Speak With Impact: Instructor Script

1. Welcome & Framing (2 minutes)

“Good morning, everyone, and welcome to Speak With Impact! I’m [Your Name], and I’m excited to explore with you how we can sharpen our clarity, deepen our listening, and become even more persuasive speakers in our school leadership roles.

Today’s goal is simple: by the end of this hour, you’ll have practical strategies you can use tomorrow in meetings, coaching conversations, or any time you need to communicate with impact.

Let’s dive in!”

2. Warm-Up & Icebreaker (5 minutes)

Slide: Warm-Up: Engaging Introductions
“On your table is the Warm-Up Prompt: Engaging Introductions. Take one minute to jot down a brief, engaging introduction of yourself as a school leader. Think about how you can be clear, concise, and memorable.”

“Great—time’s up! Now, let’s play Icebreaker Game: Communication Chains: please stand in a circle. I’ll whisper a short leadership message to the person on my right. Each of you will pass it along by whispering only once. When the message reaches the last person, share out loud what you heard. Ready? Here we go.”

(After the chain finishes)
“Thanks! Who wants to share the original message and how it changed?
– What factors do you think caused the shift?
– How might we prevent that in a staff briefing?”

3. Video Introduction (10 minutes)

Slide: Video: Impactful Communication Tips
“Let’s watch a short video: Impactful Communication Tips. As you watch, note one strategy for enhancing clarity and one technique for deepening active listening. I’ll pause the video at key moments—feel free to jot your thoughts.”

(Play video)

“Okay, great—let’s debrief!

1. Clarity Strategy: Who can share one new idea you heard?
2. Listening Technique: Who captured a tip that resonated with you?
   – How might you apply that in your next team meeting?”

4. Guided Discussion (10 minutes)

Slide: Guided Discussion
“Form groups of 3–4 and gather around the Discussion Prompts on your table: Effective Listening Prompts. Spend about six minutes discussing:

• Common barriers to active listening you experience
• Techniques you’ve used for clearer messages
• A personal success story where strong listening made a difference

I’ll circulate—if you get stuck, consider: ‘Tell me about a time you misunderstood someone because you were multitasking. What happened next?’”

(After six minutes)
“Let’s wrap up: each group, please share one key barrier you uncovered and one technique to overcome it.”

5. Role-Play Activity (15 minutes)

Slide: Role-Play Activity
“Okay, back together. Now, pair up with someone new. I’m handing out:

1. Worksheet: Communication Scenarios
2. Role-Play Activity: Role Reversal cards

Each pair will pick a scenario. One person speaks, the other practices active listening—use paraphrasing, open questions, and clear feedback. After seven minutes, switch roles and try a new scenario. Remember:

• Maintain eye contact and approachable body language
• Avoid interrupting—listen fully before responding
• Reflect back what you heard

I’ll give you a two-minute warning to switch.”

6. Debrief & Case Study Reading (10 minutes)

Slide: Debrief & Case Study
“Welcome back! Who can share one success from your role-play? What felt natural, and what challenged you?

(After 3–4 shares)
“Thank you. Now, take a moment to read our Communication Case Study silently. As you read, jot down one actionable insight you can apply this week.”

“Time’s up! Who can share their actionable insight?”

7. Quiz & Cool-Down Reflection (5 minutes)

Slide: Quiz: Communication Concepts
“Let’s check our understanding with a quick, low-stakes quiz: Communication Concepts Quiz. You have three minutes—don’t overthink it!”

(After quiz)
Slide: Cool-Down Reflection
“Finally, let’s each share one commitment you’re making to improve your communication this week. Who’d like to go first?”

8. Next Steps & Homework (1 minute)

Slide: Next Steps & Homework
“Thank you for your energy today! For homework:

• Complete the Comprehensive Communication Assessment
• Begin drafting your Communication Improvement Plan
• Use the Communication Skills Rubric and Answer Key for self-evaluation

We’ll revisit your plans in our follow-up session. Have a great week—go speak with impact!”

Communication Scenarios Worksheet

Use this worksheet to practice role-play with a partner. Choose one scenario at a time. In each pair, one person plays the school leader (Role A) and the other plays the listener (Role B). After you complete a scenario, switch roles and try another. Refer to the Role-Play Activity: Role Reversal for guidance on active-listening techniques and clear messaging.

Scenario 1: Addressing a Teacher’s Concern

A teacher approaches you worried that one student’s behavior is disrupting the class. As the school leader, convey your observations and propose a plan for support.

1. What is the main message you want to convey?

1. Which active-listening techniques did you use (e.g., paraphrasing, open questions, reflection)? List at least two:

1. Reflect on the exchange: what felt most challenging and why?

Scenario 2: Leading a Staff Meeting on a New Initiative

You must introduce a new instructional model that some staff members view as extra work. Communicate the benefits and address resistance.

1. What is the main message you want to convey?

1. Which active-listening techniques did you use to understand colleagues’ concerns?

1. Reflect on the exchange: what felt most challenging and why?

Scenario 3: Giving Constructive Feedback to a Colleague

Provide feedback to a fellow educator about improving student engagement in their lessons. Balance honesty with support.

1. What is the main message you want to convey?

1. Which active-listening techniques did you use to ensure the colleague felt heard?

1. Reflect on the exchange: what felt most challenging and why?

Scenario 4: Meeting with a Concerned Parent

A parent expresses frustration about their child’s declining grades. Acknowledge their feelings and propose next steps.

1. What is the main message you want to convey?

1. Which active-listening techniques did you use to validate the parent’s perspective?

1. Reflect on the exchange: what felt most challenging and why?

After completing at least two scenarios, discuss with your partner:

• Which scenario felt most natural and why?

• How will you apply these active-listening and messaging strategies in real school settings?

Communication Case Study: A Principal’s Collaborative Approach

Background

Lincoln Middle School was preparing to roll out a new restorative practices program aimed at reducing disciplinary incidents and building stronger relationships among students and staff. While the district’s leadership team had approved the plan, some veteran teachers felt the initiative would add to their already heavy workload and questioned its effectiveness.

Key Players

• Ms. Torres, the principal, tasked with leading implementation
• Mr. Patel, a ten-year veteran teacher skeptical of the program’s benefits
• Ms. Nguyen, a newer teacher enthusiastic about restorative strategies
• Staff Team, including grade-level leads, counselors, and support staff

The Challenge

During a staff meeting to introduce the restorative practices pilot, the atmosphere grew tense. Mr. Patel expressed concerns:

“Implementing circles and check-ins every week will steal instructional time and won’t change student behavior long term.”

Other teachers nodded in agreement, while Ms. Nguyen quietly raised her hand: “I’ve seen this work in my student-teaching placement—students took more ownership when they had voice in resolving conflicts.”

Ms. Torres recognized the need to address resistance and build trust in the process. She knew that simply repeating district data wouldn’t be enough; she needed to practice the very skills she was teaching—clarity, active listening, and persuasive speaking.

Strategies Employed

1. Clarity of Purpose
   • Ms. Torres began by restating the program’s goals in simple, concrete terms:
   • Goal 1: Reduce major disciplinary referrals by 20% this semester.
   • Goal 2: Increase student self-advocacy through structured peer discussions.
     • She linked each goal to a tangible benefit for teachers: fewer disruptions and more instructional time reclaimed.
2. Active Listening & Validation
   • When Mr. Patel spoke, Ms. Torres paused her own speaking agenda and paraphrased his concern:
   “Mr. Patel, I hear you worry that weekly circles might cut into your lesson plans and not yield long-term change. Have I captured that correctly?”
   • This validation prompted nods around the table and opened space for deeper dialogue.
3. Eliciting Stories & Data
   • She invited Ms. Nguyen to share her firsthand experience and asked probing questions:
   “Can you describe a moment when a restorative circle shifted a student’s behavior for the better?”
   • Ms. Nguyen recounted a conflict resolution story, which grounded the conversation in a real scenario.
4. Persuasive Framing
   • To build buy-in, Ms. Torres framed restorative circles as a way to save instructional time in the long run:
   • “While we dedicate 20 minutes a week now, imagine gaining back 30 minutes daily because students have fewer disruptions after learning to self-manage.”
     • She contrasted the one-time investment with recurring time lost to behavior issues.
5. Collaborative Next Steps
   • Rather than dictating a one-size-fits-all protocol, Ms. Torres formed a pilot team of volunteers to tailor circle questions and schedules.
   • She set a follow-up meeting two weeks later, giving teachers time to observe, adapt, and collect quick wins.

Outcome

• Immediate Shift: Teachers reported feeling heard and respected, reducing initial resistance.
• Early Wins: In the first pilot week, two grade-level teams noticed a decrease in hallway conflicts.
• Sustained Engagement: The volunteer pilot team developed a simplified circle guide, which the broader staff adopted the following month.
• Data Impact: By semester’s end, major disciplinary referrals dropped by 18%, almost meeting the 20% goal.

Reflection Prompt

As you consider this case study, jot down one actionable insight you can apply in your context to enhance clarity, deepen active listening, or frame persuasive messages.

Effective Listening Prompts

Use these prompts to guide your small-group discussion on active listening. Spend about 8–10 minutes exploring the questions below and jot down key ideas to share with the full group.

1. What are two common barriers (external distractions or internal biases) that prevent you from listening fully? How have you addressed or could address each barrier?

1. Think of a time when you felt truly heard. What specific words, questions, or nonverbal cues did the speaker use to make you feel understood?

1. When a colleague raises a concern or offers feedback, which active-listening techniques do you find most effective (e.g., paraphrasing, summarizing, asking open questions)? Why?

1. Describe a situation where miscommunication occurred due to poor listening. What was the impact, and how could you have used active listening to improve the outcome?

1. Brainstorm two new strategies or habits you will try over the next week to enhance your listening (for example, setting a phone on silent, using “I’m hearing…” statements, or visual note-taking).

1. As a group, agree on one simple listening habit you can commit to practicing in your next team meeting. Be prepared to share why you chose it and how you’ll hold each other accountable.

Role Reversal Activity

Objective: Strengthen both persuasive speaking and active-listening skills by stepping into each role in real-world communication scenarios.

Time: 15 minutes total (7 minutes per role, plus 1 minute to switch)

Materials: Communication Scenarios Worksheet

Setup

1. Form pairs and decide who is Role A (Speaker/Leader) and Role B (Listener).
2. Each pair selects a scenario from the worksheet.

Steps

1. Role A (Speaker) – 7 minutes
   • Read the scenario prompt.
   • Clearly state your main message in one concise sentence.
   • Use concrete details or data to support your point.
   • Pause periodically and invite questions or reactions.
2. Role B (Listener) – 7 minutes simultaneously
   • Practice active listening:
     • Maintain eye contact and open body language.
     • Avoid interrupting—let the speaker finish each thought.
     • Paraphrase key points: “What I’m hearing is…”
     • Ask at least two open questions: “Can you tell me more about…?” or “How did that feel when…?”
     • Validate emotions: “It sounds like you felt frustrated when…”
3. Swap Roles
   • After 7 minutes, pause, debrief briefly (see Reflection below), then switch roles and choose a new scenario.
   • Repeat the steps above with roles reversed.

Tips & Best Practices

For Role A (Speaker)

• Be concise: Aim for a single-sentence summary of your main point.
• Use “I” statements: Ground feedback in your perspective: “I’ve noticed…”
• Invite dialogue: End with a question to encourage listener engagement.

For Role B (Listener)

• Mirror body posture: Face the speaker with open stance.
• Reflect & clarify: Restate important ideas before responding.
• Keep prompts neutral: Use “Tell me more…” rather than “Why didn’t you…”.

Reflection & Debrief

After both rounds, spend 3–4 minutes discussing:

• Which role felt more challenging and why?
  
  
  
• What active-listening techniques were most helpful?
  
  
  
• How will you apply these speaking and listening strategies in your next staff meeting or coaching conversation?
  
  
  

Communication Chains

Objective: Illustrate how messages can change when passed from person to person, highlighting the need for clear communication.

Time: 5 minutes

Materials: None (just participants)

Instructions:

1. Have participants stand or sit in a circle.
2. Whisper a brief leadership-related message to the person on your right (e.g., "Our next staff meeting will focus on collaborative problem-solving").
3. Each participant whispers what they heard to the next person in the circle, only once and quietly.
4. The last person says the message out loud.
5. The first person reveals the original phrase.

Debrief Questions:

• How did the message change?
• What factors do you think caused those changes (word choice, volume, assumptions)?
• How might we apply clarity strategies in real meetings to prevent such distortions?

Engaging Introductions Prompt

In one or two sentences, craft a concise introduction that:

• States who you are and your role (e.g., Principal, Instructional Coach)
• Highlights a key strength, passion, or achievement
• Includes a memorable detail, story, or question to engage your audience

Write your introduction below:

Assessment Answer Key

This answer key covers both the Quiz: Communication Concepts and the Comprehensive Communication Assessment. For each multiple-choice question, you’ll find the correct answer and a brief explanation. For open-response items, you’ll find the essential elements that should be included for full credit.

Quiz: Communication Concepts (Answer Key)

Material: Communication Concepts Quiz

1. Which of the following is NOT one of the three core skills highlighted in Speak With Impact?Correct Answer: D) Time management
   Explanation: The three core skills taught in the lesson are clarity, active listening, and persuasive speaking. Time management is important but not one of the three focal skills.
   • A) Enhance clarity in messaging
   • B) Practice active-listening techniques
   • C) Develop persuasive speaking skills
   • D) Time management
2. Which active-listening technique involves restating the speaker’s message in your own words to confirm understanding?Correct Answer: B) Paraphrasing
   Explanation: Paraphrasing means expressing the speaker’s ideas in your own words. Summarizing condenses larger points, open questions invite elaboration, and nonverbal cues are body-language signals.
   • A) Open questions
   • B) Paraphrasing
   • C) Nonverbal cues
   • D) Summarizing
3. What persuasive framing strategy did Ms. Torres use in the case study to increase buy-in for restorative practices?Correct Answer: C) Framing long-term time savings
   Explanation: Ms. Torres contrasted the upfront time investment with the long-term benefit of reclaimed instructional minutes, which persuaded teachers to try the pilot.
   • A) Citing district data only
   • B) Highlighting immediate costs
   • C) Framing long-term time savings
   • D) Ignoring teacher concerns
4. Describe one actionable strategy you will implement to enhance your active listening skills in your next team meeting.There is no single correct answer. Full credit responses will include:
   • A specific, observable strategy (e.g., “I will mute my phone and put it face down on the table so I’m not distracted.”)
   • A brief rationale (e.g., “This will help me focus on the speaker and avoid external interruptions.”).
5. On a scale of 1 (Strongly Disagree) to 5 (Strongly Agree), rate the following statement:
   “I feel confident applying persuasive speaking techniques in my next leadership conversation.”This self-assessment item has no right or wrong answer. Use it to gauge participants’ confidence and guide future coaching.

Test: Comprehensive Communication Assessment (Answer Key)

Material: Comprehensive Communication Assessment

1. Which of the following best exemplifies an “I” statement when giving feedback?Correct Answer: B
   Explanation: An “I” statement expresses the speaker’s feelings or observations without assigning blame. Option B uses “I feel…” and invites collaboration.
   • A) "You’re not engaging the students enough during transitions."
   • B) "I feel the transitions are rushed and would like to explore ways to make them smoother for everyone."
   • C) "Everyone else seems fine with this schedule—why aren’t you?"
   • D) "You should change your lesson plan to include more activities."
2. When paraphrasing, a listener should:Correct Answer: A
   Explanation: Paraphrasing involves rephrasing the speaker’s ideas in the listener’s own words to check accuracy.
   • A) Restate the speaker’s message in their own words to confirm understanding.
   • B) Repeat the speaker’s exact words verbatim.
   • C) Interrupt the speaker to correct details.
   • D) Summarize their own opinion instead of the speaker’s.
3. To frame a message persuasively, a school leader should:Correct Answer: A
   Explanation: Persuasive framing connects the change to positive outcomes that matter to the audience and acknowledges their needs.
   • A) Highlight the benefits and positive outcomes for the audience.
   • B) Focus only on data and ignore emotions.
   • C) Emphasize the challenges without solutions.
   • D) Avoid acknowledging any concerns raised.
4. Which common listening barrier can be reduced by setting one’s phone to silent during a conversation?Correct Answer: C
   Explanation: External distractions include phone alerts, background noise, and interruptions. Silence removes one source of distraction.
   • A) Internal biases
   • B) Emotional triggers
   • C) External distractions
   • D) Content overload
5. During a staff meeting, a teacher voices resistance to a new initiative. What is the best first response by the leader?Correct Answer: B
   Explanation: Paraphrasing the concern builds rapport and shows that the leader values input before offering persuasion or data.
   • A) Present more data to prove the initiative’s value.
   • B) Paraphrase the teacher’s concern to ensure understanding.
   • C) Move on to the next agenda item quickly.
   • D) Insist everyone must comply without discussion.
6. What is the primary purpose of using open-ended questions in active listening?Correct Answer: B
   Explanation: Open-ended questions (“Can you tell me more…?”) encourage elaboration and deeper insight.
   • A) Limit the speaker’s response options.
   • B) Clarify understanding and invite deeper reflection.
   • C) Show that the listener already knows the answer.
   • D) End the conversation quickly.
7. Describe a time in your role where poor listening led to a misunderstanding. What happened, and what active-listening techniques could have prevented it?Key Elements for Full Credit:
   • Briefly describe the scenario and the misunderstanding that resulted.
   • Identify at least two active-listening techniques (e.g., paraphrasing, open questions, reflection) that, if used, would have clarified meaning.
   • Explain how each technique would have changed the outcome (e.g., “If I’d paraphrased, I would have caught the correct deadline.”).
8. Draft a concise, one-sentence main message you would use to introduce a school-wide change to your staff, including both a clear goal and a benefit.Scoring Rubric (2 points):Example Response:
   “To decrease student tardies by 15% this semester so we can start classes promptly and maximize our instructional time each day.”
   • 1 point: Contains a clear goal (e.g., “reduce tardies by 15% this semester”).
   • 1 point: Includes a direct benefit for staff (e.g., “so we can maximize instructional time each morning”).
9. Outline two specific strategies you will implement to enhance clarity in your verbal communication during meetings.Key Elements (1 point each):
   • Strategy A: Clearly named and described (e.g., “Use a one-sentence summary at the start and end of each point”).
   • Strategy B: Clearly named and described (e.g., “Use visual bullet points on slides and pause for questions after each section”).
10. Reflecting on the role-reversal activity, identify one insight you gained about your own listening style and explain how you will apply it in a real conversation.

Key Elements (2 points):

• Insight: Specific observation about personal listening habits (e.g., “I realized I interrupt when I’m formulating questions”).
• Application: Concrete plan to change behavior (e.g., “I will count mentally to three after someone finishes speaking before responding”).

Scoring Notes:

• Multiple-choice items are each worth 1 point.
• Open-response and scenario items (Q7–Q10) should be scored based on the presence of key elements above.
• Total possible points: 6 (MC) + up to 10 (open responses) = 16 points.
• Adjust weighting as desired for your classroom context.

Use this answer key to guide grading, provide feedback, and help participants reflect on areas for continued growth in clarity, listening, and persuasive speaking.

Communication Improvement Plan

Overview

Over the next month, you will create and implement a personalized plan to enhance your communication skills in your leadership role. This project will guide you through self-assessment, goal setting, strategy application, reflection, and self-evaluation using our established rubric.

Objectives

• Conduct a baseline assessment of your current communication strengths and areas for growth.
• Set 2–3 specific, measurable communication goals.
• Apply strategies for clarity, active listening, and persuasive speaking in real contexts.
• Reflect weekly on progress and adjust your plan as needed.
• Evaluate your growth using the Communication Skills Rubric.

Project Components & Timeline

Reflection Entries

After each implementation week, address:

1. What strategy did you apply and in what context?
2. What worked well, and what obstacles did you encounter?
3. How will you adapt your approach next week?

Use:
"•" for bullet points and leave space below for writing:

Final Submission

Submit a single document containing:

• Your original baseline assessment results.
• The drafted improvement plan with goals and strategies.
• Three weekly reflection entries with evidence artifacts.
• Final reflection and rubric self-assessment.

Evaluation

Your project will be assessed using the Communication Skills Rubric, focusing on:

• Clarity & conciseness of messages.
• Effective use of active-listening techniques.
• Persuasive framing and audience engagement.
• Depth of reflection and evidence of growth.

Ready to speak with impact?
Use this plan as your roadmap to stronger, more confident communication over the next month!

Communication Skills Rubric

Use this rubric to assess participants’ communication proficiency across four criteria. Rate each criterion on a scale of 1 (Beginning) to 4 (Exemplary).

Cool-Down Reflection Prompt

Use the prompts below to reflect on today’s session and commit to applying the strategies you’ve learned.

1. One key insight I gained today about communication is:

1. This week, I commit to improving my communication by:

1. To hold myself accountable and measure my progress, I will:

Be prepared to share your commitment with a partner.