Creating Capacity,
Commitment, and Community
Jackie Acree Walsh
Beth Dankert Sattes
Presented by Leticia L. Lovejoy, WVDE Title I
Reading Coordinator
October 4, 2010
The Leading Through Quality Questioning
(LQQ) Framework is two dimensional.

The first dimension is related to the four
elements of quality questioning that inquirycentered leaders understand and use.

The second dimension highlights four
leadership functions that can be significantly
enhanced through the intentional use of
quality questioning.
 Crafting
Quality Questions
 Presenting
Questions to Encourage
Engagement
 Extending
 Creating
Thinking
a Culture of Inquiry
 Maximizing
 Mobilizing
 Mediating
 Monitoring
TIME REMAINING
10:00
3:00
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0:10
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Complete
the survey for
Please
work independently
 Refers
to the formulation of questions that
are purposeful, clearly focused, and
understandable.
 Requires
consideration of the kind of
information being sought as well as the
context in which it will be used.
 Reminds
us of the value of listening to a wide
range of voices
 Reminds
us to use a wide variety of processes
and strategies
 Reminds
us to find structure and facilitate
involvement
 Encourage
 Use
 Use
and support deep thinking
paraphrasing and prompting
wait time 1 and wait time 2 to assist
people with their thought and verbal
responses
 Establishing
and nurturing norms to promote
powerful and productive conversations
 Using
inquiry to build a climate of trust and
mutual respect
 Maximizing
 Maximizing
 Mobilizing
 Maximizing
 Mobilizing
 Mediating
 Maximizing
 Mobilizing
 Mediating
 Monitoring
Read the scenario. Choose the function you
believe should be used by the leader. Tell
why you chose that function.
 Maximizing
 Mobilizing
 Mediating
 Monitoring
TIME REMAINING
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Choose the function you believe each
Please work independently for
school leader will use
Her Role
Her Goal
Her Role
Her Goal
Her Role
Her Goal
His Role
His Goal
 Identify
Focus
 Identify
 Clarify
Focus
Purpose
 Identify
Focus
 Clarify
Purpose
 Select
a Process
 Identify
Focus
 Clarify
Purpose
 Select
a Process
 Word
Carefully
Our school improvement leadership team has
been studying the results of the criterionreferenced state assessments, and we have
detected a recurrent trend in certain
demographic groups outperforming others.
How could we best address this situation?
Our school improvement leadership team
has been studying the results of the
criterion-referenced state assessments, and
we have detected a recurrent trend in
certain demographic groups outperforming
others. How could we best address this
situation?
Error
Jargon and difficult or inappropriate words:
Use of educational jargon can cause a
question to be unclear to all, but especially
to non-educators
For the next few minutes, you will be
working with a partner to match the example
to the error. You will find a blue sheet of
“Errors” and a yellow sheet of “Examples”
on each table. Pair the questioning error
with the example using the Error and
Example Match sheet (in your folder). Be
prepared to pose one of the questions in a
better format using what we’ve learned
about focus, purpose, process, and wording.
TIME REMAINING
10:00
3:00
4:00
5:00
6:00
7:00
8:00
0:10
0:20
0:30
1:00
2:00
9:00
Match the Errors
to Examples
The signs of outstanding leadership appear
primarily among the followers. Are the
followers reaching their potential? Are they
learning? Serving? Do they achieve the
required results? Do they change with
grace? Manage conflict?
---Max De Pree, Leadership Is An Art
 To
make other people feel strong
 To enable others to take ownership
 To allow others to take responsibility
 To enhance their self confidence
 To involve others in decision making
 To acknowledge others’ contributions
 To give due credit
 Scuba
diving
 Mountain
 Deep
climbing
sea fishing
 White
water rafting
Select the metaphor which best matches your
thinking on this function. Tell why.
Purpose is a unique source of energy and
power… Purpose becomes a more powerful
and enduring source of energy in our lives in
three ways; when its source moves from
negative to positive, external to internal
and self to others.
---Jim Loehr and Tony Schwartz, The Power of
Full Engagement
 To
get people on board
 To
motivate people to act
 To
mobilize people to accept a new mandate
or program
 To
mobilize people to meet high expectations
 Conducting
 Directing
 Playing
 Baking
an orchestra
a movie
a video game
a cake
Select the metaphor which best matches your
thinking on this function. Tell why.
Conflict is neither positive nor negative in
and of itself… Each of us has influence and
power over whether or not conflict becomes
negative, and that influence and power is
found in the way we handle it.
--Dudley Weeks (1992,p 7)
 To
create a learning community with shared
leadership and responsibility
 To support individuals working through a
process
 To help others see other’s point of view
 To NOT assume the authoritarian role of
judging who is “right” and “wrong”
 To become the final arbiter of a
disagreement only taken when other
measures have failed
 Earth
 Wind
 Fire
 Water
Select the metaphor which best matches your
thinking on this function. Tell why.
People need to know whether they’re
making progress towards the goal or simply
marking time. Standards help to serve that
function. But standards and goals are not
enough. People’s motivation to increase
their productivity on a task increases only
when they have a challenging goal and
receive feedback on their progress
---James Kouzes and Barry Posner, The Leadership
Challenge
 To
monitoring progress toward goal
attainment
 To
establish a collaborative culture
 To
create measures by which to evaluate
 To
evaluate
 To
provide feedback
A
roller coaster
 An
eighteen wheeler
A
tricycle
A
dump truck
Select the metaphor which best matches your
thinking on this function. Tell why.
A means by which your opinion or position is
understood with or without verbal response
Which leadership role do you most frequently
take as a Title I Director for your county?
Take a position at one of the four functions….
Five Whys: Ask the question, which will generate
other “why” questions and perhaps generate a
potential cause.
Someone in your group will generate a why
question, others will respond which will produce
answers and more why questions. “5” isn’t the
magic number but keep asking until the root cause
is uncovered.
Resource A
Examples of Closed and Open-ended Questions
Resource B
Structured Group Processes That Engage members of the School Community in Thinking and Dialogue
•Data on Display
•Final Word
•Fishbone
•Fishbowl
•Five Whys
•Focus Group
•Force field Analysis
•Four-Corner Synectics
•Helicopter Visioning
• Conversations
Resource C
The Quality Questioning Quotient
A Self-Assessment
•Interview or Conference
•Interview Design
•Peoplegraph
•Questioning Circle
•Reflective Questioning
•Say Something
•Thinkathon
•Ink Think
•Think-Pair- Share
•Tuning Protocol
Questions
Leticia Lovejoy, Title I Reading Coordinator
West Virginia Department of Education
Building 6, Room 330
1900 Kanawha Blvd, East
Charleston, WV 25305
Phone: (304) 558-7805 ext. 53217
lllovejoy@access.k12.wv.us