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Sometimes I will ask a question and have the staff write their response, then review the responses.

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sometimes people just need a safe place to share their thoughts and ideas without second guessing what they are saying/thinking/feeling

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sometimes people just need a safe place to share their thoughts and ideas without second guessing what they are saying/thinking/feeling

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Facilitate the dialogue to better understand and to hear perspectives of others.

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I always start meeting with norms. Once is that we will respect each other's values and ideas. Everyone has a voice.

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Validate his feelings to the groups,
and offer to talk with him personally to find a solution for his concerns and help him feel supported.

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acknowledge the support that the one teacher experience...let the other teacher know that you will look into his concern

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acknowledge the support that the one teacher experience...let the other teacher know that you will look into his concern

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Back to norms and the need to respect each other's time to speak.  You don't get to hijack or coopt someone else's experience to reframe it for your own purposes. This person has now created division and unnecessary tension. It's insensitive and must be confronted.

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Make sure to validate that there are challenges, but clarify that we collectedly will not place blame on a family or person and will support the students in every way possible.

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and then unpack why certain families attend or don't, why that is, and how our design of conferences contributes.  Then begin to discuss what role we have to shift the barriers

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Address it and have a discussion about it

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Address it and have a discussion about it

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It was a public statement and the reply should be the same. Point out that we should not generalize or stereotype all parents.

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It was a public statement and the reply should be the same. Point out that we should not generalize or stereotype all parents.

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Address the elephant in the room. Why is this person reacting that way? Acknowledge the situation, the reality of many of the families we serve. Focus on the items we can control and think how we can better serve the families that do not come. 

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Address the elephant in the room. Why is this person reacting that way? Acknowledge the situation, the reality of many of the families we serve. Focus on the items we can control and think how we can better serve the families that do not come. 

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Ask of the group how do we believe as a core value about students? To recenter our thinking. Our responsibility to 

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Ask of the group how do we believe as a core value about students? To recenter our thinking. Our responsibility to 

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Ask for possible solutions. Do some learning about how to best engage parents.

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I would address in the moment. I would look at the core of what triggered the emotional outburst. Understanding that her concerns are not much different than when students were face-to-face.
If she's feeling this level of stress, then others are too, so need to address in open forum.
The idea that it's "NOT WORTH IT" would definitely be a reflection moment. And, follow with action items for change!

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address issue..remind everyone that we (including parents/families) are in new and difficult situations...we need to have grace and compassion

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address issue..remind everyone that we (including parents/families) are in new and difficult situations...we need to have grace and compassion

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Acknowledge the "elephant in the room." If one says others have the same question. Then meet with the teacher privately to discuss the concern and discuss how, as the instructional leader, I could assist. I would hope that the teacher would have brought this up before, so it wouldn't have been an issue since we would have already addressed it. 

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Acknowledge the "elephant in the room." If one says others have the same question. Then meet with the teacher privately to discuss the concern and discuss how, as the instructional leader, I could assist. I would hope that the teacher would have brought this up before, so it wouldn't have been an issue since we would have already addressed it. 

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I would address the group immediately: "IThank you for that. You're tired and frustrated... etc then, follow up with a strategy for engagement.

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I would address the group immediately: "IThank you for that. You're tired and frustrated... etc then, follow up with a strategy for engagement.

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I would listen first because they may be frustrated and tired teachers, then maybe ask questions about why they feel that way and then pose questions about things the family might be facing and how that might affect caretaker engagement and come up with ideas for managing feelings and also how we can work through possible caretaker disengagement.

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I would listen first because they may be frustrated and tired teachers, then maybe ask questions about why they feel that way and then pose questions about things the family might be facing and how that might affect caretaker engagement and come up with ideas for managing feelings and also how we can work through possible caretaker disengagement.

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Acknowledge what was said and not said, and ask for input and ask for suggestions. 

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Acknowledge what was said and not said, and ask for input and ask for suggestions. 

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I would address the group. I would say - "I want to stop and talk about that, because I really think it's our job to reach out to parents in ways that we can reach all of them. So if this process is not working for all of our parents, what are things we can do differently to make sure we are providing opportunities for all of our parents to participate?"

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I would address the group. I would say - "I want to stop and talk about that, because I really think it's our job to reach out to parents in ways that we can reach all of them. So if this process is not working for all of our parents, what are things we can do differently to make sure we are providing opportunities for all of our parents to participate?"

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I think I would address that teacher and reframe the question to be about what we can/can't control to keep in mind that we are now "guests" in someone else's home and we are not here to police them in their home. Maybe I'd say, tell me more about you concern as related to instruction and reaching learners.

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I'm working on not assuming I know what someone is thinking or is going to say.

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What does community engagement look like in a virtual setting?

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What does community engagement look like in a virtual setting?

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Listen to what people have to say and not replying on others opinions

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What I think I heard is not necessarily what the speaker said or meant.

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Trying to prove that I'm an equal

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Go with what you know and be patient.

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Listening and being patient while working with technology-challenged individuals

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Stick with what is working. Modify and adjust if needed , but it isn't totally necessary to completely change the way we were teaching.

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Not trying to be everything to everybody.

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Not trying to be everything to everybody.

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How to not worry about looking for validation from others and to accept that it is alright as long as it is my best effort.

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Talking through feelings of shame and guilt while maintain a sense of self worth and getting through the difficult and uncomfortable.

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Talking through feelings of shame and guilt while maintain a sense of self worth and getting through the difficult and uncomfortable.

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It is not always negative. It is sometimes the greatest teacher.

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Not allowing the space for negative feelings or emotions and trying to quiet them.

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Not allowing the space for negative feelings or emotions and trying to quiet them.

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It is hard, but a necessary part of human growth. It can only take place by actively doing it.

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How to speak in a situation where I feel my opinion is not welcome or supported in a way to be valued and supported in order to facilitate change.

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How to speak in a situation where I feel my opinion is not welcome or supported in a way to be valued and supported in order to facilitate change.

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Words matter and what words you use do make an impact - vocabulary

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Change is difficult. If the leaders do not embrace the change, it is hard to have buy in from others.

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Change is difficult. If the leaders do not embrace the change, it is hard to have buy in from others.

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I can't give my students something I don't have myself. So in regards to struggling with my own self-worth.

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I can't give my students something I don't have myself. So in regards to struggling with my own self-worth.

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How to have healthy, strong boundaries and confront people so that don't live in error or in ways that make them unproductive. TO also be honest with people when things are not working. Vulnerability is hard but necessary. It takes courage. Like Brene Brown says- soft front, strong back. It's not easy, but I know it'll be worth it.
DM

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As a veteran educator, I learned a lot that is NOT serving me know and so I have to unlearn ideas that don't work - part of this is unlearning how to work with adults to work with them productively and in a way that helps them actually grow. I don't want it to be fight. Directives don't work. DM

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Not sure what words to use that don't reflect any bias or inequity.

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Change doesn't happen if the leaders are not willing to demonstrate and model the process of learning all the time and applying it or adapting one's self. Learning to stretch my leadership skills to meet the demand of rapid change while being compassionate, empathetic, and still aligned to vision and mission. DM

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Press the plus sign and adding your reflections, if you feel comfortable add your name.

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After hearing the scenarios and our own reflections what are areas of your own learning, unlearning or relearning?