Difficult Conversations
2012-2013
Session Objectives
During this session, we will . . .
 Introduce five best practices that will increase appraiser confidence
when navigating difficult conversations concerning appraisal ratings.
 Build appraiser skill by using best practices to execute difficult
conversations for 5 common scenarios.
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Objective #1: Introduce five best
practices that will increase appraiser
confidence when navigating difficult
conversations concerning appraisal
ratings
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Improving your effectiveness to execute difficult conversations is
directly related to priorities 1 and 3.
Priorities
1. PROVIDE TEACHERS WITH ACCURATE APPRAISAL RATINGS
through frequent observations and with a shared understanding of the expectations
in the Instructional Practice rubric and . . .
2. IMPLEMENT THE STUDENT PERFORMANCE COMPONENT
to determine whether teachers’ instruction is having a positive impact on student
learning to help . . .
3. IDENTIFY APPROPRIATE DEVELOPMENT NEEDS AND OPPORTUNITIES
FOR EVERY TEACHER
and provide useful feedback to drive continuous improvement.
All of the above ensures that we have enough information to . . .
4. MAKE SMART RETENTION DECISIONS
where low performing teachers aren’t left in the classroom and the best teachers
stay.
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Even though there are many factors that make sharing feedback
difficult for school leaders, it is a process that employees value and
respond positively to.
Relationships
Time
Morale
Experience
Factors that
make sharing
feedback
more difficult
Feelings
Impact
Manager
knowledge
/ skill
A 2009 Gallup Inc.
study of over 1,000 US
bases employees
found that those who
received
predominantly
negative feedback
from their manager
were over 20 times
more likely to be
engaged than those
receiving little or no
feedback.
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Teachers crave constructive feedback, even though it may make
for a difficult conversation at times.
“I would have liked her to be more critical of my teaching. I have never received any
constructive feedback, only lists of things she likes about my teaching. This is only my second
year teaching, and I have many things I know I can improve on.”
- HISD Teacher
“This feedback needs to be constructive with great, thought-out examples for the
teacher to see how they are to change. ”
- HISD Teacher
“I don't feel like I was provided much feedback on how to improve. Even though I had a good
rating, I would still like to improve and be
told how I can do so.”
- HISD Teacher
Source: 2011-2012 End-of-Year Appraisal and Development Teacher Survey
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We know a lot about what makes feedback conversations more
effective regardless of difficulty.
Feedback is not about the manager.
Feedback is more effective the sooner it is given.
Feedback is about the future.
Feedback is about behavior not motivation or attitude.
Feedback is a sign of strong leadership.
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Horstman, Mark and Auzenne, Mike. Manager Tools. 2012
Practices That Make Conversations Less Difficult
Set
Expectations
Early
Do It Often
Plan
Utilize
Evidence
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Horstman, Mark and Auzenne, Mike. Manager Tools. 2012
Set
Expectations
Early
• How do you communicate expectations to teachers?
• What role do the expectations play in the conversation?
• What is the impact?
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Do It Often
• No news is good news
• Breathe easy
• Practice makes perfect
 Which of these resonates most with you? Why?
 What are some steps that come to mind that you could/will take to
ensure you “Do It Often”?
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Horstman, Mark and Auzenne, Mike. Manager Tools. 2012
Plan
• Determine your key messages before the conversation
• Have an approach
1.
What is your typical approach?
2.
How does the recommended approach differ/align with what you
typically do?
Horstman, Mark and Auzenne, Mike. Manager Tools. 2012
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Utilize
Evidence
• Talk about the behavior not about attitude or motivation
• Reference low-inference evidence
Horstman, Mark and Auzenne, Mike. Manager Tools. 2012
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Low-Inference Evidence
Low-inference evidence refers to things you see and hear.
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Objective #2: Build appraiser skill by
using best practices to execute
difficult conversations for 5 common
scenarios
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2 minutes
PLANNING
3 minutes
ROLE PLAY
3 minutes
HOT SEAT
3 minutes
FEEDBACK
15
HOT SEAT #1
Poor performance/Great attitude and effort
You are meeting with a teacher for a feedback conversation. You observed the
teacher earlier today and this is what you observed. (click here to view video)
The criterion area that stand out as your biggest concern is her ability to
communicate concepts clearly (I-6). Even though she did not consistently
communicate the key points of the lesson, you know she has really been
working on her skills in this area, is liked by all the teachers on campus, is a
coach for the soccer team, and parents think she is very kind.
2 minutes PLANNING
•
Based on your observation what low-inference evidence do you
have in I-6 to show that the teacher is at a level 2?
•
What specifically is the teacher missing to rate her a level 3?”
3 minutes ROLE PLAY
3 minutes HOT SEAT
3 minutes FEEDBACK
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HOT SEAT #2
Does not agree with feedback
You are meeting with a teacher for a feedback conversation. You observed the
teacher earlier today and you have rated him a 2 in the I-8 criterion (students
actively participating in the lesson activities). During the conference , you share
your feedback and he begins to argue with the rating and says he does not
agree.
2 minutes
3 minutes
3 minutes
PLANNING
ROLE PLAY
HOT SEAT
3 minutes
FEEDBACK
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HOT SEAT #3
Getting a lower rating this year than last year
You are meeting with a teacher for a feedback conversation. You observed
the teacher earlier today and you have scored him a level 1 in the I-3
criterion (differentiates instruction for student needs by employing a variety
of instructional strategies) when last year he was rated a 3. He shared with
you that he is not doing anything differently this year, but you are confident
that your rating is accurate because you collected low-inference evidence
from the classroom observation (all students were assigned the same
vocabulary activity, all students stayed in their own desks during
independent practice, and when students finished they were all asked to
start on their homework) that supports your rating.
2 minutes
3 minutes
PLANNING
ROLE PLAY
3 minutes
3 minutes
HOT SEAT
FEEDBACK
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HOT SEAT #4
Poor performance/Strong relationship
You are meeting with a teacher for a feedback conversation. You observed
the teacher earlier today and you have rated her a 2 in criterion I-2 (checks for
student understanding). She asked 5 questions of her students, but did not
adjust the lesson when students answered incorrectly. The teacher said “no,
that is not the right answer” and moved on to another student. She did this
for 4/5 questions asked. This teacher has been teaching on your campus with
you for 8 years and you have built an amazing friendship. She even attended
your son’s birthday party last year.
2 minutes
3 minutes
PLANNING
ROLE PLAY
3 minutes
HOT SEAT
3 minutes
FEEDBACK
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Closing
• What will you take with you from this session?
• How does this help you to achieve more accurate
ratings?
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