Week 6’s lesson, stay low on the inference ladder. What is the inference ladder? Here’s the gist: "We live in a world of self-generating beliefs that remain unchecked. We adopt these beliefs based on conclusions, which are inferred from what we observe and our past experiences. Our ability to achieve the results we truly desire is eroded by our feelings" (Senge, 2012). In simpler terms, the Ladder of Inference is the mental process we go through when we observe data or experiences and make decisions based on them. It might be surprising, but it’s true—our feelings often cloud our judgment and prevent us from achieving the outcomes we desire. Emotions can skew the conclusions we draw from our observations, leading to biased decisions.

The rungs of the Ladder of Inference represent each step in our thought process, from the raw data we perceive, to the assumptions we make, to the actions we take based on those assumptions. The higher we climb on the ladder—without testing our beliefs or questioning our assumptions—the more likely we are to make decisions that don’t reflect reality.

As a leader, one of my key responsibilities in developing others is to help them recognize these steps and make the rungs of their inference ladder visible. Through dialogue, we can jointly examine their thought processes, challenge any untested beliefs, and ensure that their decisions are based on clear, unbiased reasoning. This awareness is essential for growth in both professional practice and personal mastery.

Separating Practice from Personal Identity & The Ladder of Inference

In week 6, several adults I supervised expressed dissatisfaction with my evaluation of their teaching performance. As a new leader, this reaction was challenging. Some even questioned my competency because they felt personally offended by my assessment—despite acknowledging that their performance that day wasn’t up to their usual standard.

This situation highlights a common challenge in leadership: when evaluations are based on a rubric, the intent is to provide feedback on professional practice, not to judge personal identity. Yet, feedback is often perceived as a reflection of self-worth, especially when it touches on areas perceived as sensitive or triggering. This is where understanding the Ladder of Inference becomes particularly valuable.

The Ladder of Inference explains how we move from observing data or behavior to making judgments and taking actions based on those judgments. Often, unchecked assumptions and emotions cause people to climb the ladder quickly, leading them to interpret professional feedback as a personal attack. Feelings of discomfort or offense can cause individuals to conflate criticism of their practice with criticism of who they are.

But why does this happen? Why do evaluations of professional practice so often strain the relationship between supervisors and employees when the feedback is meant to foster growth, not criticize the person?

Several factors contribute to this, many of which are beyond my or your immediate control as a school leader. These include individuals’ past experiences with feedback, their emotional responses, and their perception of their supervisor—especially when complicated by biases related to gender or race. Research shows that implicit and explicit biases can affect how feedback is received. Employees may interpret feedback differently based on the gender, race, or cultural background of the supervisor, often viewing evaluations through a lens (sometimes unconscious) of historical or societal inequities. This can lead to heightened emotional responses and a greater tendency to conflate feedback on practice with criticism of personal identity.

Nevertheless, as leaders, it’s our responsibility to guide those we lead toward separating their sense of self from their professional practice. By bringing awareness to the steps of the Ladder of Inference, we can foster an environment where feedback is seen as an opportunity for growth rather than a personal affront.

Adopting and Cultivating an Evidence-Based Approach

As a new leader, one of my most important tasks is helping individuals shift their mindset when receiving feedback. Instead of thinking, “My performance rating defines me as a professional,” the goal is to guide them toward a more productive thought process: “My use of assessment during instruction needs improvement. What specific steps can I take to strengthen this part of my practice?” Making this shift isn’t easy, as many professionals lack the self-reflective habits essential for growth. Self-reflection requires the ability to step back from emotional reactions and critically examine one’s own performance with an objective eye. This is a skill that must be developed over time, and not everyone has had the opportunity or support to cultivate it.

Without strong self-reflection, individuals may quickly internalize feedback as a personal criticism rather than viewing it as an opportunity to improve their practice. This is where our leadership comes in. It’s essential to create a supportive environment that encourages evidence-based thinking. We can help individuals focus on specific aspects of their work, using data or examples from their performance to make the feedback less about personal identity and more about actionable steps for improvement—essentially, staying low on the inference ladder.

Any development or growth takes time. Encouraging professionals to adopt an evidence-based approach requires patience and practice. There is a level of unlearning that needs to occur, which is often invisible and not immediate. It’s essential to cultivate strategies that help professionals detach from their initial emotional responses to feedback and instead focus on the facts.

Where Should We Start?

A great starting point in using the Ladder of Inference to support teachers is to engage them in meaningful dialogue about their practice. As a leader, it's essential to recognize how assumptions and biases can influence the way teachers interpret feedback and their own actions. The Ladder of Inference helps us understand how we move from observing data to drawing conclusions—often unconsciously—and these assumptions can shape a teacher's response to both their performance and your evaluative feedback.

Pablo Freire, in Pedagogy of the Oppressed, emphasizes the transformative power of dialogue in education. He argues that genuine dialogue fosters critical thinking and reflection, enabling individuals to question their assumptions and grow. By embracing this principle, you can create an environment where teachers feel safe to explore their practices openly.

To foster this growth, start by asking thoughtful questions. Dive deeper into the teacher’s thought process to uncover any assumptions or leaps they may have made when reflecting on their own practice. This not only surfaces potential gaps in their instructional approach but also guides them toward more accurate, evidence-based conclusions.

By making the rungs of their inference ladder visible, you can help teachers slow down and critically examine their decision-making process. This dialogue aligns with Freire's vision, as it empowers teachers to become active participants in their learning and professional development journey, leading to improved practice and personal mastery.

Lesson #6

Stay Low on the Ladder. #BeInspired to stay low on the Ladder of Inference when engaging adults in discussions about their practice. Focus on understanding their thought process, ask thoughtful questions, and guide them to make evidence-based observations about their strengths and areas for growth.

________________ 

Books Referenced:

Schools that Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares about Education by Peter Senge

Pedagogy of the Oppressed by Paulo Freire

🌺

Do you have any questions or would like to join the conversation? Reach out anytime! And while you're here, don’t miss out on Antiguan in America: A Racial Autobiography. Dive deeper into the journey of building your racial awareness and disrupting systemic inequities—Purchase your copy now. See you in the next post!