further thoughts on eval

I wrote earlier...

What was necessary, and informative, was the insight gleaned from each participant about how they felt the conversation went. Insight represented by real words, tinged with emotion, and not by a number.

Upon further reflection, I'm realizing that what was exciting was how participants expressed their feelings about how this process has helped them as teachers:

• further defining their role as educators, as support givers
• further expanding their relationship with their students
• further deepening their relationship with themselves

In both cases, teachers were excited about possibly having some strategies to work with challenging students and situations.

evaluation

I didn't take note of changes made to the evaluation portion of the project...

Initially, I had wanted each participant to fill out one of my conversation assessment forms. It became clear, after the 1st session, when everyone forgot to fill out the rubric, that the rubric was not necessary.

What was necessary, and informative, was the insight gleaned from each participant about how they felt the conversation went. Insight represented by real words, tinged with emotion, and not by a number.

And so, I adapted the form to include only the first bits about intial thoughts and final thoughts. They are embedded in the process as personal reflection pieces. They served two purposes: First, I asked participants to reflect on the model to help me with designing the process of conversation for decision-making in schools. Second, in the future, these pieces can be used as tools to allow for constant refinement of the model based on the needs of the participants.

Got to go...my mom's on her way over with plants from her garden! We're going to find places in mine for them - yay for mom! I can't wait to show Michael all of the work I've done in the garden while he has been away. The front was a particular mess...I'm so happy with the work I've done!

session 2

We met Thursday morning. I was so disorganised! Luckily, others weren't so they saved me from myself! (thanks guys!)

We finished in under an hour - including some time to talk about process! I was really happy about that.

Some things that struck me:
both sessions had a very different feel - session 1 was much more intense (it took place during a massive thunder storm) and our conversations were quite passionate. Session 2 was matter of fact, to the point - less emotion was involved. Yet both were successful and rewarding in that we finished with actionable, plausible plans of action and were left with a feeling of accomplishment.

Once again, I was reminded about what could happen when a few people get together to talk...the purpose of this project is to work through the model - that's it. However, teachers whoare working with me have asked if it is ok with me to test it out in their schools and to prsent the idea to their principals. I got shivers!

Now - the next step: writing the paper!

round 2!

We're meeting to start round 2 this morning. I'm eager to find out how this works with the changes. Ideally - this will take less than an hour. Though one of our members is away and has been replaced with someone new, so it might take a bit of time to bring her up to speed.

I'll update later!
And then...

...pulling it all together in a paper!

model v3

A conversation model for ethical decision-making v3

A work in progress by Patricia Rosen, Summer 2005

Stage 1: Setting the context

• Conversation host gathers the involved parties
• Host emphasizes principles and guidelines for the conversation:

o “We acknowledge one another as equals

We try to stay curious about each other

We recognize that we need each other’s help to become better listeners

We slow down so we have time to think and reflect

We remember that conversation is the natural way humans think together

We expect it to be messy at times” (Wheatley, 2002, p.29)

o Remain focused on the issue at hand

o Remember – we are here to help the original presenter find a solution

o Do not bring up other, similar issues or stories

o Ask yourself - is what I will say bringing the conversation closer to a solution? Am I digressing?

• The presenting issue and context is put on the table by individual(s) hosting the conversation
• Individual reflection
• Write out initial proposals on presenting issue
• Offer 3-6 ideas, comments, solutions, recommendations…

Stage 2: Aiming for understanding

Conversation begins –

• Round 1 – initial proposals
• Round 2 – analyse proposals given to uncover values and beliefs behind them
• Round 3 – discussion continues, based on discovery of others’ points of views, with the purpose of understanding reasons given by others
• Round 4 – discussion continues with a focus to reframe and or revise proposals with the ultimate goal of coming to a final decision

Individual reflection – write down thoughts at the end of the conversation, include something learned. Is there anything that can be done differently?

Stage 3: Feeding back to the system

• A decision to act on the problem is made (that will affect all parts of the system)
• Possible revision of school policy dependent on discoveries made in conversation

For the purposes of this project, Stage 3 will NOT be investigated.

changes to the model

Changes to model – based on session 1, July 5, 2005

1. – find a ‘test question’ that a participant can use on his or herself to see if what they are sharing will be helpful

· example – is what I will say bringing the conversation closer to a solution? Am I digressing?

2. Liz – perhaps if you can come up with a list of guidelines to follow that are reinforced throughout the conversations, such as what we just discussed

3. Decision made by all to begin filling out conversation assessment forms

o Allows for reflection on topic

o Allows for authentic recording of initial thoughts, without them getting lost in the conversation

· Definitely write out thoughts before the conversation begins. That way it focuses the discussion around solutions and helps to keep us on track. It gives time for teachers to really think about the situation.

· Consensus – we should each offer 3-6 points.

4. Round 2 – We pulled out the following beliefs and values based on our initial thoughts *******this could mark a change to the model. Instead of framing the proposals based on feelings, values, and beliefs we could excavate the round 1 data in order to define the values and beliefs that are important for those involved. In that way, looking at our initial thoughts from a different perspective, as a way of confirming whether or not we still believe in them.

summertime

Though I am loving this project, I am finding it a challenge to keep up with the academic work during this beautiful, hot summer!

4 of us met on the 5th of July and had a fabulous session together. It lasted way longer than any of us expected. I kept checking in and making sure we were all ok with how long it took...and it was alright. The conversation was very fulfilling, and we kept finding more and more to talk about.

Luckily, the dinner afterwards was quite delicious - a nice reward for the hard work we did!

I am finally transcribing the notes, and will post them when they are done.

Until then...Here's a great article I recently found that deals with what I am exploring:

Creating Collaboration: The New Way of Working in Schools
By Rosabeth Moss Kanter
© Copyright 2005 by Rosabeth Moss Kanter, rkanter@hbs.edu.
Change Toolkit: Education Leadership Newsletter – June 2005

http://hosting.bronto.com/4852-2962faf5/20050601/article01.htm