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Our OTL work in schools

What do we mean by ‘Open-to-Learning Conversations’?

Based initially on the theory developed by Argyris and Schön (1974), open-to-learning conversations describe a way of thinking about and engaging in communication. The guiding principles of the theory are openness, honesty and respect. While these principles seem simple enough, putting them into practice can be very tricky.

Why is developing skills in open-to-learning conversations important for leaders?

Establishing strong relational trust in which all stakeholders have a commitment to the direction of the school requires considerable expertise, and often a very different set of skills from those required in teaching. Effective communication is an essential element in establishing this relational trust.

When might leaders need the skills to have open-to-learning conversations?

The skills are useful in all situations, but especially when working with difficult people
or in difficult situations, when providing feedback to others or when having appraisal conversations.

How EA facilitators might work with leaders

  • Provide explicit teaching of the theory underpinning open-to-learning conversations.
  • Provide clear criteria for applying the theory when giving feedback to teachers, and opportunities to practise this.
  • Use vignettes of archetypical and authentic issues faced by school leaders as a tool for examining communication theories and exploring open-to-learning theory and practice. Opportunity to practise new skills, with expert coaching and feedback, is provided in a safe environment.
  • View exemplars of both poor and good practice. In groups, leaders analyse these and then construct their own attempt, either through video, live role-play or a written transcript. Analysis and specific feedback is provided, followed by re-running the conversation until participants feel confident to effectively conduct each conversation.
  • Use leaders’ own videos or transcripts of real conversations as examples. Leaders use the examples to analyse their practice and construct alternative conversations based on open-to-learning theory.