specialist provides essential information about... </li></ul><ul><ul><ul><li>learning...
How to Talk So Teachers Listen <ul><li>Laura Lipton and Bruce Wellman </li></ul><ul><li>September 2007 | Volume 65 | Numbe...
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Talk So Teachers Listen

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Talk So Teachers Listen

  1. 1. How to Talk So Teachers Listen <ul><li>Laura Lipton and Bruce Wellman </li></ul><ul><li>September 2007 | Volume 65 | Number 1 </li></ul><ul><li>Teachers as Leaders Pages 30-34 </li></ul>
  2. 2. Effective Learning-focused conversations <ul><li>a safe environment </li></ul><ul><li>a clear focus </li></ul><ul><li>a differentiated approach </li></ul><ul><ul><ul><li>coaching </li></ul></ul></ul><ul><ul><ul><li>collaborating </li></ul></ul></ul><ul><ul><ul><li>consulting </li></ul></ul></ul>
  3. 3. making it safe <ul><li>stimulate the exploration of instructional practice </li></ul><ul><li>increase receptivity to new ideas </li></ul><ul><li>forge connections between present practice and new initiatives </li></ul>
  4. 4. making it safe <ul><li>attend to the conversation in a variety of ways </li></ul><ul><ul><ul><li>physically </li></ul></ul></ul><ul><ul><ul><li>emotionally </li></ul></ul></ul><ul><ul><ul><li>cognitively </li></ul></ul></ul>
  5. 5. Establishing a clear focus <ul><li>agreed-on standards of practice </li></ul><ul><ul><ul><li>use data and the “third point” to... </li></ul></ul></ul><ul><ul><ul><ul><ul><li>prevent focusing on a teacher’s teaching practices </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>have information to examine and explore </li></ul></ul></ul></ul></ul>
  6. 6. Establishing a clear focus <ul><li>data emerges from sample processes and products </li></ul><ul><ul><ul><li>student work samples </li></ul></ul></ul><ul><ul><ul><li>assessment results </li></ul></ul></ul><ul><ul><ul><li>classroom observations </li></ul></ul></ul>
  7. 7. Establishing a clear focus <ul><li>data emerges from sample processes and products </li></ul><ul><ul><ul><li>comparing students and/or groups of students </li></ul></ul></ul><ul><ul><ul><li>lesson plans </li></ul></ul></ul><ul><ul><ul><li>classroom artifacts </li></ul></ul></ul>
  8. 8. differentiating Support <ul><li>to maximize the effectiveness of exchanges in both one-to-one and group conversations prepare for three stances </li></ul><ul><ul><ul><li>coaching </li></ul></ul></ul><ul><ul><ul><li>collaborating </li></ul></ul></ul><ul><ul><ul><li>consulting </li></ul></ul></ul>
  9. 9. differentiating Support <ul><li>two key attributes define each stance... </li></ul><ul><ul><ul><li>who is providing the bulk of the information </li></ul></ul></ul><ul><ul><ul><li>who is problem solving </li></ul></ul></ul>
  10. 10. coaching <ul><li>teacher is the primary source of information and analysis </li></ul><ul><li>the instructional specialist </li></ul><ul><ul><ul><li>paraphrases </li></ul></ul></ul><ul><ul><ul><li>inquires to increase knowledge </li></ul></ul></ul><ul><ul><ul><li>broadens perspectives </li></ul></ul></ul><ul><ul><ul><li>clarifies issues </li></ul></ul></ul>
  11. 11. coaching <ul><li>teacher is the primary source of information and analysis </li></ul><ul><li>the instructional specialist </li></ul><ul><ul><ul><li>paraphrases </li></ul></ul></ul><ul><ul><ul><li>inquires to increase knowledge </li></ul></ul></ul><ul><ul><ul><li>broadens perspectives </li></ul></ul></ul><ul><ul><ul><li>clarifies issues </li></ul></ul></ul>
  12. 12. coaching <ul><li>the default stance </li></ul><ul><li>effective instructional specialists </li></ul><ul><ul><ul><li>use the coaching stance to begin and end conversations </li></ul></ul></ul><ul><ul><ul><li>cannot coach something out of someone that is not within them </li></ul></ul></ul>
  13. 13. collaborating <ul><li>instructional specialist and teacher codevelop ideas </li></ul><ul><li>coanalyze situations </li></ul><ul><ul><ul><li>work products and other data </li></ul></ul></ul><ul><ul><ul><li>clarify the problem </li></ul></ul></ul><ul><ul><ul><li>use inclusive pronouns, such as us , our and we </li></ul></ul></ul><ul><ul><ul><li>signals respect and collegial relationship </li></ul></ul></ul>
  14. 14. Consulting <ul><li>the instructional specialist... </li></ul><ul><ul><ul><li>supplies solutions </li></ul></ul></ul><ul><ul><ul><li>thinks aloud about cause-and-effect relationships </li></ul></ul></ul><ul><ul><ul><li>makes connections to principles of practice </li></ul></ul></ul><ul><ul><ul><li>provides essential information about learning and learners </li></ul></ul></ul>
  15. 15. Consulting <ul><li>the instructional specialist provides essential information about... </li></ul><ul><ul><ul><li>learning and learners </li></ul></ul></ul><ul><ul><ul><li>curriculum and content </li></ul></ul></ul><ul><ul><ul><li>policies </li></ul></ul></ul><ul><ul><ul><li>standards </li></ul></ul></ul><ul><ul><ul><li>effective practices that are immediately useful and build capacity over time </li></ul></ul></ul>
  16. 16. How to Talk So Teachers Listen <ul><li>Laura Lipton and Bruce Wellman </li></ul><ul><li>September 2007 | Volume 65 | Number 1 </li></ul><ul><li>Teachers as Leaders Pages 30-34 </li></ul>

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