Confused about Leading by Convening?

So you are working on your Reports and you get to the question Leading by Convening

What is Leading by Convening all about?

A Quick Primer

The Subtitle is “A Bluepring for Authentic Engagement” — and that is a great way to look at this research based, and respected resource for engaging and leading our families and FE team members.

If you have never seen this book, you can scroll down to find the link to download the Leading by Convening workbook.

The image below is the Quarter 2 Question on the Traditional Reporting form which refers to the LBC (Leading by Convening) framework.

If you have never had any experience with Leading by Convening, you might be feeling a little lost.

We have resources for you if you know where to look for them. And we are going to show you!

Go to the reporting page of the Learning Curve and scroll down the page to a downloadable document called “Leading by Convening Regional Activity” You can access this download on this page (scroll down).

The Regional Activity document offers key questions to ask yourself about your work and how it relates to LBC (Leading by Convening)

Guidance on how to answer those questions:

First area is INFORMING. That is the actions taken to share or disseminate information with others who care about the issues being focused on. We play an important role in collecting, partnering, and sharing information and data in or districts, on teams, with families, and in the community. Let’s explore how this role in engaging others might be highlighted in your reporting of targeted work.

1. Who will receive the information?

There is a wide range of information to share with families. Careful consideration should be given to how you gather and share information that best aligns with your learning targets, vital behaviors, and planned student outcomes.

• How is the research on family engagement helpful in communicating adaptive solutions or improving partnerships involving families? (Manual pages 57-58)

Family engagement research is valuable to stakeholder teams as it points out the importance and necessity of family members as partners in order to optimize student success.

Second area is NETWORKING. This area describes the actions taken to ask other what they think about the issues be discussed and listening to what is shared on the issues. Sometimes we are setting up opportunities for these discussions, gathering information with surveys, sharing a parent’s perspective, and encouraging groups to include broader perspectives.  Let’s explore some of the ways you have found networking to be an important part of your targeted work.

• What can you learn from parent responses using surveys?

Every time a parent or family member responds orally or in writing, they are sharing a perspective that is valuable and useful in contributing to the engagement of themselves or others.

• Do you have concerns with asking stakeholders difficult questions in order to facilitate discussions around issues? (LbC pages 30)    Acknowledging that there will be some discomfort during dialogue around important issues will assist everyone as they build trust and listen to each other.

Third area of ensuring authentic engagement is COLLABORATING. This area includes engaging people in trying to do something of value and working together around an important issue. This important level will assist us not be the only one working toward solving issues that we are targeting. Let’s hear a few ideas of how you are collaborating with families and partners to insure work is accomplished.

• What community or district campaign does your work most align with? (Manual page 48)

Being a part of something already planned in the district or community will allow stakeholders an opportunity to support team efforts and build awareness for common concerns already being addressed.

• What kind of relationship will you need with partners and families to accomplish your goals? (LbC page 91)

Building trusting relationships is essential for effective collaboration when seeking shared leadership to reach goals.

Fourth area is TRANSFORMING. This level of engagement really highlights the partnerships that ensure work is happening across stakeholder, leadership is being shared, and that consensus is being built. As we find ourselves in this level we will observe the work being done, evaluated, and celebrated. Share some of your transforming stories or ideas.

• How will you ensure all partners walk away with a personal action plan after team meetings? (Manual page 50)

Teams working to accomplish goals together will appreciate sharing the work with others rather than doing the work alone.

• Do you and your partners reflect on success stories in order to motivate action and promote success of your planned work? (Manual pages 52-56)

Keeping accurate records of accomplishments and ongoing action will benefit the team as they build awareness and request additional partner support.

Need help? Reach out to your region rep or a member of the Community of Practice.