Relational trust is fundamental to courageous conversations. They provide a way for leaders to acknowledge and understand why colleagues act as they do, and why alternatives need to be considered. This means that they are not used only to challenge behaviours but the beliefs that lie behind them. Used wisely and well they can help teachers make changes that will benefit students.Īnother significant purpose for such conversations is inquiring into theories of action. They may be needed to challenge and change well-established aspects of teacher culture. "We often avoid courageous conversations, even when we recognise that they are desperately needed". It also points out that many leaders, if not most, find them difficult and uncomfortable. The article begins with reminding us of the purpose of courageous conversations – here defined as, "open, authentic, truthful dialogue, in an atmosphere of trust and respect" - saying that they are the key to effective leadership for improvement. It explores the "constructive problem talk" and "open to learning conversation" model referenced in our Best Evidence Synthesis on school leadership (2009). The context for the article is Canadian, but there are many parallels for New Zealand leaders. It is also extremely readable, gives useful definitions, and is full of practical strategies and links to support materials. It provides excellent reflective material for senior and middle leaders. This issue of Ideas into Action focuses on the importance of leaders engaging in courageous conversations, even when these are difficult and can make us feel uncomfortable. Read the article online (Scroll down to the title)
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