A Coordinator's Case Study - follow-up

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    • 00:00

      [Hard Conversations A Coordinator's Case StudyFollow Up]

    • 00:06

      JENNIFER ABRAMS: So Mylene, I'm so glad to hear from youand I want to chat with you about whathappened with your hard conversation,and I know that you were a little nervous about that.I just want to start with how did itgo, just as an overall question, how did it go?

    • 00:21

      MYLENE KEIPP: It went really well.She was really receptive, because I think we're allin that phase of transition.You know, we're hanging out in this neutral zoneand it's a little uncomfortable, right.And so really appreciating my honesty and saying,Look, what are we going to do so we can support each other

    • 00:42

      MYLENE KEIPP [continued]: and move forward.

    • 00:43

      JENNIFER ABRAMS: So tell me about the conversation.We can go into the mapping and the scripting, but tell me--so she welcomed it, but give me a sense of how it went and whatwas maybe unexpected or--

    • 00:57

      MYLENE KEIPP: I think it went back to exactly how youmarked-- how I went from in my mind scriptingvery professional talk to, Hey, what's up.And the what's up worked and the person kind of laughed.It was like, Oh.You know, it is about what's up.It's that connecting on that personal leveland that relationship, because we've known each other.

    • 01:17

      MYLENE KEIPP [continued]: We kind of work together, but not really before.It's just the thing is it's that idea of what's overand what's not and so we had that really frank conversationabout even though we don't have the same leadership in a sense,that there's some good things to carry forwardand how do we make sure we support that.

    • 01:37

      JENNIFER ABRAMS: --interesting.OK.So that's the next thing I wanted to ask you about was,how did the outcome map help you in doing this?

    • 01:44

      MYLENE KEIPP: Reminding me of whatI needed to pay attention to in myself, right.Because nobody wants like, ehh like a whining and I need this.It's like, Hey, I need to pay attentionto the-- I understand certain terms and mindsetsand so does this person, right.So paying attention to what's some common language,

    • 02:05

      MYLENE KEIPP [continued]: also paying attention to if I'm too adaptive schools-eyor I'm too cognitive coaching thenit won't seem genuine like you said.I mean, this was just a real conversationand it started in the hallway, then wekind of went into the office and it justwas like a space to talk.And I think venting about the situationand also being very proactive.

    • 02:27

      JENNIFER ABRAMS: When you think of the scripting,there was the casualness that you spoken to.What about the script itself do youthink really sort of supported youin having the hard conversation when thinkof the parts of the script?

    • 02:45

      MYLENE KEIPP: I think that idea of being specifichelped in our conversation, because then shewas able to say, Well, these are other examples.And so I was like, Oh yeah.I totally-- you know, I'm right there with you and I agreeand I feel that same.

    • 02:59

      JENNIFER ABRAMS: Interesting.If I'm just sort of thinking about the ultimate resultsthat you got from it, so where are youand where is the relationship?How did you feel that having the hard conversation,I guess is my first question and then where doyou think the two of you are as a result of the conversationis my second question.

    • 03:20

      MYLENE KEIPP: So first I was so scared.I'm like, ahh, when am I going to havethis conversation, right?Because it's that willingness to be vulnerable in saying,You know what?This is not working so hot.So that first.But once it just started, like, OK,I have the script in my head.I know the parts.I'm going to be very-- start with my emotions,

    • 03:41

      MYLENE KEIPP [continued]: be very specific, give examples, and askthat question in a very gentle way, paying attentionto the skill set that I know I have, right.So it's like, OK just do it now.You know it.Apply, apply, right?So another thing is really that balance of it's not about me,you know.

    • 04:01

      MYLENE KEIPP [continued]: It is about me, because I'm irritatedor I'm frustrated so I'm in this dark place about it.It's really about supporting the other person.

    • 04:11

      JENNIFER ABRAMS: Is there anythingthat I forgot to ask that you wantto share with me about hard conversations sortof in a big picture or this particular oneor the process in the book?

    • 04:24

      MYLENE KEIPP: It's about the relationshipthat I need to have with this personso that we can move forward for students.Because if one part of the wheel isn't running smoothlyeverything affects everything elseand I truly believe that, right.And so if I have an opportunity to disturba system in a positive way in connecting and building

    • 04:45

      MYLENE KEIPP [continued]: relationships that's what I need to be about.So get over being scared and just do it, right.And the worst thing is, yes, there could be some anger.I can just keep going back and say,That didn't go so hot, right.But I need to try, because it's important.It's important for kids.It's important for us as an instructional leaders

    • 05:06

      JENNIFER ABRAMS: Nicely said.I appreciate that.Thank you.

    • 05:09

      MYLENE KEIPP: You're welcome.

A Coordinator's Case Study - follow-up

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Abstract

Jennifer Abrams talks to Milene Keipp to review the hard conversation they had planned together.

A Coordinator's Case Study - follow-up

Jennifer Abrams talks to Milene Keipp to review the hard conversation they had planned together.

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