SUP-Week+4+-+Clinical+Language+Circle+Applications

Select one practical application from the list below (or add one of your own) and describe how the use of the Clinical Language Circle can be implemented with individuals and/or groups of teachers. Be sure to include your name and section next to your post. Feel free to add to others' comments and expand upon their ideas.

Yesterday in my Mentoring and Peer Coaching class, we talked about ways that adminstrators could help place new teachers with the right mentor. We talked about attributes of mentors and other qualifications they should posess. I was fortunate enough to be carrying our Pajak book for SUP class and could share with the group about CLC. My professor was intrigued at the thought. I was pleasantly surprised to see my choice for using CLC to assign mentors! It makes perfect sense to not only make sure that your school's mentors have excellent communication skills, but to also make sure that you can identify (and so can they), the type of communicator they are. This will be an integral part of establishing a trusting relationship with their new mentee.
 * = **Practical Applications of the Clinical Language Circle** ||= **Add Your Comments Below** ||
 * **Assigning Mentors and Peer Coaches** || Melissa Del Priore Section 2

__//**Adrienne Wright-Iste 1**//__ Melissa, I agree that using the Clinical Language Circle is a positive way to organize mentors, mentees and peer coaching. It is already difficult to adjust to other teachers' teaching styles especially as a new teacher trying to get acclimate and develop a style of your own. So the CLC can assist with matching teachers andd mentors with other teachers by identifying their communication style. I wonder what is the correlation with communication and teaching style, if any at all.

Allyson Smith section 1 Matching mentors and peer coaches who can communicate is crucial to the success of any mentoring or coaching program. One way to use the Clinical Language Circle is to have teachers fill out a diagnostic to discover what dialect each speaks. Each teacher could then be matched with either a mentor or coach who speaks the same dialect.Instead of speaking past each other they would be able to communicate more efficiently and the mentoring and coaching would have a better chance of success.

Charrai Hunter Often teachers similar to students learn best from their peers and are most productive in an environment that forges professional relationships. Thus providing teachers with mentors and peer coaches is essential. If done correctly it allows teachers to have an additional resource for sharing concerns, exchanging ideas, and gaining support and confirmation. Teachers need the above to be successful and may find that such a relationship will not be positive and open with a supervisor.

__Stephanie Spissu- Section 2__ I see many uses for the Clinical Language Circle for an administrator, particularly when assigning teacher partners such as mentors and coaches.The first step in making these teacher pairings (and really just a good general first step for the whole teaching team) would be to have the teachers and administrators complete the Clinical Dialect Preference Survey and discuss what the results mean as a team. It would also be prudent to brainstorm, as a group, ways in which people who speak different "dialects" can find common ground and have more productive debates. After the whole group meeting, I think it would be a wonderful idea for the administrator to meet with each teacher individually to discuss the results, if the teacher feels they are truly representative, and how their dialect could help and hinder their individual and the school's goals. Once the administrator has met with each teacher and has a better understanding of the individual and group dynamic as it relates to clinical languages, he or she will be be able to match teachers more effectively. Teachers could be matched who share similar behaviors but in different order (S-T vs. T-S) or they could be matched so that they share one psychological behavior but differ in their second. This could allow teachers to expand their understanding of classroom behaviors and motivations as well as to communicate with their colleagues and supervisors more effectively. Ultimately, the administrator would need to decide if a same (N-F and N-F) or similar (T-N and T-S) would better suit the reason for the pairing.

Anne Truger - ISTE2 I was very surprised at just how neatly I fit into the Clinical Language Circle. Almost everything I read about my location was accurate. I am an Artisan, F-S and a caregiver. Knowing this about myself is very important when moving forward in my supervisory roles. Often a supervisor is in the role of having to pair up teachers with mentors and coaches. Successful pairing could be dependent on the correct matching of individuals. I would like to see an entire staff take the Clinical Dialect Preference Survey as I believe that this survey opens up new ways for successful team building to take place. It gives an administrator more than a gut feeling about the team members that they are matching up. It is important to have a balanced team in order to have an effective team. A well balanced team has to have a variety of individuals on it. Those who see the big picture but also those who see the here and now. Those who are logical and systematic and those who are spontaneous, flexible and fanciful. Most importantly all team members need to understand when and how to listen. This survey would provide a window into more effective communication. I do believe the supervisors always have a mental picture of where an individual might fit into a team when they are asked to join but this tool could give a more concrete picture. It also might shed some light about personal rapports in a building too and why some people get along better with others.

Anne, I was also surprised (pleasantly so) at how well I matched the description painted by my placement on the Cycle. It is a proof positive that the Cycle could be an effective tool for administrators to use to improve many things at their school. This could be particularly effective at a school that is just starting to build better collaboration. Perhaps they have a new administrator or, as a school wide community, have decided to place a greater value on communication and democratic decision making. This could be a great tool to open those doors as it is backed by research and practice! Thanks for sharing your thoughts on how it can be used! -__Stephanie Spissu__-__Section 2__

__Judith Epcke - ISTE 2__ Administrators who match mentors and peer coaches with similar communication styles are helping ensure that match will be a successful one. For novice teachers or teachers learning something new (like technology) being paired with someone who 'speaks your language', even as a secondary dialect, will go a long way to helping her to make progress. New teachers and those in a vulnerable mode, perhaps they are in remediation or being asked to try something outside their comfort zone, don't need the added stress of a struggle with the communication clash of another person or someone who can't understand their point of view. Since these are such personal relationships, having someone who will help you grow and can understand your situation, is essential. I have been lucky enough to have administrators who have been thoughtful about matching me with teachers to mentor or to act as my mentors. For those others who we may have to work with or who are colleagues at our school, it will be important to find ways to work with all areas of the Clinical Language Circle. || I recently had the opportunity to be a part of an interview panel for the position of elementary Computer Lab Assistant. The panel was composed of the Business Manager, the Technology Coordinator, and Instructional Technology Coordinator. Each of use reviewed the job description and the candidate’s qualifications. During the interview, we took turns asking questions and responding to the candidate’s comments. After the interview, the three of us provided feedback as to if this person would be a positive addition to the team. The interview panel members represented different places on the clinical language circle: business manager (T-S Law-Giving), Tech Coordinator (N-T Discovering) and Instructional Tech (F-S Care giving). We agreed on criteria such as previous work experience, but interpreted how these skills manifested themselves differently. We agreed on the importance of people skills for this candidate, but had different examples of what convinced us of this person having those skills. We selected a Lab Assistant (T-N Problem Solving) who could work under stress, solve problems both independently and as a member of a team, and communicate with others. I believe that the Clinical Language Circle is a great tool for selecting team members. I became aware of the need not only to know myself and how I perceived my ability to do my job, but also to understand how to value someone else’s approach to their job. Listening is a skill that needs to be practiced and applied, and the clinically language circle helps one to understand how others are listening and reacting to what has been said.
 * **Selecting Team Members** || Cindy Etchison

Brady Cline ISTE 2 I am currently working with a great team of individuals. Nonetheless, there is often a single team member who is able to take the wind out of everyone's sails. Often times, nobody wants to be partnered with this person. When this person is an elementary classroom teacher in a collaborative planning school, this can get quite ugly. A principal must match the person up with someone. They could be a riskt-taker and choose a strong thinker who is able to "hold their own" or choose an SF who seeks harmony. From what I've seen, choosing an SF is a much safer choice. At my last school, I was a member of a team of 3 grade 5 teachers. At a certain point in the year, the other two teachers wouldn't look at each other. At one point, they would stand inside their doorways neighboring each other, while I stood in the hallway and tried to talk to them both. The second year one teacher was moved to grade 4 and I was left with the difficult one in grade 5. (Before I arrived, two long-term teachers both left after teaching with this woman for one year.) I was quite upset about it since I had put in for a transfer to the middle school, but my principal refused to release me. Of course I could also see it as a complement: as an SF, my desire to get along had helped keep the peace the first year, and now I was indispensable. In the end, we both got along okay and it was a productive partnership. That's not to say that I didn't at times resent having the responsibility of peace-maker, but I understand why the principal did things the way she did, and it most certainly had the best result for the students.

Teresa Diehl ISTE 2 Brady, What you learned from this experience will be useful for you when you are the principal who will be able to "orchestrate" peace between teachers and parents, students and other students, teachers and teachers, and many other combinations of ill-matched communicators. Recall what it is you did to bridge these communication gaps so that you may replicate the experience when needed (and describe it in your interview for a supervisory position!).

Scott Meech ISTE1 The most important aspect of this of an activity like the " Clinical Language Circle" is to force some thought into your decisions. I like the model that this provides but I always wonder about the actual application that it provides. I asked many different supervisors (past and present) and not a single one had heard of this model. While that was interesting, I think it is irrelevant in the long run. We need to think about how our school employees will work together. We need to incorporate much more into our decision making beyond their basic resume and credentials. Too often we get caught up in the person as an individual and we don't incorporate our thoughts on how they will impact the rest of the team. Professional sports are very good comparisons here. Too often a good team has been ruined by a bad apple. The major difference between professional sports and school districts is the length of impact. Yes, schools can recover from a bad situation, but I personally see this as a very long term problem when change is not made where a bad fit occurs. The key to utilizing this tool well though is to strike a nice balance.

Lenora Crawford ISTE 1 I think that the use of Clinical Language Circle to assist in forming groups is a great way to make groups more diverse and provide more collaborative learning opportunities for members of the group. As professionals, it is important that we all be able to work with those who hold different ideals and approaches than one's self. It is just as important for staff members to learn from one anothoer just as many of us encourage our students to do the same. Not only can you learn to appreciate a different outlook or approach, but one can also learn various coping and negotiation skills. ||

Employees are most effective at work when their strongest personal traits are engaged (Jung, 2005). I can definitely see how the CLC could be used to improve communication. If people become more aware of their own qualities, communication styles and how they are perceived by others, they may be more inclined to work collaboratively. As we identify our personality types and style of communicators that we are, increased self awareness will become more evident. Once identified, we can begin to better understand ourselves and others. Our behaviors and styles of communication can help or hinder us. If provided the necessary support and strategies for effective communication practices, we can improve work on our weaknesses in communication. As a supervisor, I would have each staff member complete an CLC inventory to identify their personalities and communication styles. With open group discussions we could work together to discuss challenges and plausible solutions while working collaboratively with colleagues. Team tasks could be assigned to staff with stronger qualities is certain areas. By opening lines of ongoing communication, a higher level of respect and trust will be established, thus allowing for higher levels of productive collegial relationships. When people's ideas are respected and feelings are validated they will more inclined to participate and share to reach common objectives and goals. This practice could also lead into the assisting with the category below. The CLC could assist with resolving conflicts as well. Simply knowing where a person is coming from helps in understanding why the think or communicate the way they do. Acceptance and tolerance of other styles is vital for improved communications. P.Chodkiewicz/ISTE-1 The CLC is a tool that can assist in the circle of communication. As I am observing and meeting with my mentor for different questions and scenarios that I have seen, the topic of communication is constantly coming up. How can the Clinical Language Circle assist? First of all, it gives the learner/teacher/supervisor a chart to identify and relate with. It is crucial that we are able work with and relate to the different learning styles and personalities as we supervise and recommend changes and possibilities for growth. Nancy Connolly ISTE-2 The clinical language circle can be useful with the understanding how we as individuals are different and understanding different personalities. Knowing where you are as a teacher and where you fall within the circle, can give you a better understanding of yourself. It also can aid with a teaching moment and if you need to confront a fellow colleague to improve her/himself. You need open communication and collaboration. With the aid of the clinical language circle before you (being a supervisor) have to confront someone about their job it helps to know what type of personality you are going to be working with. The CLC can improve our understanding of group interactions as well Annamarie Capaldi ISTE-1 In any field, communicating in a similar way is always advantageous. People in sales use this technique all the time. The people that are very successful at it are extremely successful. By communicating in a similar style to the buyer, they are able to gain trust and understanding from a stranger in a short amount of time. An administrator that can adjust his style of communication to match that of the staff member he is dealing with will have much of the same success. This clinical language circle is very interesting, but I think, in order to master this and use it, this needs more study than just one short week. I've had psychology whole courses that deal with communication. Michelle McFarland ISTE 2 Clinical language circles are an effective tool when improving communication. Knowing your own personality and mode of communication is important when working collaborativley with others. In being aware of your own personality traits we can monitor and adjust to those we interact with so as to maintain a positive working experience. Idenitifying yourself in the circle brings a sense of awareness to you and how you interact with others which in turn can build a strong base for understanding where others are coming from. As I stated previously this is especially important when you work in a group or team as most of us do in education. If you don't find common ground or a general understanding in those you work with a certain degree of respect for others opinions or ideas can easily be lost creating a degenerative and ineffective relationship. || As administrators, we will have various conflicts to deal with in order to improve teacher instruction for the students. While we are observing there will be things that we do not like and suggestion that we will provide later. Having insight to a teachers CLC and them knowing ours can help conflicts to be resolved more effectively. Both parties will be able to adjust to the each other and have more understanding of where they are coming from and what they are trying to say. I am a very direct person and do not like to "beat around the bush". Those that have this prior knowledge know I am not being rude when I get straight to the point. On the flip side, when I know I am dealing with a person who is more care-giving, I am aware of the "rituals" that may need to be done prior to asking the final question to get something done. I have noticed this very much living abroad as most Americans tend to be direct and to the point, where as the Latinos are more indirect and like to have more background knowledge. I hate to generalize and don't want to offend, but it has been an observation that I and others have noticed (my wife is from Guatemala and our arguments are fun to listen to :)
 * **Improving Communications** || Cheryl Capozzoli-ISTE1
 * **Resolving Conflicts** || Ken Davis ISTE1

__//**Adrienne Wright ISTE1**//__ The clinical language circle is a ring that displays the languages,dialects and styles of teaching for clinical supervision. It can assist administrators with the understanding of various communication dialects in order to resolve conflicts in the workplace. It can also increase their understanding of interacting with groups as well. It is vital to understand teachers concerns and having a level of insight to provide empathy to resolve conflicts.Our nation is very diverse so as an administrator it helps to know the personality types of your staff so that you can effectively interact when problems arise. For example, as a union representative in my school building often times I am asked to sit in meetings when conflict arises among staff and administrators. Oftentimes the problems have been the lack of communication and misunderstanding of one another that leads to the meeting. I am at a very diverse school that represents 40 nations among students and staff and the way we interact is very different across the school. The CLC would help adminstration to understand their staff much better.

Ben Grey ISTE 1 Often conflicts are conflagrated when opposing styles accentuate an issue. The origin of the conflict may very well prove to be innocuous enough, but as the disagreement turns to conflict, differences in communication styles prove to be a catalyst for complicating the matter. If differences in styles are not considered, ultimately conflict can become more about the incompatibility of styles rather than the original issue that touched off the problem. By considering the CLC in a manner that builds understanding and empathy for individuals of different styles, leaders can help ensure the conflict works to resolve what is the root and cause for conflict instead of allowing symptoms of style to render the conflict ultimately unresolveable. When one explores the way a person of an idealist nature begins discussing an issue, it's clear to see how he/she could easily fall into conflict with someone who is law-giving. The idealist may want to probe for possibilities while the law-giver wants to seek specific structure. As the two engage in dialogue, the issue can quickly escalate as the two fall into a philosophical debate of approach rather than the actual issue at hand. If both understood how to communicate with the other, the issue may well be resolved and compromise reached before a state of actual conflict is reached.

Beth Burke - ISTE 2 When resolving conflict, it always helps to have various personalities and perspectives when doing so. There will always be people who are going to go with their "gut," which I would image are the sensing and feeling folks. So we ned the problem-solving individuals to help look at different perspectives when resolving the conflict. You can't always go with your "gut" when solving conflict. There are the "Law-Giving" people who want to use the "letter of the law," and that can be helpful in deciding which way to go, but may not always be the perfect decision to go with either. Regardless, when resolving conflict, it is essential to include input from all the various types of individuals in order to successfully resolve the conflict. || The CLC can be used to identify the clinical language of teachers and mediators to make a more productive match. Occassionally, it may be necessary to bring in a third party to resolve differences and faciliatate communication. Where I teach, we have //consulting teachers// whose job it is to work with teachers new to the profession //and/or// teachers identified by their administrator as below par.In the latter case, the consulting teacher is almost acting in the role as that of mediator as they coach the teacher, assess the strengths and weaknesses of the teacher and communicate with both the teacher and their administrator. Many teachers come out of the par system as more effective teachers through this process of cultivating, developing, and continuously supporting individual leaders in real, on-the-job settings.It is possible for teachers to lose their position at the end of the Par process, but this consulting teacher/mediator is in place to make sure the best decision is made all around for the best teaching and learning to take place. The clinical language circle would enhance this process even further. If the mediator could be chosen according to the clinical language of the teacher, an atmosphere of trust would encourage collaboration instead of a me against them scenario that occasionally happens. || As we are learning with the supervision process, "one size does not fit all." This concept also applies in the selection or recommendation of professional development opportunities for teachers aimed at improving instruction and student learning. We can expect, to a degree, that the presenter or facilitator of professional development will differentiate in order to accommodate the different learning styles and needs of teachers in a given group, just as teachers do in their classrooms. But we might also be proactive as supervisors in our "choice" of which professional development opportunity would best suit a teacher based on his or her personality and communication style. Intuiters and feelers might benefit more from instructors or activities that take a global perspective and look at the big picture, whereas the knowers would be more comfortable in activities that are broken down into their parts and the pieces or parts are very clearly delineated and logically presented. Teachers are more likely to get more out of the professional development opportunities if they are delivered in a way that is in synch with their own personal comfort zones.
 * **Identifying Mediators** || Andrea Christman, ISTE2
 * **Selecting Professional Development Opportunities** || Paul George, ISTE2

As educators, we try to instill in our students that they should be life-long learners. This concept should be one that we instill in ourselves as well as with those we work with. Therefore, selecting appropriate and meaningful professional development opportunities is an important aspect of a supervisor’s role and own self and professional development. For the most part, schools provide a hodge-podge of professional development session on varying themes and topics, with little consideration to the needs of the staff or school. Using the Clinical Language Circle when considering professional development opportunities can assist with meeting the varied styles and needs of all staff members. Thus improving their practices and as a result student data. No more cookie-cutter PD! Down with "the beginning of the year PD," "the middle of the year PD," and "the end of the year PD!" Just as we differentiate teaching and learning for our students, we should do the same for learning opportunities for our staff. Knowing where in the continuum the members of our staff lie as well as ourselves as supervisors, we can reflect the needs and values as well as opportunities to grow in other areas, providing experiences to grow outside of our comfort zones. This can also provide an awareness for future knowledge and acceptance of all types of educators, not only those who mirror ourselves.
 * Van Robinson, ISTE_SUP2**

Professional development is best received when the participant connects to the content. Being aware of one's "language", "dialect" and style of teaching on the Clinical Language Circle will assist a supervisor with selecting professional growth activities that strengthen their non-dominant areas. Increasing capabilities in the non-dominant languages, dialects, and styles will enable the supervisor to be more successful when interacting with the multiple types of teachers they encounter. For instance, the supervisor that is strongest in the thinking/intuiting dialect must consider experiencing professional development that increases their sensing/feeling dialect so they are better equipped to communicate with caregiving and orchestrating style teachers.
 * Michelle Krill_ISTE1**

In addition, a supervisor that is able to identify (but not stereotype) the dialect and style of their teachers will be able to help direct their staff into professional development activities that meet their existing needs, as well as stretch their less dominant psychological preferences.

Though this does not have to do with selecting PD, it is a PD idea in itself to help foster better communication. I think it would be a fun and informative activity to have teachers and supervisory staff all complete the Clinical Dialect Preference survey as part of an early in the year professional development session. Next during this PD session, I would have teams that regularly meet get together (grade level teams, subject area teams, etc.). I would have them share their results on a charted Clinical Language Circle, then list the pros and possible risks to the group communication dynamics based on the results of the survey. Next, each group would come up with a list of ideas for how they can speak a "language and dialect" that respects each others' styles. Each group would then share their process and outcomes with the rest of the groups as well as discuss how their work today could be applied in their own classrooms. I would also recommend the groups keep their circle chart and list of communication ideas posted where the team regularly meets. ||
 * Teresa Diehl_ISTE2**
 * ~ Add Additional Applications Below ||
 * **Improving Communications** || Kathleen Keck ISTE 1

Existing or new teams often find that their most difficult task is facilitating open and honest communication that allows the work of the team to move forward. The Clinical Language Circle and the process of discovering individual styles can help the team to improve communication skills. Each member would need to engage in a process of finding out their preferences including their teacher type. This could be a fun team activity that provides valuable information. The team might take the Kiersey Temperment Sorter or another instrument, as well as the preference survey. Once the information is obtained each team member would need to read and understand the implications of the results and then share them with other members. To allow the members to use this information effectively, information about how to communicate with and work with each type would be most beneficial. If the members know and can adjust to communication styles of the others on the team and know what to expect, the communication process can move forward. Sharing the information can build trust and understanding in the group and ultimately improve the preformance of the team. The work of the team is important in high performing learning organizations.

Hey Kathleen, I like that you pointed out that the process of determining teacher placement on the CLC could be a fun group activity! I see the group of teachers getting together and guessing at what eachother and themselves will be and having fun comparing the results to their prognoses! I also think after going through the process of discovering their placement and learning about each other's dialects that it might also be a fun and productive activity to role play some situations in a safe and positive environment that could easily lead to greater conflict if we aren't aware of the dialects of others. What do you think? -Stephanie Spissu, section 2 || James Bryant Conant, former president of Harvard
 * Resolving Conflicts || Patricia Moriarty ISTE 2 ||
 * || Behold the turtle. He only makes progress when he sticks his neck out

The Clinical Language Circle is a very useful tool for administrators in resolving conflicts, which represents the majority of their work. Understanding how the staff processes and perceives communication is an essential first step for administrators. First, by administering and examining the Clinical Dialect Survey with staff it would send a strong message of the desire to communicate effectively and collaboratively. Second, it would empower all staff with insight that would increase their understanding of how they work with fellow staff members and promote awareness of their diversity. Once the school staff recognizes this diversity, as Pajak (2003) points out “it is likely to promote more creative problem solving and will ensure that multiple voices representing a range of teaching experiences is heard “(p.60). Conflicts could be managed through a discussion of how an issue is perceived and a professional, if not clinical, tone would be maintained throughout the resolution process rather than attaching personal overtones and unprofessional labels. In other words, instead of comments like “He’s too sensitive ” or “She only cares about the test scores.” The conversation would reflect the dialect and teaching style of the individual (“He has a care-giving teaching style”), which facilitates the growth of a positive school culture. ||