Leadership Challenge Consultancy



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tarix08.12.2017
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Leadership Challenge Consultancy

This protocol was adapted from The Consultancy Protocol developed initially by Gene Thompson-Grove and revised as part of work of National School Reform.
A Consultancy is a structured process for helping a leader or team think more broadly about a particular, concrete challenge or dilemma. Outside perspective is critical to this protocol working effectively; therefore, it fits well into our learning community structure where we have representation from across the state.

Before our meeting, please complete the following:
Framing Consultancy Challenges or Dilemmas and Consultancy Questions

A dilemma is a puzzle, an issue that raises questions, an idea that seems to have conceptual gaps, something about process or product that you just can’t figure out. Sometimes it will include samples of student or adult work that illustrate the dilemma, but often it is a dilemma that crosses over many parts of the educational process.



  1. Think about your dilemma or challenge. Dilemmas deal with issues with which you are struggling or about which you are unsure. Some criteria for a dilemma might include:

  • Is it something that is bothering you enough that your thoughts regularly return to it?

  • Is it an issue/dilemma that is not already on its way to being resolved?

  • Is it an issue/ dilemma that does not depend on getting other people to change (in other words, can you influence the dilemma by changing your practice)?

  • Is it something that is important to you, and is it something you are actually willing to work on?

  1. Do some reflective writing about your dilemma (1/2 page – page should suffice or jot notes). Some questions that might help are:

  • Why is this a dilemma for you? Why is this dilemma important to you?

  • If you could take a snapshot of this dilemma, what would you/we see?

  • What have you done already to try to remedy or manage the dilemma?

  • What have been the results of those attempts?

  • Who do you hope changes? Who do you hope will take action to resolve this dilemma? If your answer is not you, you need to change your focus. You will want to present a dilemma that is about your practice, actions, behaviors, beliefs, and assumptions, and not someone else’s.

  • What do you assume to be true about this dilemma, and how have these assumptions influenced your thinking about the dilemma?

  • What is your focus question? A focus question summarizes your dilemma and helps focus the feedback (which will be the next step and where we start at our meeting).

  1. Frame a focus question for your Consultancy group: Put your dilemma into question format.

  • Try to pose a question around the dilemma that seems to you to get to the heart of the matter.

  • Remember that the question you pose will guide the Consultancy group in their discussion of the dilemma.

My focus question (see examples on next page):



  1. Critique your focus question.

  • Is this question important to my practice/leadership?

  • Is this question important to student learning?

  • Is this question important to others in my profession?


Some Generic Examples of Dilemmas

Example #1:

The teaching staff seems to love the idea of involving the students in meaningful learning that connects students to real issues and an audience beyond school, but nothing seems to be happening in reality.


Question: What can I do to capitalize on teachers’ interest and to help them translate theory into practice?
Example #2:

The community is participating in visioning work, but the work doesn’t seem to relate to the actual life of the school — it is just too utopian.


Question: How do I mesh dreams and reality?
Example #3:

Teachers love doing projects with the students, but the projects never seem to connect to one another or have very coherent educational goals or focus; they are just fun.


Question: How do I work with teachers so they move to deep learning about important concepts while still staying connected to hands-on learning?
Example #4:

My teachers are not accessing our teacher leaders. During professional learning, they feign engagement and interest, but return to their rooms and basically close their doors. I have heard one or two say they are confused about the role of teacher leaders, and they feel that their students are doing just fine. They won’t say much at PLC meetings, so the teacher leaders are feeling frustrated and uncertain as to how to move forward.


Question: How do I get my teachers and teacher leaders working together?
Example #5:

No matter how hard I try to be inclusive and ask for everyone’s ideas, about half of the people don’t want to do anything new — they think things were just fine before.


Question: How do I work with the people who don’t want to change without alienating them?
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