Running Head: Text Frame Assignment

Text Frame Assignment The Principal as Leader of Challenging Conversations

Melanie Gamache
Brandon University
030060

COSL Summer Institute

Dr. Danielle Fullan-Kolton
July 25, 2016
 TEXT FRAME The Principal as Leader of Challenging Conversations

HERES WHAT:
The Ontario Principals Council with Corwin Sage developed an easy to read guidebook of a school leaders role in challenging conversation and a guide to using
difficult conversations in order to improve a school and the people within in. The case studies presented are sound examples of typical issues found within many Canadian
schools and as a result, school leaders can relate to the issues as well as the resolutions suggested. As I read, I was reminded of Paulo Freire, who believed in the use of
dialogue for educational and societal reform.
In the Afterward, there is a reference to Jennifer Abrams, who said We need to find our voice around what matters most. (p.119). This resonates for me
because few people enjoy challenging conversations and few people are skilled, yet I have seen firm, but direct questioning about policy and procedure in the best interest
of students make a CEO of a school division stutter, and because of this, I have witnessed monumental school and staff reform before my eyes. I am one to naturally lead
quietly, and instead of speaking out or questioning in critical circumstances, when it matters most, I withdraw and keep my voice in my head. Abramss quote resonates
with me because it is this skill that I want to develop as a leader in challenging conversations.

MAIN IDEAS: VALIDATIONS: SO WHAT?

Big Idea 1: Conversation as
Opportunity
Its easy to duck out of or pass off
challenging conversations to someone
else but effective leaders recognize the
opportunity, necessity, and benefit of
conversation as an agent of
transformation and reform.
Big Idea 2: A Situation for Response
Effective school leaders build
relationships over time, not just in the
face of challenge, so they may rely on this
established culture to discomfort some for
the purpose of response to and resolution
of issues
Big Idea 3 Conversation for change
is an art.
Conversation is more than just talking and
listening; its about being heard,
understanding perspective for the
purpose of taking action to create a win-
win situation, and reframing to build on
the positives that already exist.
Conversations can be chats, challenges, or crises (p.3)
Challenging conversations are intense, emotional, high stakes
(p.2) why they can be scary/uncomfortable.
Leaders have power; teacher-leaders also have power among
faculty (p.14). Engaging teacher leaders can make inspiring
others to accept change, easier.
Focus of conversation is resolution (critical path) to an issue or
movement in direction of shared vision.
Critical path movement from challenge to resolution; by
identifying/clarifying the concern, sharing stories/perspectives
and listening for meaning, look for viable options to commit to,
and take action (p.33-34). This path guides all challenging
conversations including mediation and is solution based, not
blame based (p. 28)
Identifying priorities for change/challenge the highest
priorities/interests for the most people = win-win situation (p.29)
Relationships/trust between leaders and staff can influence the
conversation in terms of forgiveness/tolerance (p.36)
History between individuals/parties is influential during
challenging conversations (safety, forgiveness, comfort in
uncomfortable situations, or not).
o Set feelings and focus on that which matters (students, staff,
parents), keeping your values close to heart (p. 85)
Effective leaders create a climate that encourages positive
outlook (p. 50), improvement and/or consistency, just as teachers
or coaches do with their students/athletes.
Practice positively framed feedback so its supportive instead of
punitive (p. 60).
Establish a culture of respect, professionalism, trust,
transparency, and purpose.
School leaders can inspire change using reflective questions
(what do can I provide to help you with better formative
assessment?) with observations of what is seen, not judged.
Remember that people are human; people take things personally
and are driven by emotion apologies (p.76) can go a long way
in creating a culture of resolution.
Active listening is hearing and understanding for the purpose of:
o Understanding the issue at hand (p. 41),
o Knowing the perspective of each member involved (46), and
o Inferring true feelings, agendas, anger, and energy (51).
Listening (or not) influences relationships positively or negatively
(42, which affects all other interactions and school culture.
Listening is:
o Not just agreeing (p.45, 109)
o Clarifying perspectives/feelings in order to understand the
situation and resolve it peacefully, collaboratively.
Issue of instantaneousness:
o Good listening takes time (44);
o School leaders are pressured to provide an answer (44)
o Fast conversation negates the reflective nature of active
listening.
Active listening and reframing (turning the case):
o Builds relationships by acknowledging perspectives (46)
I know that communication is key in every context
and that conflict is often based on
misunderstandings, misinterpretations, or lack of
clarity when it comes to different perspectives.
Regardless of our intentions, if our communication
isnt clear, or our actions offend or hurt others, there
are opportunities for challenging conversations.
I think, despite the label of challenging, these crucial
conversations are not always negative. They may
begin due to a conflict, but as difficult as it may be to
directly question or call someone one their behavior,
in the end people often feel better, their relationships
are stronger, and there is a stronger sense of
collegiality and purpose in the work being done. This
can set the stage for change.
The topic of conversation reminds me of Freires
focus on dialogue in Pedagogy of the Oppressed
(1970). In this case, a school leader may act as the
oppressor and staff the oppressed. Change and/or
stability can only occur when a dialogue begins that
addresses the issues at hand (in the moment or
below the surface) in an environment that puts the
leader and staff member in generally equal playing
fields.
Conversation, relationships, and active listening takes
time but the fact that this behavior isnt automatic, I
think, is a reflection of societys obsession with
instantaneousness. In order to bring real issues to
the forefront to address, like anger, offense, and
feelings of lack of support, a leader has to reflect and
infer in order to acknowledge. This practice of
enabling and encouraging the heard not only allows
leaders to deal with the issues at hand but build the
relationships that will allow for further effective
conversation in the future and progressive change.
Reflection and action is what constitutes praxis,
which according to Freire, is a necessary part of
dialoguing for change. If all we do is act without
thinking, well be just going through motions, and if all
we do is think without acting, change will never
transpire. Its a balancing act. According to The
Principal as Leader of Challenging Conversations,
giving time to the other person for reflection (thinking
about how they feel or think about the situation) not
only shows respect but gives time for proper
reflection in order for action to take place. I see
similarities between this book and Freires theory.
I noticed the pattern of process, specifically the
critical Path and the steps of mediation. Both focus
on resolution, not simply dissolving an issue. There
is a heavy reliance on identifying a true concern or

o May be the catalyst for change by inferring/identifying real
Conversation style comes from experience; comes from the
heart (p. 96). Its what feels right.
Strategies for conversation (p.96-97) could exist on a continuum
focused on resolution and relationship preservation
Big Idea 4: Practice Self Control
Leaders who remain in control of
themselves are more likely to remain in
control of the situation, the conversation,
and as a result, have more control over
the result or resolution.
o Involves turning the case or looking at a situation from the
opposite/different perspective. (Sloan, A)
issues and addressing them (50)
Skilled leaders knows when to use each strategy by assessing
the situation (understanding the context) before responding or
reacting (p. 97).
Prioritizing issues can preserve relationships (p. 98) if issues of
highest concerns are targeted (win-win situation)
Reacting responding; sometimes a script is necessary. (p.32)
Professional issues are dealt with professionally; leave personal
attacks (p.34) or judgements out of the conversation
Focus on resolution (critical path) (p.31-32) and the purpose of
the conflict (p.73) (the students, the school, the community).
Reframe (p.53) and refocus based on the central purpose.
Know your facts (p. 72) so you can be assertive, calm, and
confident in resolving the issue.
Assertive:
o Focus on the issue, observations, students (p. 75), learning
so it doesnt become personal
o Do not engage in aggressive behavior (reframing, active
listening to show respect).
o Remaining calm and cool (p.73); avoid power struggles
probably wont end well (youll be perceived as arrogant,
bitchy, pushy, or aggressive = loss of social currency, or loss
of respect and authority).
o Body language firm tone, thoughtful cadence, relaxed
hands/body further support the relaxed, thoughtful words
that are spoken (p. 74-75).
o End the conversation if its going nowhere (p. 71).
o Build on agreements (p.73) (purpose, best interests of the
child) and ensure the conversation aligns with that.
Anger is ok. Its managing it thats critical (p. 87).
Ending/postponing a heated conversation preserves
relationships and is more likely to have a positive resolution.
Anger = loss of control = doesnt usually end well (last
impressions/impacts (p. 83)
Responding to anger through reframing to show respect,
especially by naming the feelings (p. 85).
Choose words carefully (p. 86); avoid nevers and always situations and people are everywhere. I question
(makes people defensive); avoid humour (p.86) as people
naturally take offence in situations of heightened emotions.
priority, clarifying it through the sharing of
perspectives, and committing to goals or actions of
resolution. Although they appear to be a simple,
linear process, I know that it is much more difficult as
real problems involve people and people need time,
support, and a feeling of mutual respect in order to
resolve issues.
The strategies for conversation suggested in this
book are related closely to the leadership stances
that were overviewed at the summer institute (Wallin,
2016). Reading the descriptors immediately
reminded me of Dawn Wallins comments that these
are theories, not people, as people cannot fit, or stay,
within a box (2016). The book makes note that
effective leaders switch between strategies
depending on the context (p.97), in a similar way its
suggested that leaders switch between leadership
stances, depending on the context and needs of the
people theyre working with.
The principal at my school embodies many of the
practices Ive read and learned from reading this
book. He often talks about being strategic and
building capacity by starting conversations about
issues or observations. He has coached me to
develop better questioning, as an instructional coach,
so as to empower and support staff to identify their
own deficits and solutions. Ive practiced
continuously, especially this past year, by providing
observations and asking teachers what could make
the situation better. I was surprised, because, in the
beginning, I thought it would be better or easier for
me (and the teacher) if I suggested the strategies or
interventions that I believed would result in success
but it was successful when teachers realized these
things on their own, asked for them, and were excited
about implementing the interventions. Thats the true
strategy for coaching and supporting teacher growth:
resolution of a problem instead of dissolving it, similar
to the critical path and process of mediation.
The strategies and suggestions provided by this book
for dealing with difficult situations and people make
sense and when reading the case studies, it`s easy to
identify the mistakes made by the characters,
undoubtedly due to the disconnect we have to the
real situation. But the fact is, these situations do exist
in our schools and in our communities; difficult
why this kind of professional development is focused

Big Idea 5: Leading through mediation
Sometimes challenging conversations do
not directly involve the school leader, in
which case, the principal must act as a
mediator between two staff members to
resolve the issue and building a working,
professional relationship in the best
interests of the school and community.
Begins with pre-mediation: private meeting between staff
members and school leader.
o Mediation cant be forced, but can be encouraged
o Best for both peoples careers and culture of the school (p.
107)
Environment of mediation: private with a time limit to encourage
immediacy of resolution (p. 107)
Mediation begins with an opening: going over rules to be
respectful, confidential, and honest. All members must agree (p.
108).
Staff members share stories (relevant facts only) and how theyre
affected while other staff member actively listens then
paraphrases the others perspective (p. 109-110).
o Both members feel as if theyve been heard;
o Articulating can create permanence in persons brain.
o School leader supports paraphrases with missed details (p.
112) and points out areas that both view as priority (p. 110).
Agreed goals and actions are determined, dialogue here can be
effective in re-establishing professional relationship between the
two staff members (p. 110, 114).
Mediation when a lawsuit or grievance has been filed (p. 106).
only at school leaders. Would it not benefit the
school to have all educators trained in effective
conversation? Would it not benefit the community,
and society, to teach our students these same
strategies so that they truly have an understanding
and appreciation for the art of communication and
how to manage it effectively in order to resolve issues
without anger or violence? As helpful and proactive
as literature, such as this book, is, I believe it is
grossly misdirected and does not include the
demographic it should. The book states that
responding is not the same as reacting, however
books like this are written as a reaction to poor, or
underdeveloped leadership conversation skill. To
respond, would be to include professional
development for all teachers and create places for
effective conversation instruction in our curriculum.

Now What?

The Principal as Leader of Challenging Conversations is a guidebook for school leaders wanting to

learn to have successful and effective challenging conversations. This publication was an appropriate follow up

to the summer institute because the institute focused on recognizing and developing leadership style and

methodology for instituting change with a school system. With change always comes challenge because change,

like learning, is uncomfortable (Fullan-Kolton, 2016). In order to initiate change in the new school year, there

will no doubt be challenging conversations necessary to effectively manage and support growth among staff.

These challenging conversations are not easy and if the outcome is not positive, it has the potential to

disintegrate relationships and derail the process of change.

The five principles of leadership, focused on at the institute, align with the content within this

publication. The Ontario Principals Council (OPC) suggests that before engaging in challenging conversations,

leaders must have a clear goal for the result of the conversation (p. 119) and identify the priorities necessary (p.

99) for the benefit of the students, staff, and school to move forward. This aligns with modelling the way as

leaders are clear about the facts (p. 72), what is important and dialogue or act with transparency in the best

interests of the students, the school, and the community. Engaging in challenging conversations is a way to set

an example of excellence. The OPC directs effective leaders to balance establishing and preserving

relationships with reaching outcomes (p. 99) as a means to support staff through challenging situations and

professional improvement. Leaders may inspire others to act when there is balance between maintaining
relationships and an agreement on shared objectives (p.73). Both are used to focus a resolution on what really

matters and what all parties can live with and work towards.

Effective leaders search for opportunities by seeking innovative ways to change, grow, and improve,

(Kouzes & Posner, 2003) and this is also a big idea presented by the OPC in the Challenging Conversations

publication. Leaders cannot avoid challenging conversations due to fear or discomfort. Challenging

conversations are the opportunities Kouzes and Posner refer to, to challenge the process. Leaders who admit

mistakes and work to resolve them according to the shared vision challenge the process in a way that keeps staff

engaged in the practice of safe change.

Effective feedback for the purpose of supporting staff to improve and create consistency can establish

positive, professional relationships when the focus is specific, supportive, and authentic (pp. 59-60). Leaders

who follow the guidance of OPC on feedback may foster collaboration while building trust among staff (Kouzes

& Posner, 2003). The OPC publication advises school leaders to practice self-control of their emotions and

responses during intense, high stakes conversations in order to resolve issues but also maintain delicate

relationships. Leaders who solely focus on a cause run the risk of damaging relationships with influential staff

members, leading to a toxic culture. When leaders focus on building and preserving the relationships with the

people in and around the school, while committed to the shared purpose and goals of a school, staff are enabled

and encouraged to act with dignity and for the benefit of the culture and purpose of the school.

The conversation styles and strategies suggested by the OPC closely align with the leadership stances

described by Dawn Wallin. The quadrants based on subjectivity-objectivity and radicalism-fundamentalism

could incorporate the strategies of competing, accommodating, collaborating, compromising, and avoiding

leaders (pp.93-95). But like Wallin noted, these are theories, not people and people do not fit or stay within

these descriptions. In fact, the OPC explains that effective leaders assess a situation and apply skills within the

most suitable strategy. (p.97).

My professional growth plan, determined in collaboration with my principal, is to develop my leadership

style, specifically with coaching and mentoring adults and resistant staff. This book, and the institute, have

helped me to recognize where my deficits lie; in inspiring others to act and confronting challenging issues

through conversation. My natural tendency is to sugar coat reality or to hope that others will employ best
practice through their own brand of intrinsic motivation. Neither of these strategies are effective for the most

challenging staff members that I support. By defining the areas of leadership that I need to improve, I can better

develop my conversation skills that confront issues and work to collaboratively resolve them.

Moving forward, I plan to use careful, regular self-reflection in conjunction with feedback from my

principal and the staff at my school to develop and refine my conversation skills. These challenging

conversations involve taking risks and I will need to build my self-confidence through small successes, both

perceived by me and staff, in order to effectively deal with larger, more intense issues.

References

Freire, P. (1970). Pedagogy of the oppressed. In Flinders, D.J.; & Thornton, S.J. (Eds.), (2013). The curriculum

studies reader (pp. 157-167). New York: Routledge.

Fullan-Kolton, D. (2016). Professional perspectives: Educational leadership. COSL Summer Institute. Winnipeg.

Kouzes, J. & Posner, B. (2003). The five practices and ten commitments of exemplary leadership. Pfeiffer, A

Wiley Imprint, San Francisco, CA.

Ontario Principals Council. (2011). The principal as leader of challenging conversations. A joint publication

with Corwin. Leading Student Achievement Series. Thousand Oaks, CA.

Sloan, A. (2016). Notes from a lecture on curriculum reconstructionists. Intro to Curriculum and Instruction,

Brandon University, Brandon, MB.

Wallin, D. (2016). Leadership by adjective: Concepts and stances. COSL Summer Institute. Winnipeg.