The principles and effective professional relationships
In Teacher professional learning and development best evidence synthesis (BES) (Timperley, Wilson, Barrar, and Fung 2007) and The School leadership and student outcomes: Identifying what works best and why best evidence synthesis (Robinson, Hohepa, and Lloyd 2009), the authors identify the ability to engage in constructive talk around difficult issues of practice as essential to school improvement.
This kind of talk needs to be focused on improving student outcomes.
Participants need to be able to challenge each other’s assumptions while also supporting each other to improve.
Collegial interactions such as these require a climate of trust and respect in which people feel comfortable to take risks.
American researchers Chris Argyris and Donald Schön (1974) have developed a set of theories about professional relationships that facilitate workplace learning.
They outline two contrasting models of communication.
- Model I is based on unilateral control of the situation, ‘winning’ (proving oneself right), and suppression of data that does not fit the participant’s assumptions
- Model I communication tends to be defensive and inhibit communication.
- Model II is based on shared control of a situation, making sense of evidence, and open dialogue, no matter how difficult.
- Model II communication helps to unmask the gap between the values people espouse and the values they actually live by.
New Zealand researcher and teacher-educator Eileen Piggott-Irvine has a long history of leadership in the fields of educational management, appraisal, and action research.
Key influences on her work are ideas of Argyris and Schön. On the basis of their theories and her research Key features of appraisal effectiveness, she offers the following definition of effective appraisal:
Effectiveness occurs when appraisal interactions are non-controlling, non-defensive, supportive, educative and yet confidential. Effective appraisal therefore is underpinned by a relationship of respect and has outcomes directly linked to improved learning and teaching. Effectiveness is also linked to appraisal processes that have clarity, objectivity and high integrity, where deep development is a goal rather than quick-fix expedience.
Piggott-Irvine, 2003, page 3