Novice Leader Induction
Lynda Tredway, Instructor
Thursday, March 7, 2013
Rocky Mount, NC Campus
Outcomes
1. Deepen understanding of one’s
leadership identity in supporting
equity in school and district
settings.
2. Analyze and address the
complexities of working with
adults in educational
communities.
Norms
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Stay engaged
Whatever happens here stays here
Graciousness of spirit
Listen as an ally
Speak from awareness
Celebrate diversity
Mind the schedule
Share talk time
Suspend certainty
3. Support individual and group
resilience for the complex work
of leadership by sharing
dilemmas and stories using
protocols that support reflection
NOTE: We will spend some time on the protocol process for Critical Friends and the
elements of becoming a warm demander, which will apply to storytelling protocol also.
Next month, we will not do CF, but concentrate on using those protocols for storytelling.
1
Time
5:00
5:15
Activity
Opening
Reading: Report on LGBTQ
students in rural America
Equity Traps
6:00
Follow-up on dilemma
content Critical Friend
Report content
Critical Friend Groups
Outcome
1
1
2,3
Materials/Grouping
Reread synopsis of Equity
Traps and Leadership
Actions. Which equity
trap(s) apply to the
situations in the report?
CF Group Protocol, pp. 7-8
A warm demander is a trusted
colleague who communicates
unconditional positive regard
coupled with active insistence
on supporting self-reflection as a
cornerstone of learning and growth.
6:45
Analyzing Stories
Read from Fred Brill book
on Leading and Learning
Introduction, Chapter 2
7:45
Debrief
1,2
Read Chapter 2
Next and Last Meeting: Thursday, May 2, 2013
2
Reading Guide: Chapter 2
In the left column is a quote or synopsis of section of the chapter. In the right column, jot
down a brief example of a situation that occurred during this year that represents that quote
or synopsis in your role this year.
Quote or synopsis from Chapter
Your Reflection/situation
New leaders regularly describe
themselves as being shoehorned into
the role of enforcer, and they often
express internal angst as they learn
the language and behaviors of the
position (pp.27-28)
Reread paragraph on p. 28 that
starts: Dozens of stories shared by
new leaders …This paragraph is
about the conflict between core
values and disciplinarian role
Reread next paragraph on p. 28 and
think of an example.
Holding students accountable …
provide authentic opportunities to
influence the lives of young people…
Story One
Switching in mid-performance
When have you been in a situation in
which you were actively thinking
about the next steps?
Story Two
Aligning Policy with Core Values
When have you been in a situation in
which you clearly communicated
your core values during a discipline
situation?
Story Three
Holding Adults Accountable
Describe a situation in which you
have held an adult accountable.
After reading this chapter, what will
you think about or do differently?
3
Critical Friend as Warm Demander
Warm demander is a term that developed in the teacher education and pedagogy literature. It
is “a teacher stance that communicates both warmth and a nonnegotiable demand for student
effort and mutual respect. This stance—often called the warm demander—is central to
sustaining academic engagement” (Bondi and Ross, 2008, p. 54). This is particularly important in
the context of schools serving our most vulnerable students because second chances if students
become disengaged are often harder to come by. Coined in 1975 by Kleinfield to describe
teachers of Athabaskan Indian and Eskimo 9th graders, the terms means maintaining a stance
toward the learner that fosters and maintains high expectations. The warm demander is
authoritative, not authoritarian.
Several principles of warm demander are applicable to adult learning, and we have imported the
term to inform how critical friends (vital and important peer) can take on the role of warm
demander. Adult peers who can hold a space of rigor and collective responsibility for
improvement for each other achieve stronger results in their efforts at improving their
professional capabilities and those of their peers.
Criterion
Teacher to Student
Adult to Adult Peer/Colleague
Establish and
nurture caring
relationships
Teacher should make every effort an ongoing
relationship that communicates how deeply
the teacher cares about the personhood and
the academic outcomes of the student(s). The
disciplinary space is more likely to be based on
the Rogerian approach that reinforces
unconditional positive regard and is less likely
to be behaviorist and punitive. The tone is
more important than the words, as the tone
conveys warmth and care.
Adults in professional development situations
should develop and nurture relational trust
between and among themselves so that they
both agree to hold each other accountable for
using time wisely and for giving feedback. It
is important that they not let the CF
interaction become an “ordinary”
conversation, but assumer protocol roles.
Adults in professional development practice
use of the tone and demeanor that support
adult learning.
Build
relationships
deliberately
Use various formal and informal means to “get
to know” students’ school and out of school
lives. Do not make assumptions about
families, backgrounds. Rather, “observe
students closely to learn more about their
interests, experiences and talents”.
In establishing and supporting a “gracious
space” for adult learning, use protocols and
processes that nurture relational trust and
give adults opportunities to engage in
personal reflection about their
communication with others – a foundational
practice of leadership.
Learn about the
cultures of
others
(students or
peers)
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Be aware of one’s own background
with respect to cultural values,
beliefs, and behaviors and how they
might influence your interaction with
students and families.
Become curious about culture and
difference; try to imagine how school
experiences might feel different to
different groups (such as males and
females or native speakers and
English language learners).
Study examples of successful
students whose backgrounds differ
from the norm.
Question one’s reactions to students'
behavior to identify potential cultural
misunderstandings.
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Be aware of one’s own identity as a
person and as a professional,
including cultural values and beliefs
that you carry to interactions with
others in a professional
environment.
Develop relationships in affinity
groups that provide and nurture you
and imagine how similar
experiences affect you and your
critical friend.
Question your reactions to
leadership situations that identify
potential misunderstandings –
cultural or other.
Refrain from judging
4
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Communicate
an expectation
of success
Go beyond
believing in
your colleague
to insisting that
the colleague
match actions
to core beliefs
Offer learning
supports
Monitor the tendency to judge
differences as abnormal.
Share stories of success, mistakes, failures and
persistence to establish a culture of making
mistakes and trying again with renewed effort
is a life long skill.
Maintain a “task-focused, calm environment
that enables everyone to concentrate and
learn” (Ross, et. al, 2008)
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Communicate expectations
frequently and insist on students
meeting those expectations.
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Establish supports that ensure
learning.
Share stories and dilemmas with an eye
toward learning and forward motion and
refrain from stories that have a downward
spiraling effect.
Use and refine protocols and hold each other
accountable for their use.
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Never give up; keep trying different ways to
reach and teach students.
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Communicate validation to peers in
authentic ways that support
resilience and persistence
Use protocols wisely to support
growth and development of peer
However, express caution if you
hear possible choices that do not
comport to what you know about
the peer’s core beliefs.
Make good decisions about your
colleague’s ability to hear what
might be a good idea.
Offer authentic support by asking
probing questions to support
reflection.
References
Bondy, E. & Ross, D.D. (2008, September). The teacher as warm demander. Educational Leadership 66: 1,
pp. 54-58. https://cl4l.sd33.bc.ca/downloads/files/Teacher%20as.pdf
Ross, D. D., Bondy, E., Gallingane, C., & Hambacher, E. (2008). Promoting academic engagement
through insistence: Being a warm demander. Childhood Education, 84(3), 142-142-146. Retrieved from
http:// search.proquest.com/docview/210394221?accountid=15017
5
EQUITY-CENTERED CRITICAL FRIENDS GROUP PROTOCOL
Primary considerations for CFG use
 Timed segments that may be adjusted if needed
 Presenter does not talk while getting feedback about dilemma; takes notes
 Discussants (CF) choose 1-2 probing questions and CF Presenter chooses one to respond to. CF
Presenter writes questions.
 Usually used with more folks and can be expanded to 4-5 persons as discussants; times may
need to be adjusted
TOTAL Minutes (37-40 min)
STEP
1
Process
Time
Person
OVERVIEW OF PROCESS for Critical Friends Group
Presentation of Dilemma
3 min
Presenter CF 1
The presenter (CF 1) describes an important
dilemma of practice
2
Clarifying Questions
5 min
Critical Friends
(discussants) ask
clarifying (getting the
facts) questions.
1 min
Both but reflecting in
different ways
10 min
Critical Friends
(discussants) pose 1-2
questions and Presenter
writes them down.
Presenter decides which
1-2 probing questions
are most useful
6 min
Critical Friends
Only CF 2 is talking; CF 1
(Presenter) is writing
notes.
2 min
CF Presenter
Talks and makes notes
to self about what s/he
intends to do.
Use WARM DEMANDER
notes to see which
process is most
challenging
The critical friends ask clarifying (factual)
questions in order to understand the practice
and the context in which the practice takes
place.
3
Reflection
The critical friends set desired outcomes for
conversation through reflection (learner) and
decisions about probing questions (CF2))
4
Probing Questions
The critical friend (CF2) engenders deeper
reflections by using probing questions that
nudge the learner to see the dilemma from
multiple perspectives.
Presenter listens to probing questions, takes
notes (for future reflection) and chooses 1-2
for response at this time
5
6
7
Feedback/Discussion
The critical friends provides feedback:
significant, important, and critical information
that the CF Presenter might consider in terms
of moving forward or next steps.
The presenter (CFG 1) says what is most
helpful and what he/she intends to do before
next meeting
GROUP DEBRIEF
Both participants reflect and/or write on the
process
10 min
6
Probing Questions (Starter) Available from www.sfcess.org
Adjust questions to integrate with dilemma and conversation of presenter.
WORKING FROM THE INSIDE-OUT
 What is the internal conversation you need to have in order to come to the table remaining in
discourse II?
 What old fears and concerns does this situation activate for you?
 What is the conversation if you want to come to some resolution?
 How do your experiences as a _____ contribute to this dilemma?
 What do you value and believe about students that would help you manage in this situation?
FEAR
 What level of discomfort are you feeling in this situation?
 How willing are you to be uncomfortable?
 What do you fear will happen if you push?
 What do you fear will happen if you fail?
 What probing question are you afraid to hear?
SKILL, KNOWLEDGE and CAPACITY
 From what do you draw to make a decision about this dilemma?
 What do you still need to learn before you are ready to say what you want to do?
 What is your limit?
 When do you let yourself off the hook?
POWER
 What in this situation do you need to know and be able to do to use your power to respond to
students who are not being reached?
 Who makes decisions in this situation?
 How could you imagine interrupting the power dynamic?
 To whom do you feel accountable?
LEADERSHIP FOR EQUITY
 How do your will, skill, capacity and knowledge qualify you to lead for equity?
 What has been your experience in a similar situation when the outcome was uncertain?
 What is the role of making a decision of integrity in knowing how to act in this situation?
ALLIANCES
 What would it look like to serve as an ally across the difference?
 What prevents you in this situation from reaching out?
 What keeps you from doing what you should do?
 In what ways are you or something else keeping you from doing what you believe is right?
EMOTIONS
 How do you respond when others become emotional?
 What emotional triggers are present in this situation?
 How can you reframe the emotional content of this dilemma?
 How can you honor emotions without having them completely dominate?
TRUST and SAFETY
 What does this dilemma bring up about trust and/or safety?
 How can you feel safe in taking this dilemma on?
 What would it take to trust in this situation?
TRUTH
 What will total honesty do in this situation?
 What secret are you holding?
 What are you afraid to say out loud?
HOPE
 How does your work in this area contribute to a sense of hope?
 How can you optimize the situation?
 How can you change the language in this situation from distress to challenge?
7