How Are We Led?

This resource is meant to be a starting point for teachers as they serve as clerks of committees or in a Friends Decision making process. It also provides context and ideas for teachers who are members of committees or who are in meetings which are clerked.

These ideas are pulled from Arthur Larabee, Parker Palmer, my experiences at PYM Meetings, and BFM Meetings. They are meant as one interpretation, inspired by many experienced teachers.

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Schools are a hybrid structure – constrained by time, hierarchy, need to move forward – clerks need to lead the group to a product

Meetings are completely egalitarian – clerks are really just facilitators

Remember that we are taking the time to develop shared understandings...

Summary of Key Concepts:

• Listen beyond the self
  
• Release after speaking
  
• separate personal preferences from what may be different right outcomes for the group
  
• Create a climate of safety for all to speak candidly
  
• Unite when possible, stand aside when appropriate
  
• Seek unity about a sense of the meeting, not the matter at hand
  
• Be present with clerking consciousness
  

Arthur M. Larrabee

Explain your plan for the Meeting as the Clerk. Include specific expectations or teachings that the Meeting will need for this session. (No need to read everything every time - consider what might be most helpful for this point in time.)

• Wait to be recognized in order to maintain equity
  
• Address the Meeting or the Clerk, not each other
  
• Allow silent space between thoughts/voices
  
• Allow the quiet voices or the hesitant voices opportunity
  

Remind participants that each has an obligation to the Meeting:

It is every member's duty to speak their own truth - that is an important element that each member has agreed upon in entering this community.

• Silence signifies agreement
  
• Speak your truth
  
• Be open to a third/new way
  
• Don't fall in love... trust each other and be willing to accept new and unfamiliar approaches to an idea or dilema

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We will value the Quaker idea of continuing revelation, knowing that we are not tasked with creating the perfect thing that will be carved in stone forever, rather we are working toward something that works for right now and that can continue to grow and evolve over time.

Share the agenda or plan for the meeting and ask the Meeting if that sounds acceptable. This small act starts the meeting off by inviting the gathered members to join you in community in this endeavor.

Be clear about whether and what type of decision is being made:

Level 1: "I will make the decision and I am not seeking input."

Level 2: "I will make the decision and I am seeking input."

Level 3: "We will make the decision together."

Level 4: "You will make the decision and tell me what you have decided."

Craig Sellers, HOS Friends Central School

Let the Meeting know that you will state the sense of the meeting often. This allows the members time and space to be reflective about the decision making process and to provide their feedback if they have not yet done so or if they disagree with the sense.

Some responses to the Sense of the Meeting might be:

• I approve/agree (Better yet, use your hand!)
  
• I’m not clear/need clarification
  
• It’s not what I would do/ It doesn’t feel quite right to me, but I’m not led to resist
  
• I don’t see it, but I trust others and the faith/certainty that they have
  
• I disapprove/don’t agree
  

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Members don’t have to agree with the action being described to agree with the sense of the meeting.

For example, I may not agree that making Terra Cotta Warriors in 4th Grade is the best way for students to demonstrate their understanding. However, I can agree that I hear that most of the voices in the room are sharing that they think this project is appropriate. So, while I disagree about the project, I can agree that it seems to be the Sense of the Meeting.

Clerk's responsibilities:

A good clerk is a strong listener. It's a good idea to notice who is doing all the talking in a meeting. What might that mean? How might that reflect equity, equality, and ethical leadership?

• Facilitate
  
• Don't participate
  
• Notice
  
• Ask for clarification
• Rephrase and repeat if necessary
• Interrupt to adjust (offer reminders about sharing time, repeating, addressing the Meeting, staying on topic)

• Keep time
  

Members' of the Meeting responsibilities:

• Listen
  
• Be open
  
• Address the Meeting
  
• Wait to be recognized
  
• Be mindful of the role of the Clerk
  
• Remain in Community
• Be teachable
• Be respectful

Speak your truth. Be passionate about something. Be willing to release it to the Meeting. Once you speak that truth, it no longer belongs to you... it belongs to the Meeting.

Please be aware that a variety of scenarios may unfold at a Meeting. The following are things that a Clerk might say to keep the Meeting in Community and moving forward. Also, notice some phrases that members might use to share their voice constructively.

"I would ask that we remain open and in conversation with each other (or in community with each other)."

• Your clerk senses tension around this issue/idea/topic.
  
• Someone might be saying that they have a different idea than the Sense of the Meeting.
  
• Someone may be getting emotional or upset
  

"I feel we need to take 5 minutes to center ourselves/thinking. If someone feels they need to speak to the tension, they may do so."

"I still don't feel that I've been heard."

"I sense that we have many different personal preferences. I would remind the group that what one personally prefers is not the same thing as what may be right for the group. Be open to a different, emerging, right outcome for the group."

"Your clerk would like to remind the group that the wisdom of the group is greater than that of any one of us."

"My sense of the meeting is that we are not in unity. Should this concern stand in the way of going forward?"

"Our process allows for equity of voice, but we are limited by time. Are you able to help us understand your concerns by clarifying or elaborating briefly?"

"I have a suggestion for how we might move forward/proceed. Would it be welcome?"

If a member of the meeting is unable to either speak and release or to help the meeting move forward (by holding onto adversarial tone or language, refusing to be open to a new way, or see the sense of the meeting) then he or she has essentially removed themselves from the relationship by not embracing the expectations of the meeting. They don’t have to agree with the action being described to agree with the sense of the meeting.

I am your Quaker Education Committee Clerk. Please ask any questions and let me know what you'd like more of.

Email: coffind@sidwell.edu
Website: www.sidwell.edu
Location: Washington, DC, United States
Twitter: @teamcoffin