Theory in use and learning conversations

¶ … Open to Learning Conversations

To what extent is your theory in use consistent with your espoused theory for this conversation? Compare your response to Q1 with your responses to Q2-4 to answer this question.

My initial theory in use was that the inconsistencies in assessment tests and a lack of reliable comparative cohorts was at least partially due to the fact that the teachers responsible for assessment did not treat the process with adequate seriousness: many had complained about the new appraisal system and seemed to view it as bothersome. They regarded the progress (or lack of progress) of students from one grade level to another to be enough of an assessment system in and of itself. My theory was that the lack of respect for the testing translated into a lack of preparation. This meant that students were not ready to cope with the formats of the test, and that the tests' full usefulness was not being exploited. I admit that my judgment may have been somewhat harsh and not entirely conducive to an open learning conversation, thus I tried to bracket these concerns upon entering into a dialogue with Cathy, one of the teachers. I approached the conversation with the assumption that Cathy was a good teacher, even though we might have differences regarding the use of data to track student progress and that the information which I received could, as a long-term strategy, be used to improve data collection.

5b. To what extent is your theory in use consistent with the open to learning conversations model of interpersonal effectiveness?

An 'open to learning' conversation does not begin with preexisting assumptions about what the other person thinks or feels. I admit to being somewhat prejudiced in my views, initially, given the long-standing nature of the problem of the testing discrepancies and the lack of action of my predecessors and the teachers. My initial presumption was thus not particularly conducive to an 'open to learning' conversation, but I resolved to be mindful of this and approached my conversation with Cathy as a fact-finding expedition rather than an interrogation. I recognized that the teachers might have a different perspective and wanted to learn about their views and perspective upon the testing. By the end of the conversation, I had communicated my need for consistent testing and tracking and underscored the need to meet expectations and goals regarding the use of such data as well as learned more about teacher perceptions. Had I entered into the conversation in a confrontational manner I would likely have accomplished less and created an atmosphere of hostility and resistance and also learned less.

5c. Future learning: On the basis of the analysis of your own theory that you have completed, please explain what you think you now need to learn in order to become more skilled in open to learning conversations. Consider what challenges might make this difficult.

During the actual conversation, I believe I was able to approach the subject matter with an open mind, for which I credit learning about 'open to learning theory.' Rather than making accusations or anticipating hostility, I let Cathy speak openly and directly about her views of testing, which were more positive than I anticipated. Together we discussed the value of testing in terms of setting achievable goals for students and the ability of tests to provide information about student achievements.