MEDL 600

Key Learnings

• Change is complex
• Change takes time
• Change requires trust
• Change starts from within
• Change is adaptive

Personal Learning Goal #1

Steps I Took

• Lots and lots of reading
• Learning through peers
• New theories
• Gained new perspective from educators in different roles
• Participated in the leadership challenge

Steps I Took

• Lots and lots of reading
• Learning through peers
• New theories
• Gained new perspective from educators in different roles
• Participated in the leadership challenge

Wagner, Kegan, Lahey

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https://www.youtube.com/watch?v=u4ZoJKF_VuA

What I realized

Reflecting on my Goal

• I better understand how change can be effectively implemented through self, team and organization
• Grassroots change has lasting impacts and needs to be supported and celebrated
• Change is more successful when the vision is shared (what is the why)
• Change takes time
• Student learning is ALWAYS the focus

Challenges I Faced

• Hard to see how I can make impact without being in a school next year
• I work best with structure and next year I will have no structure and this worries me

Personal Goal #2

Steps I took

• Attention to verbal (inclusive words and phrases) and non verbal language
• Practice with friends and family
• Readings
• Explored MBTI and learned about different preferences
• Learned about the 7 P's of Effective Collaborative Communication

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Theory U

The Art of Dialogue

Dialogue is Not Just Talk

Theory U

• Taught me about the four types of listening for effective dialogue to emerge
• Downloading, factual, empathetic, generative
• Generative is the highest level of listening where we listen to understand the big picture

Art of Dialogue

• When you talk to another person you typically begin a conversation. To better understand the difference between dialogue and conversation Williams (2008) outlines the four behaviours that are required for effective dialogue: listening, respecting, suspending and voicing (p.36).

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• Once the conversation has begun, you make a choice to apply the four behaviours listed above, or you react, often by defying your own viewpoint (Williams, 2008, p. 37).

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• A district-wide practice of dialogue suspends opinions and allows for appreciation of diverse and challenging context. The use of dialogue throughout SD71 can provide a framework to not only solve complex problems but also to create; “bring forth a world, conjure an image” (Williams, 2008, p. 165).
• Isaacs, W. (2008). Dialogue: The art of thinking together.

Reflecting on my Goal

• Language can be perceieved differently
• Language is expressive and impacts emotion
• Non verbal language is just as powerful as verbal language
• Dialogue changes conversation and encourages an open mind
• Pausing and paraphrasing have helped improve my communication skills

Challenges I Faced

• Pausing was a hard thing for our team to do, especially when we were passionate about an idea or arguing about an idea
• Not all members made a conscious effort in dialogue- I knew this by the way they responded to (or lack thereof) or shared there ideas

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• I wanted to approach a teammate who was not able to agree on the inquiry question. He feared that he was losing his identity. I should have initiated a difficult conversation respectfully.
• I wasn't sure how to respectfully approach this member
• Instead I waited for another member to begin the conversation.

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• I encouraged this member to see that learning about something that others wanted to learn about would only broaden his lens and build upon his identity as a teacher

Next Steps

• Read "Choice Words" by Peter H. Johnston
• Learn more about the Adaptive Schools approach
• Be vulnerable and engage in difficult conversations when they emerge

Team Challenge

TRUST
THE PROCESS

Our Team Process

• Got to know each other on a personal level
• Established team norms (refer back to norms often and during difficult conversations)
• Learned how each other function (habits, learning styles, presences, pet peeves)
• Bonded over shared food
• Check ins and check outs

Process Continued...

• New facilitator each day
• Collaborative developed an inquiry question
• Each individual reviewed different literature to better understand our topic
• Literature sharing to teach peers
• Viewed SD71 artifacts and collected data
• Created and practiced our presentation
• Wrote and edited paper

How do teams function?

Patrick Lencioni

I prefer to view dynamic teams with a positive lens, which is why I have avoided the inclusion of the typical layout highlighting the dysfunctions of teams.

5 Functions of a Team

• The foundation of this model is trust. Our team needed to build trust before we felt confident to deal with conflict. Once the conflict was resolved we were committed and held each other accountable to achieve our goal

What is trust?


Judy Halbert and Linda Kaser

4 Components of Relational Trust

• Personal Integrity
• Personal Regard
• Respect
• Competencies in core responsibilities

These four components proved to be true in the development of relational trust in our group.

Breakthrough Moments

• We agreed upon rotating facilitators to experience different leadership approaches.
• Our difficult conversation with a team member led to an agreed upon inquiry question allowing us to move forward.
• Team norms kept us grounded

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Shared norms allowed our group to remain respectful during difficult situations and stay focused on our goal.

Challenges

• I felt at times as though I lack experience and knowledge and therefore am not as valuable as the other members
• I took a strong stance to support a teammate when she expressed her need to take Sunday off for health reasons. This was an awkward situation but allowed others to realize the importance and need. This member left feeling safe and valued.

Closing Teamwork Thoughts

• Challenging and uncomfortable process led to deep learning
• Each member was utilized and brought strengths to the team
• Confrontation is necessary to move forward
• Respecting group norms are key to group success
• Trust encourages accountable behaviour

From day one peer feedback was always appreciative. We agreed that if there was constructive feedback that it needed to be shared so that everyone would have the opportunity to improve before the project was complete.

Peer feedback happened usually during check in or check out. We completed a team evaluation collaboratively (using a scale) and at the end of the week gave each other two stars and a wish through Facebook.

Leadership Attributes

• Made sure everyones voice was heard
• Helped to develop team culture
• Positive outlook and energy (always saw and encouraged others to see the positive or a different perspective)
• Technology skills- creative attention to detail and design
• Patient, calm and generative listener
• Self-starter and time manager

There are many areas where I need to improve. The most obvious, as pointed out by my peers, is developing confidence in my own abilities. I need to remove the fear of sounding ignorant and share confidently what I know and believe.

Moving Forward

• Look to change inward before looking to change outward
• Find a way to have an impact and stay motivated on instruction and student learning during my year outside of the classroom
• Develop confidence and self-efficacy
• Read more, reflect more, share more

Post Summer Reading List

• Walk On, Walk Out by Deborah Frieze and Meg Wheatley
• Finding Your Element by Ken Robinson
• Collaborating with the Enemy by Adam Kahane

Masters Inquiry Ideas: How can teachers help kids discover their passions to pursue meaningful learning? How does discovering student passion drive instruction?

Self Assessment

Preparation- 3

• I completed all assigned readings. I enjoyed discussing articles with my peers to develop a richer understanding
• I was reliable and always contributed during assigned team tasks
• I was able to make connections to CIEL content
• I expanded my knowledge base

Example
I was asked to explore dialogue and I came prepared and ready to share what I learned. I spent hours in the library, made notes, selected only my most important findings and shared what I learned confidently.

Professional Attitude and Practice-5

• I engaged in meaningful reflection with reference to my own learning goals
• Positive, open and energetic outlook with ideas and towards peers
• Developed confidence in seeking clarity and practiced paraphrasing to deepen my understandings
• Respected and followed group norms
• Engaged in collaborate practices

Example
I developed a habit of paraphrasing when I was unsure about a concept. I found myself lost when people used acronyms, that the independent system does not use, to describe different programs.

Collaboration-4

• I listen deeply before speaking
• I speak when I am confident with the right words to share ideas as I fear being judged and appearing ignorant
• I work well with others and build off their ideas and offer different approaches or perspectives
• Respectfully played a key role in team decision making

Example
I was able to put the needs of my group first when developing the inquiry question. The inquiry question that I came up was very different from our final group question. I was keen to explore many different ideas, even if they hadn't crossed my mind.

Communication- 3

• Working confidently sharing my ideas
• Effective problem solver and listener
• Respects all members ideas
• Engage in generative listening
• Developing confidence in respectfully asking difficult questions and providing constructive feedback
• Working to ensure my writing is accurate, clear and thoughtful

Example
As a teammate I think that I was easy to work with. My contributions were meaningful and valued by others. I am able to view others viewpoints and extend and challenge their thoughts. I bring energy to the group that is well received and lightened the mood when necessary.

Conclusion

• Change is constant
• Establishing protocols in groups in important for progress
• Developed new knowledge about theories and concepts
• Metaphors bring clarity to complex topics and are easier to remember
• I am intrinsically motivated to learn more
• Thankful for this opportunity