Mastering Accountability: Using Low-Inference Notes to Counter the 4Ds
10 different types of analysis that can be used to increase accountability and improve performance
Accountability is critical to driving improvement and achieving outcomes. However, it is human nature to sometimes avoid accountability. We refer to the 4Ds—Deny, Deflect, Defend, and Diffuse— as common strategies to sidestep responsibility.
Low-inference notes can be a powerful tool to counter these tendencies. '
The 4 Ds for Avoiding Accountability
1. Deny: Refusing to acknowledge a mistake or issue.
2. Deflect: Shifting blame or diverting attention from the primary issue.
3. Defend: Aggressively justifying actions, even if wrong.
4. Diffuse: Minimizing the significance of an issue to make others feel they are overreacting.
How Low-Inference Notes Counter the 4Ds
1. Deny
Coach: Today, there were opportunities to increase the equity of voice through varied questioning.
Teacher: I used a lot of different questions. I’m not sure what you mean.
Coach: Let me tell you precisely what I mean. During the 10-minute observation, you asked eight questions: 6 were callout questions, and 2 were hand-raising questions. My push is to add cold calling to your toolbox and be intentional with your methods.
4D Counter: Factual Analysis
Provides clear, objective facts that are hard to refute.
2. Deflect
Coach: Today, there were opportunities to increase the equity of voice through varied questioning.
Teacher: They were really squirrelly today after the assembly!
Coach: They can be! (Lol) I am going to challenge you because this is a pattern - even on non-assembly days. Today, you asked 8 questions in the 10 minutes I was there: 8 callout questions and 2 hand-raising questions. The last time I was there - this time it was 15 minutes - there were 12 questions: 9 callout questions, 2 hand-raising question, and 1 choral response. You seem most comfortable with students calling out answers as the primary questioning technique. Tell me about that.
4D Counter: Comparative Analysis
Highlights differences between instances or patterns of behavior, making it difficult to shift blame.
3. Defend
Coach: Today, there were opportunities to increase the equity of voice through varied questioning.
Teacher: I know you will tell me to cold call or have kids raise their hands more. I believe in having a more open style of communication my classroom. I don’t prescribe to such rigid rules and procedures.
Coach: Let’s analyze the impact of that choice. Out of the 22 kids, only 5 could answer a question in 10 minutes. Therefore, you only had data on whether 5 kids were on track to mastering the objective. Let’s see what impact that had. What do we see in the results?
4D Counter: Impact Analysis
Connects actions to their consequences, challenging justifications for problematic behavior.
4. Diffuse
Coach: Today, there were opportunities to increase the equity of voice through varied questioning.
Teacher: Yeah. I felt pretty good about the lesson overall. I could have had more voices during the part that you saw but it’s not like kids weren’t engaged.
Coach: There’s no denying that there were pockets of engagement. Currently, 40% of students are participating in discussions. Our goal is at least 80%. What changes can we implement to bridge this gap?
4D Counter: Gap Analysis
Clearly shows the difference between current and desired performance, emphasizing the issue's significance.
Types of Analysis to Counter the 4Ds
Factual Analysis
"During the 10-minute observation, you asked eight questions: 6 were callout questions, 2 were hand-raising."
Best for: Deny
Rationale: Provides clear, objective facts that are hard to refute.
Trend Analysis
"Over the past three months, there has been a 15% decline in student participation during questioning."
Best for: Deny
Rationale: Shows consistent patterns, making it difficult to deny issues.
Predictive Analysis
"If the current trend of student participation continues, we predict a further decline of 10% in the next term."
Best for: Deny
Rationale: Projects future outcomes, making it harder to deny potential problems.
Comparative Analysis
"Today, you asked 8 questions in 10 minutes: 8 callout. Last time, in 15 minutes, there were 12 questions: 9 callout, 2 hand-raising, and 1 choral response."
Best for: Deflect
Rationale: Highlights differences between instances or patterns of behavior, making it difficult to shift blame.
Qualitative Analysis
"Students expressed feeling intimidated by the current questioning techniques, preferring more inclusive methods."
Best for: Deflect
Rationale: Provides detailed insights into behaviors and motivations, addressing attempts to divert attention.
Impact Analysis
"Out of the 22 kids, only 5 could answer a question in 10 minutes. Therefore, you only had data on 5 kids' understanding."
Best for: Defend
Rationale: Connects actions to their consequences, challenging justifications for problematic behavior.
Root Cause Analysis
"Let’s explore why students are not engaging with the material. Is it the questioning technique or the lesson content?"
Best for: Defend
Rationale: Identifies underlying issues, making it harder to defend surface-level justifications.
Quantitative Analysis
"In the last class, there was a 25% increase in student participation following the implementation of cold calling."
Best for: Defend
Rationale: Uses numerical data to assess performance, countering aggressive justifications with solid evidence objectively.
Strength Analysis
"You had 20 out of 22 students engaged during your introduction. Let’s build off this strength to enhance questioning techniques."
Best for: Diffuse
Rationale: Acknowledges positives while focusing on areas needing improvement, addressing attempts to minimize issues.
Gap Analysis
"Currently, 40% of students are participating in discussions. Our goal is 75%. What changes can we implement to bridge this gap?"
Best for: Diffuse
Rationale: Clearly shows the difference between current and desired performance, emphasizing the issue's significance.
Conclusion
Low-inference notes provide a factual foundation that helps educational leaders and teachers stay accountable. By focusing on objective observations, these notes make it difficult to employ the 4Ds to avoid accountability. While accountability can be a gift, not everyone sees it that way. Preparing yourself for coaching interactions by thoroughly vetting, interpreting, and tracking your observational evidence can ensure better accountability and improved performance.