In Beaumont, it is not only an explicitly
stated expectation that adult behavior and skills will be systematically addressed; ev- eryone, beginning with the superintendent, routinely examines problematical proce- dures and policies that may have long been taken for granted, and personally addresses problems in adult interactions through cou- rageous individual conversations.
Making change easier for staff members Facilitators have also devoted time in ILC
sessions to building teacher leaders’ skills and comfort levels in working with team members who are resistant to change. We examined research by Robert Marzano, et al. (2005) on what can make change diffi- cult for staff members. While not accepting behavior that is not in students’ – or each other’s – best interest, our response should originate in understanding and compassion. One session also included having ILC
members practice the skills of difficult con- versations by role-playing. We provided a demonstration first – unrehearsed – of an
interchange centered on the problems of role ambiguity and occasional competition between ILC members and other teacher leaders who were not part of ILC. Our dem-
you’ve been the GLC for third grade for a long time, too. Lately, I’m feeling like we might be working at odds with each other in our team, and I think it’s also affecting our friendship. Maureen (as GLC): I don’t know what
you’re talking about. Terry: Well, last week on our team meet-
ing day, I asked everyone to bring their ideas for the new math assessment. Everyone brought great ideas except you. Maureen: I’ve told you and the others
how busy I’ve been lately. Terry: But that’s not the first time you’ve
onstration – using a simplified version of the recommended sequence from Kerry Patter- son’s Crucial Conversations (2002): (stating the facts, personal interpretation, invitation to re-interpret) –went something like this: Terry (as ILC team leader): Maureen, we’ve been friends for a long time, and
come without anything to share. It was the same when we worked on our common as- signments for science, and that wasn’t the first time, either. It’s starting to feel to me like you don’t like me being a leader on the team, and maybe you want to be the only leader. Is that it? Maureen: Well, it does feel like you’ve
been taking over. Terry: Maureen, I’m sorry if I’ve come
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26 Leadership
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