My mentor, who was the Title One and Testing Coordinator for our high school, was recently chosen to lead Curriculum and Instruction for our high school as well. As such, she is currently handing off testing to our former LSTC. Today, she trained all staff members on the registration process, which hasn't changed in the last 5 years or so. Aside from helping her set up, I simply observed. What was interesting to watch was seeing the initial glazed look on the teachers' faces as she went through the process step by step as if they were all seeing it for the first time. My initial thought was that she should have sped it up by skipping some steps for the vets and asking the newbies to hang back. I was definitely wrong. Walking everyone through the detailed step by step process was the better choice and I could see that once we were in the middle of her presentation when questions started to pop up (from newbies and vets).
The morale of the story for me was just because they think they know doesn't mean that they actually know. In other words, knowing the formula doesn't mean that they have a complete grip on the process. And while they may make faces at the beginning, patiently guiding them through the entire process is more beneficial in the long term for both parties than the short term appeasement of letting them return to their norm a few minutes earlier.
Great post Ron!
ReplyDeleteHaving done several training and workshops this definitely resonates with me. I have experienced a lot of the things you discussed. Questioning or second guessing myself on whether or not to just skip through some of the slides assuming that the audience might already have knowledge of that part. Or looking out in the audience and gauging the crowd to determine if I should cut something short. The one thing that I have learned however its that if you want everyone to hear the same message and be on the same page with the expectations you are putting forward you have to present the message to everyone. Now I never go into any training with the assumption that the audience already knows this information. I present the way I want it to be perceived using the audience body language to determine how I may need to adjust my presentation style but not the material being presented.
I really enjoyed reading your post, Ron! I feel that I have been on both sides of this post. Every year, when we would have the testing sessions, I feel that everyone (sometimes including myself) tends to zone out and not pay close attention. I have even had assistant principals sometimes skip through slides and say, “I will put this on the shared drive so you can view this on your time.” But, when I was new to the school, I was taking notes because the information was not new to me.
ReplyDeleteAs a professional development leader, I have also found myself almost wanting to skip through slides because some things seem obvious. But, I have to always remember that this information may be new to some teachers and support staff. It is important when teaching a new strategy or sharing important information on a school-wide policy that the whole school is on the same page and understands the same expectations. When all of the information has been shared in the same way with each faculty member, we know that we can hold all members accountable to the same standards.
I think it is important for us all to remember the importance of consistency among staff members and expectations. While some information we share during faculty sessions with our staff, we should still present the same information so everyone is together. We may have to present it differently for different members, but nonetheless, we should share equal information.
I like your point when you share, “And while they may make faces at the beginning, patiently guiding them through the entire process is more beneficial in the long term for both parties than the short term appeasement of letting them return to their norm a few minutes later.” I agree! We should be focused on the long term!