Examining Mentoring with Critical

Conversations

Coaching for Induction 11: Returning Support ProvidersPresented by Darren Battaglia & Gita Stowe

December 12, 2013

The San Jose Unified School District BTSA program provides high quality induction through culturally responsive mentoring, formative assessment, and inquiry to empower newly credentialed teachers to eliminate the opportunity gap and shepherd all students in the mastery of 21st century skills.

Calibrate Consult Collaborate Coach

Critical conversations reinforce the continuum of learning focused

interactions.

Information & Analysis

Critical Conversations

Four assumptions differentiate adult learning from children’s

learning.Adults move toward increasing levels of self-direction.

Adults bring a wealth of experience to learning.

As we mature, learning becomes less subject centered and more project-centered.

What it means to learn changes during our lifetime.

1

2

3

4

critical conversation (noun)

/ˈkritikəl ˌkänvərˈsāSHən/

Any conversation that is uncomfortable or emotional

Examining Patterns & Cultural Assumptions

Facilitating Self-Directed Growth

Planning Difficult Conversations

The structure of a learning focused relationship is to provide support,

challenge, and vision.

Role of the mentor• Offering support• Creating challenge• Facilitating a professional

vision

The structure of a learning focused relationship is to provide support,

challenge, and vision.

Role of the mentor• Offering support• Creating challenge• Facilitating a professional

vision

The structure of a learning focused relationship is to provide support,

challenge, and vision.

Role of the mentor• Offering support• Creating challenge• Facilitating a professional

vision

The structure of a learning focused relationship is to provide support,

challenge, and vision.

Role of the mentor• Offering support• Creating challenge• Facilitating a professional

vision

Our mentoring work is part of a system of support, stresses, and

growth.

Mentoring as

Individual

Activity

Mentoring w/i a School System

Lives of the

Mentee

Growth in

Practice

SP Growt

h

Common Core

Class. Mgmt

EDI

Creden-tial

Evaluation

University

Commu-nity

Collaboratio

n

Admin Suppo

rt

Parents

Children

Salary &

Benefits

Look for patterns in the work you do.

What are some of the patterns your noticing in your mentoring work?

Brainstorm & Categorize1. Identify a recorder2. Brainstorm as many successes and

challenges in your mentoring as you can (5 min)

3. After brainstorming, discuss & create categories for the list you’ve created (2 min)

4. Choose a representative to explain your categories to the group.

Noticing patterns begins critical conversations.

• Our teachers at the higher poverty elementary schools tend to have fewer years of experience.

• 51% of our district is Latino students, but 81% of the Plus students are Latino.

• At our high SES schools, average 10th Grade GPA for Latinos (2.17) is a full point below their White (3.20) classmates.

Talking to children about race: The importance of inviting critical

conversations

• Read pages 1-3 individually✔ I agree with this? I have a question about this! New thought to ponder

Talking to children about race: The importance of inviting critical

conversations

• Read pages 1-3 individually• What patterns did the authors notice?• How can we gather data and find patterns in our

mentoring work?• What were your thoughts when you read this

article?

Talking to children about race: The importance of inviting critical

conversations

3 – 3 things you can take away from the article or conversation to improve conversations with your PT

2 – 2 patterns are you aware of in your classroom1 – 1 thing you might do differently now that you read

the article and participated in the triad discussion

Break

Examining Patterns & Cultural Assumptions

Facilitating Self-Directed Growth

Planning Difficult Conversations

Formative assessment of our mentoring skills is a risk-taking activity.

Self-assessing on mentor continuum reflection is a process

1.1 Uses reflective conversation skills to engage the teacher in collaborative problem solving and reflective thinking to promote self-directed learning that results in student learning.

Self-assessing on mentor continuum reflection is a process

2.3 Facilitates the teacher’s self-examination of their own understandings of the culture and diversity of the school and community to advance practice and ensure high levels of learning for all students.

Self-assessing on mentor continuum reflection is a process

4.4 Differentiates professional learning based on adult learning principles and assessed needs and interests of teachers to advance practice.

Self-assessing on mentor continuum reflection is a process

ABC protocol1. A speaks about their reflective thoughts

(2 min)2. Others can ask questions (1min)3. All can discuss what person A spoke

about (1min)4. Repeat now with person B5. Repeat now with person C

Examining Patterns & Cultural Assumptions

Facilitating Self-Directed Growth

Planning Difficult Conversations

Other people’s perceptions of themselves are often inaccurate.

stress

Process for critical conversations

Maintain Your Identity as a Mentor

Before During After

Bre

ath

e

Pro

gre

ssiv

e

Rela

xati

ons

Overp

rep

are

Ad

dre

ss s

tress

of

conflic

t. P

osi

tive

Pre

supposi

tions

Check

neg

ati

ve

pre

dic

tions

at

the

door

When s

tuck

, m

ove

Monit

or

your

need t

o

know

. M

an

age

curi

osi

ty

Arr

ange p

hysi

cal

space

Reflect

on p

ract

ice

Adapted from Lemons to Lemonade

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

Planning a critical conversation can be brief, but should include key

points.• Make sure you have sufficient time to see the

conversation through to the end (1 min).• Be realistic about what you can and cannot

achieve with a last minute conversation (1 min).• Make sure the conversation is focused on facts

and why the facts are important, not just opinion (4 min).

• Practice your key sentence (2 min).• Understand you have a good chance to resolve

an issue rather quickly with a conversation (2 min).

• Breathe.

What are some of the critical conversations we encounter?

Colleague who is:• Unfocused• Know-it-all• Resistant• Overwhelmed• Ill-informed

Planning a Critical Conversation

1. In your triad, each brainstorm a critical conversation you may have had or need to have with a PT (3 min).

2. Choose one & using the 10 Minutes to a Critical Conversation guide, plan your conversation (10 min).

3. Be prepared to share about the process with the group (not the conversation).

Examining Patterns & Cultural Assumptions

Facilitating Self-Directed Growth

Planning Difficult Conversations

• Advice and Assistance Meetings Jan 15 – February 15

• Bus your tables

Image References

Baird, M. (2009). Shadow patterns on drifting sand dunes before sunset on Morro Strand State Beach, Morro Bay, CA. Also characteristic of Montana de Oro area to the south. Retrieved from http://www.flickr.com/photos/mikebaird/3464803900/

Futami, M. (2013). Secret Conversation （ B/W ） . Retrieved from http://www.flickr.com/photos/masahiko_futami/8567162971/

Hedlund, P. (2013). UVA Women’s Soccer Defeats UMD. Retrieved from http://www.flickr.com/photos/57943984@N00/10657164844/

Leigh, D. (2008). Migraine Barbie has Snapped! Retrieved from http://www.flickr.com/photos/migrainechick/2189803492/

Lewis, L. (2011). “It’s All A Matter of Perception” I. Retrieved from http://www.flickr.com/photos/lauralewis23/7515146490/

Oskay, W. (2007). Chocolate. Retrieved from http://www.flickr.com/photos/oskay/1256122113/

Prouten, L. (2006). social committee. Retrieved from http://www.flickr.com/photos/whyswomen/143360770/

Scott, D. (2009). The Conversation. Retrieved from http://www.flickr.com/photos/danielle_scott/3918802986/

Wathieu, M. (2008). Graphic Conversation. Retrieved from http://www.flickr.com/photos/marcwathieu/2945339106/

Wilton, J. (2012). Diego Rivera mural in the National Palace, Mexico City. Retrieved from http://www.flickr.com/photos/guerillagrrl/8185829539/

Wood, S. L. (2010). puzzle time. Retrieved from http://www.flickr.com/photos/sherriwood/4908275621/

R. N. (2007). Paradise. Retrieved from http://www.flickr.com/photos/rnugraha/2003147365/

Materials References

Copenhaver-Johnson, J. (2006). Talking to Children About Race: The Importance of Inviting Difficult Conversations. Childhood Education, 83(1), 12–22.

Garmston, R. J., & Zimmerman. (2013). Lemons to lemonade: resolving problems in meetings, workshops, and PLCs.

Lipton, L., Wellman, B. M., & Humbard, C. (2003). Mentoring matters: a practical guide to learning-focused relationships. Sherman, CT: MiraVia, LCC.

Weeks H. (2001). Taking the stress out of stressful conversations. Harvard business review, 79(7).