• Summary
  • Contents
  • Subject index

“The last thing a principal needs is more stress! This book helps build skills that will ensure that challenging conversations go the way they should—toward resolution and peace.”

—Beth Madison, Principal

George Middle School, Portland, Oregon

Direct difficult discussions toward successful outcomes every time!

For every principal who has ever wished for a quick reference guide to keeping challenging conversations on course, the ideal tool is here! Inside are all the skills you need for navigating high-stakes interactions with staff, parents, students, and district leaders, and steering them toward win-win solutions. Case studies throughout the book identify the risk areas and provide the steps to mastering techniques for: Active listening; Assertive communication; Providing effective feedback; Staying calm; Problem solving; Mediation

Also included are scripts, sample dialogues, style inventories, checklists, and resources for practicing skills learned from the case studies. Like having a communications coach in your back pocket, this guide gives tips for building a collaborative culture focused on what matters most—working together to achieve student success.

Providing Effective Feedback: Say What You Mean; Mean What You Say
Providing effective feedback: Say what you mean; mean what you say

While listening well is an essential element of a successful approach to challenging conversations, a typical school leader cannot spend all day just listening. Another central role of the school leader is to provide information, often evaluative, to others as part of the ongoing professional dialogue that supports sustained school improvement. Frequently the school leader provides information that is useful and pleasant to deliver, such as congratulations on a job well done or how to complete a specific task. Other times, providing information is a delicate and sensitive task—for example, commenting on a teacher's performance after observation of a less than successful class. The ...

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