How to Talk So Teachers ListenLaura Lipton and Bruce Wellman

September 2007 | Volume 65 | Number 1Teachers as Leaders Pages 30-34

Effective Learning-focused conversations

• a safe environment

a clear focus

• a differentiated approach

• coaching

collaborating

• consulting

making it safe

• stimulate the exploration of instructional practice

increase receptivity to new ideas

• forge connections between present practice and new initiatives

making it safe

• attend to the conversation in a variety of ways

physically

• emotionally

cognitively

Establishing a clear focus

• agreed-on standards of practice

use data and the “third point” to...

• prevent focusing on a teacher’s teaching practices

have information to examine and explore

Establishing a clear focus

• data emerges from sample processes and products

student work samples

• assessment results

classroom observations

Establishing a clear focus

• data emerges from sample processes and products

comparing students and/or groups of students

• lesson plans

classroom artifacts

differentiating Support

to maximize the effectiveness of exchanges in both one-to-one and group conversations prepare for three stances

• coaching

• collaborating

• consulting

differentiating Support

two key attributes define each stance...

• who is providing the bulk of the information

who is problem solving

coaching

• teacher is the primary source of information and analysis

the instructional specialist

• paraphrases

• inquires to increase knowledge

broadens perspectives

• clarifies issues

coaching

• teacher is the primary source of information and analysis

the instructional specialist

• paraphrases

• inquires to increase knowledge

broadens perspectives

• clarifies issues

coaching

• the default stance

effective instructional specialists

• use the coaching stance to begin and end conversations

cannot coach something out of someone that is not within them

collaborating

• instructional specialist and teacher codevelop ideas

coanalyze situations

• work products and other data

• clarify the problem

• use inclusive pronouns, such as us, our and we

signals respect and collegial relationship

Consulting

• the instructional specialist...

supplies solutions

• thinks aloud about cause-and-effect relationships

• makes connections to principles of practice

• provides essential information about learning and learners

Consulting• the instructional specialist provides essential information

about...

learning and learners

• curriculum and content

• policies

standards

• effective practices that are immediately useful and build capacity over time

How to Talk So Teachers ListenLaura Lipton and Bruce Wellman

September 2007 | Volume 65 | Number 1Teachers as Leaders Pages 30-34