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Building relationships through conversation Source: Lambert, J. - - PowerPoint PPT Presentation

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Title Body Building relationships through conversation Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 1-3 Invitations into dialogue Invite schools into conversations

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SLIDE 1

Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 1-3

Title

Body

Building relationships through conversation

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Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 2

Invite schools into conversations about “standards-based, job-embedded, and results- driven professional learning...(to establish) a shared understanding of professional learning aligned with these elements.”

Invitations into dialogue

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Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 2

Conversations focused on improving the quality

  • f teaching and learning require high degrees
  • f trust.

Invitations into dialogue

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SLIDE 4

Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 2

“Well-designed conversations are the building blocks to a collaborative culture.” “They create opportunities to examine assumptions, refmect on practice, solve problems, celebrate successes, and navigate the complexities of change.”

Well-designed conversations

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Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 2

Prioritize opportunities for “teachers to come together to focus on conversations that improve their practice and the learning for students.” “These types of conversations must be sustained through thoughtful planning, commitment, and clarity of purpose.”

Well-designed conversations

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Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 2

What is a well-designed conversation? Purpose: A well-designed conversation has an end in mind — the reason why the teachers are gathering together.

Well-designed conversations

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Source: Lambert, J. & Mitrani, V. (Winter 2013). Building relationships through trust. Tools for Learning Schools. 16(2), 3

Establishing norms is essential in creating trust within a diverse community. Example norms

  • Confjdentiality
  • Equity of voice

Designing norms for success

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Read the full article, with more information, resources, and tools to help you implement these ideas in Tools for Learning Schools (Winter, 2013). Available at www.learningforward.

  • rg/publications/tools-for-learning-

schools.

Download the article and accompanying tools

Inside
  • Storyboard, p. 4
  • Thinking lenses, p. 5
  • Four-step refmection process, p. 6
  • Success analysis protocol, p. 7
Winter 2013
  • Vol. 16, No. 2
Your membership in Learning Forward gives you access to a wide range
  • f publications, tools, and opportunities to advance professional learning for
student success. Visit www.learningforward.org to explore more of your membership benefits.

learNiNg SchoolS

Toolsfor

eVery educaTor eNgageS iN eFFecTiVe proFeSSioNal learNiNg eVery day So eVery STudeNT achieVeS By Julie Lambert and Valerie Mitrani

I

n our network of Jewish parochial schools in Miami, inconsistent instruc- tional quality was impacting student learning throughout our system. Tie Center for the Advancement of Jewish Education, the central offjce and techni- cal assistance agency for these schools, de- signed an initiative fjve years ago to change the perception of professional learning from considering it a burdensome cost to creating an understanding that professional learning resources are an investment in student learn-
  • ing. Tie project successfully built instructional
leadership capacity at the top; embedded instructional coaches in the schools to support implementation of teacher professional learn- ing into professional practice; built a leadership team within each school to shepherd these in- novations; and documented student improve- ment as a result. What has sustained the work beyond its initial two years, though, are the relationships between professionals within the schools, across schools, and between our agency and the schools — all developed through stra- tegic conversations. Continued on p. 2

Building relationships through conversation

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Learn more with

Learn more about professional learning at all levels of education with Learning Forward, an international nonprofjt association of learning educators: www.learningforward.org Membership in Learning Forward gives you access to a wide range of publications, tools, and opportunities to advance professional learning for student success.