Due: 5th September
I orea te tuatara ka patu ki waho.
A problem is solved by continuing to find solutions.
Module 11 is brought to you by Serena Cooper and Aaron Ironside. Please watch the below video and answer the provocation below.
https://www.youtube.com/watch?v=_tTgeVywkyk&t=1s
Module 11 Provocation:
Use the three Pillars of Persuasion in preparing a strategic solution to a challenging scenario from your context. Briefly frame up this scenario then answer the following questions:
- Ethos – In a sentence describe why you are a credible person to be suggesting this solution
- Logos – What is the logical connection between the problem and your solution – why will it work?
- Pathos – What values or needs are connected to this solution? How does it reveal what is important to you?
Keep your Pillars of Persuasion statements succinct.
Involve you learning partner! Get in touch to have a conversation about this before you post on the forum or comment on their post.
14 Responses
Scenario – An experienced teacher is struggling to meet her sons challenging behaviour in class. As he has learning difficulties she is somewhat reluctant to intervene and to avoid interaction that is negative will often over ignore his behaviour or overact to others (her words). This is a similar problem that occurred with their first son but that was more easily resolved.
Ethos – I am the D.P in school responsible for relievers as well as they are the 2nd teacher within the class I teach in. I have a duty to ensure that fairness prevails and that students learn our values as well as the key competencies.
Logos – Talking with the teacher about previous interaction and how that was successfully resolved. Relate to my similar experiences with my child and co-construct a solution that will enable them both to enjoy the teaching experience.
Pathos – This addresses the behaviour and acknowledges the complexities of teaching your own child. It also upholds the mana of the teacher and doesn’t compromise our working relationship.
Scenario: A teaching staff member who is also a mother to a student in my syndicate seems to become quite challenging when decisions are made and it does not involve her daughter. She can be quite sarcastic and bring the issue she has in the wrong forums.
Ethos:As syndicate leader, it is my responsibility to ensure that any decisions made have a strong foundation and clear purpose. These decisions are never made lightly, but always with the best interests of the students and the events we participate in at heart.
Logos: Engaging in these difficult conversations with the staff member and clearly aligning the purpose and reasoning behind the decisions ensures fairness and transparency. It is crucial to keep the staff member informed and involved in the processes we have implemented. If the staff member feels that I have not fulfilled my responsibilities as syndicate leader, then it would be appropriate to have a discussion with the Deputy Principal or Principal.
Pathos: It is important for all staff members to feel they can have open and honest conversations with me as syndicate leader, and that we can collaboratively work towards solutions. This ensures they feel heard and reassured that there is always a clear process in place.
So, after reading your provocations, I found them all very interesting. It would seem that we all have teachers/staff in our school who act and interact with others in very similar ways that sometimes we might consider inappropriate.
I’m not entirely sure that my scenario matches what you guys have got, but it is still an issue that will need attention, especially as the staff member in question will likely be applying for higher roles of responsibility in the near future.
Scenario – We have a staff member who is very experienced in education and fills various roles of responsibility in the school. However, we have noted that he has not been keeping up to date with his responsibilities, and has not been carrying out all the “nitty gritty” parts of the the job that need to be done for the smooth running of the school.
Ethos – As the Deputy Principal of our school, I have a responsibility to the care of my staff and their wellbeing. I also have a responsibility towards the smooth running of the school as a whole, something that this staff member is not only not contributing to, but is in fact detracting from it.
Logos – Having a difficult conversation with this staff member will be required. This staff member needs to recognise that the behaviour that they are demonstrating is not up to a sufficient standard at our school. I will offer to help him if he needs it and let him know that this is in confidence (outside of the principal) and that his actions need to improve. I do not believe that they recognise that the output that he is producing is substandard. I have taught with this staff member for many years, and he is my senior, ensuring that this will be an awkward conversation.
Pathos – It has been frustrating to me that this staff member has been forward in telling us all that he will complete the tasks that he says he will, but then doesn’t. To me it shows a lack of honesty and integrity that I find very annoying. It is starting to show in the actions and words of others in the school, and we know that we cannot always trust this staff member. I think that this shows my belief in sticking to my word at all times. I am not looking forward to this conversation.
Scenario – A new teacher who has a language barrier (English is her second language), has gaps in her teaching and learning, and needs to work on her behavior management within the classroom, however she has done an amazing job so far as a new teacher to the school as of Term 2. There is a job coming up (which is her position) in the Year ⅞ classroom and there has been some discussions about her being suitable for this position.
Ethos- As her team leader, mentor (just helping her along the way- she’s not a BT), and as a senior leader within the school, I have been working alongside her, our classroom joins together and I can see into her classroom through the door to see how her teaching, learning and behavior management is going and she has come and observed me teaching.
Logos- This was done through numerous conversations with the Principal and observations of her teaching and learning over the last 2 terms. I have shared my thoughts and ideas about her and the year ⅞ position and knowing both positives and negative points in order to be aware of the situation.
Pathos- Values are connected with how you feel about the situation, the teacher, but knowing what is best for the school and students. Accepting influences and encouraging the feeling of the response – win the person first (As Arron said).
Scenario:
Supporting disengaged students who teachers struggle with having in their classes or “don’t want them in their class.” Teachers often expect immediate behavioral changes rather than giving space for growth, so the focus is on reinforcing the values of progress over perfection. This involves supporting teachers to build a relationship with the student and their home, while also fostering positive relationships with these students to help colleagues see their strengths. Additionally, helping students understand how they can improve their relationships within the school community.
Ethos: I have successfully built positive relationships with disengaged students and have experience guiding teachers and students in developing better mutual understanding, resulting in improved classroom dynamics.
Logos: This solution works because strengthening relationships between teachers and students, while encouraging students to improve their interactions with peers and staff, creates a supportive environment that fosters incremental growth rather than relying on immediate change.
Pathos: This approach reflects my belief in the power of positive relationships and mutual respect, ensuring that students feel seen for their strengths, and that teachers feel empowered to help students grow at their own pace, promoting a culture of empathy and continuous progress.
Scenario: A teacher new to the school is found to have gaps in knowledge of NCEA processes, teaching and learning and curriculum knowledge. After a substantial support programme, no improvements are made so competency process is started.
Ethos – In a sentence describe why you are a credible person to be suggesting this solution.
As the DP I had personally worked with this teacher for a substantial period of time, and kept clear notes and followed an extesive induction the support programme. I have 20 Years experience in delivering NCEA.
Logos – What is the logical connection between the problem and your solution – why will it work?
This formal sanction was needed after no improvement was shown over a sustained period of time. This was either going to get the movement in practice required and we would all be better for it, or it would come to a final conclusion.
Pathos – What values or needs are connected to this solution? How does it reveal what is important to you?
Values that are connected are while you can be respectful, kind and compassionate, you still need to do what’s best for your school and students, which can at times be unpleasant. What it reveals about me is that I know its important to do the hard things when needed for my School. I value students education higher than my need to be liked or feeling comfortable.
Scenario: A parent that has three children with varying levels of health and cognitive complexities. Feels that her children are targeted by staff, teachers and students. Feels they are bullied, beaten and victimized by their peers. After extensive investigation, meetings, support. This has been found to NOT be the case at all, in fact quite the opposite. She felt that the children were not learning enough and blamed the school. This parent has threatened gang action, legal action, has threatened and intimidated parents at the gate, used social media to slander the school, students, staff AND other families.
Ethos: I am the senior leader of this kura and have a duty to uphold the ideas, the values, the mana and kaupapa of IPS for the staff, students and whanau..
Logos: As a senior leader, I had many interactions with the family and the children. I had developed a lovely relationship with the children and this was respected by the parent, allowing for continued, somewhat civil conversations. The solution was to build a deeper understanding of what the parent was looking for in terms of her children’s education, this included SenCo support, home Schooling and Te Kura.
Pathos: My core values of respect, integrity, relationships and honesty allow for the school values and expectations to be upheld while maintaining the mana of all.
Scenario: A new primary school teacher who is experienced in early childhood education is facing challenges in understanding curriculum content, effective teaching methods, and positive behavior management strategies for older junior students.
Ethos – In a sentence describe why you are a credible person to be suggesting this solution.
A senior leader, with experience teaching New Entrants to Year 13. I have demonstrated a collaborative approach to building trust, supporting others’ capacity for growth and improvement through reflective practices, mana enhancement, and a solution-focused mindset.
Logos – What is the logical connection between the problem and your solution – why will it work?
Staff member offered support to grow and learn through regular structured coaching ( not mentoring). There is “buy in” as it provides a safe place with carefully constructed questions to enable them to talk about, reflect on challenges, goals, reality, options and next steps.
Others testimony of experiencing success.
Pathos – What values or needs are connected to this solution? How does it reveal what is important to you?
Listening, not telling, careful questions and scaffolds to frame conversation and guide staff towards agency, ownership and achievable positive outcomes. Sustainable continual improvement which encompasses school values of Manaakitanga, Whanaungatanga and Manawa Reka along with Te Tiriti o Waitangi principles of Partnership, Participation and Protection.
Use the three Pillars of Persuasion in preparing a strategic solution to a challenging scenario from your context. Briefly frame up this scenario then answer the following questions:
Challenging scenario: An unstable and threatening parent.
Ethos – In a sentence describe why you are a credible person to be suggesting this solution
Because of my calm nature and experience in PLD/SLT training I could use this to calm the parent using learnt strategies and techniques.
Logos – What is the logical connection between the problem and your solution – why will it work?
Because this parent knew I was in the SLT team and had dealt with him before in a calm and understanding manner he had respect for me because he knew that I was calm, said I understood where I was coming from and could provide a plan before he left.
Pathos – What values or needs are connected to this solution? How does it reveal what is important to you?
Calmness, integrity, relationships and communication are all connected to this solution and also important values to me.
Scenario: a challenging staff member who does not respect the members of our SLT other than the principal. They often go out of their way to be provocative and get a negative reaction through what they say and how they act. They act as if the expectations do not apply to them. They are very experienced and have even been a Principal themselves.
Ethos: I am always respectful and kind towards all staff members. I have experience in dealing with people from diverse backgrounds and was in HR before I came to teaching. I believe everyone deserves respect.
Logos: As a staff, we worked together to develop our agreed ways of working at the start of the year. This was in relation to how we interacted with each other, how we spoke about our colleagues as well as the students in our classes, and how we could hold each other to account for being respectful and professional. We need to revisit these and remind each other of our expectations, of ourselves and for others. I suggest a plan for a buddy system: someone to check-in with regularly, to address any concerns or problems.
Pathos: this will allow individuals to feel valued and respected whilst upholding our ways of working, and will allow staff to have direct communication with a member of SLT rather than moan-bonding with colleagues. It is also important for everyone to feel valued and an important member of the team.
Scenario: Teachers are struggling with challenging behaviours from a few students and are quickly referring them to leadership, expecting severe consequences like stand downs. SLT believes stand downs won’t lead to long-term change and seeks a balanced, supportive approach using consistent PB4L strategies that encourage positive behaviour and empower teachers.
The challenge is how to make teachers feel heard and supported while also supporting the students to make positive changes.
Ethos: SLT continue to share expertise in PB4L strategies and model them in response to student behaviours. SLT also needs to provide ongoing professional development to support staff in understanding and using these strategies. This helps to build trust as it shows SLTs commitment to supporting both teachers and students.
Logos: Share research on the effectiveness of PB4L strategies and their benefits over punitive measures like stand downs. Share success from other schools or scenarios.
Pathos: Emphasise with the frustrations of the teachers and the toll the behaviour is having on them. Demonstrate that we understand their concerns. Develop a shared vision of providing a positive and supportive learning environment which has positive long-term benefits for our students.
Scenario:
An experienced teacher is allowing flagrant behaviours to escalate without addressing them in advisory. This is affecting the broader school environment, leading to relief staff and co-advisors being reluctant to teach in that class.
Ethos:
As Assistant Principal responsible for pastoral care and behaviour management, I have implemented PB4L strategies to create a positive and respectful learning environment. I have experience in resolving issues that ensure both staff and students feel supported and valued.
Logos:
Addressing disruptive behaviour by teaching expected school values is crucial for maintaining a positive school culture. Implementing a clear, consistent approach to behaviour management in the advisory prevents issues from escalating and reduces the impact on relief staff and co-advisors. This solution will work because it directly addresses the root cause of the problem, ensuring that behaviours are managed with proactive, feedforward information given directly to the student.
Pathos:
This solution aligns with our shared values of Ako, Aroha, and Manaakitanga. By addressing these behaviours promptly, we reinforce the importance of a safe and supportive learning environment for everyone. It reflects my commitment to fostering a school culture where both staff and students can thrive, highlighting the importance of mutual respect and collaboration in our school community.
Scenario: An experienced teacher nearing retirement is passionate about teaching and enjoys the school environment but is resistant to adopting new teaching techniques or upskilling. This reluctance is leading to challenges in meeting the diverse needs of today’s students and aligning with the school’s evolving educational goals.
Ethos:
With over two decades of experience in education and a deep understanding of both traditional and modern teaching methods, I or my colleagues can support a balanced approach that respects their experience while introducing manageable, effective strategies.
Logos: By gradually incorporating small, effective strategies—such as integrating proven techniques from STEM, Inquiry, or Place-based—into their teaching practice, we can boost student engagement without making major changes to their existing methods. This approach honours their teaching style while ensuring that students receive the support they need to succeed.
Pathos:
This solution honours their commitment to teaching and their love for the school environment. It emphasizes the importance of legacy—ensuring that their final years in teaching are as fulfilling and impactful as possible, both for them and their students.
Scenario –An experienced teacher is not letting in their class before the lesson has even begun from past minor behavioural interactions that have occurred. Saying to students “Are you going to behave today or do you need to leave now?”
Ethos – I am the Dean of the year level, I have a duty to my students to ensure they are getting into classes to learn and support the teacher with student behaviour.
Logos – Talking to the teacher about past behaviours and recognizing the need for a team approach to build a connection with the students. The solution is to have the students enter the same way everyone else does and set the standard for the whole class at the beginning of the lesson. This way no one is singled out and given the opportunity to do the right thing. If behaviours continue then students can be asked to stand outside and follow the school for of “take 5 and step outside”, the teacher then goes out to talk about the behaviour and if not resolved, student can be sent to the dean.
Pathos – It is important to see the needs and feelings of the teacher to support them in ensuring students are behaving in class and not take away the mana of the teacher. We are a PB4L school, so I want to encourage the teacher to stay positive and restorative as well.