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take on this work? Two reasons. First, tions, as showing me how. According Perhaps I contributed to the problem
“Leaders are as human as those they to Scott, “Fierce conversations are by not speaking to you about this
lead” (Abrams, 2009). They have the about moral courage, clear requests, sooner.
same needs for approval and affiliation and taking action.” An example of a This is what I want to resolve.
as their staff. So for the sake of keeping fierce conversation sounds like this: How are we going to ensure that
the peace and preserving their relation- Mr. ____, last week I talked with all of your verbal interactions with
ships, they shy away from requiring you about the importance of using students are appropriate and
common assessments because the good judgement when addressing professional?
teachers don’t want them, or confront- students during your lessons. I
ing the faculty member who refuses specifically asked you to refrain from I want to understand what is
to participate during PLCs. They using sarcasm in class because it is happening from your perspective.
avoid doing anything that may result hurtful and compromises your relation- Please talk to me about what is
in isolation, conflict or criticism, so ship with students. I also reminded going on and how we may resolve
they never have to go to a retirement you that this form of discourse goes this issue.
dinner or holiday party knowing they against the District’s standards for In just sixty seconds, the issue is clari-
are not welcome. They pick morale professional conduct. fied and communicated, which allows
over the moral obligation to act. And the rest of the conversation to focus on
students pay the price. This morning, a student reported resolution. This frees the leader up to
Second, there is no courage curriculum that when he asked you a question be fully present during the discussion
in class, you responded by saying,
in college. And so the skills required to “Duh.” and then asked the other and makes the process of memorializ-
tell a teacher she won’t be renewed, students if anyone would be willing ing the exchange in writing far easier.
or tell a parent her child won’t be to “sell him a clue.” I have spoken The next time you find yourself called to
graduating, or inform the superinten- to several witnesses who have conduct a courageous conversation, try
dent you don’t plan to offer the job confirmed this exchange. following the steps outlined by Susan
to the cousin of a councilman are left Scott. When you know the way, the will
unlearned. Lacking the knowledge of I am deeply concerned about your may follow, and the students will win.
how to conduct these kinds of conver- ability to serve as a teacher in • Name the issue.
sations, leaders may choose to avoid our school if you are not able to
having them altogether. Only to suffer conduct yourself in a respectful • Select a specific example
the consequences later. and professional manner. I am that illustrates the behavior or
situation you want to change.
The good news is, “Courage can be also concerned about the fact that • Describe your emotions about
I addressed this issue with you
learned.” (Saphier). Given a way to last week and you disregarded the issue.
clarify the problem, organize one’s my direction within days of our
thoughts, and conduct the conversa- conversation. • Clarify what is at stake.
tion, leaders can gain the confidence • Identify your contribution to the
and competence necessary to address There is a great deal at stake here. problem.
the issues that are compromising the If you are going to continue to serve • Indicate your wish to resolve the
“learning lives” of their students. I credit as a teacher in this school, you are issue.
Susan Scott’s book, Fierce Conversa- going to have to change the way you • Invite the person to respond.
speak to students.
References
Abrams, J. (2009). Having Hard Conversations. Thousand Oaks: Corwin Press.
Barth, R. (2001). Learning by Heart. San Francisco: Jossey-Bass
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and
Why. http://educationcounts.govt.nz/goto/BES
Saphier, J. The Courage to Lead. www.rbteach.com.
Scott, S. (2002). Fierce Conversations. Achieving Success at Work and in Life One Conversation at a TIme. New York:
Berkley Books.
About the Author
Dr. Tracey Severns is currently the Director of Student Performance in Mount Olive and owner of
Teach4Results, a company dedicated to helping others improve student outcomes. Previously, she was
a special education teacher, vice principal, principal, superintendent, adjunct professor, and the Chief
Academic Officer for the New Jersey Department of Education. In 2011, she received the Middle Level
Leadership Award and was New Jersey’s Visionary Principal of the Year and a National Distinguished
Principal. In 2014, Dr. Severns was named Educator of the Year by the Peace Islands Institute and was
awarded an honorary Doctorate in Public Service from Georgian Court University.
Educational Viewpoints -7- Spring 2017