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70% of Mr. Bucher's English students will be able to write a RACE response answer when given a prompt and a text.

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Students(5) will earn a bead for demonstrating targeted friendship skills. Progress will be measured through bead earning data, counselor observation, and a decrease in incidence reported by teacher.

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80% of students will show mastery on their vocabulary unit assessment in 2 weeks.

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19/20 students will develop & write a 3 sentence “middle” of a narrative story in dependently with weekly checks.

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16 of my 19 students will correctly answer 8 of 10 comprehension questions about a text on the day 5 comprehension progress check

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I had one conversation with my wife who is a clinical psychologist who could reflect with me and give me advice after the conversation. "Imagine two people both having a cognitive coaching conversation at the same time" I did have to tell her the purpose of my talk and then things went much smoother.

As always refraining from giving advice is the hard thing to accomplish. Depending on the person, it can take a while to get to a good point. The silence that can build is intense. When I am extroverted person, talking comes natural.

The second conversation was more of a professional conversation with a colleague. We were working on goals for second semester behavior and students. CLassroom managment was a goal and a focus for the school. We got to a spot where he realized he should change his seating and planned his new seating chart.

The last conversation was also with a staff a coaching member. We I was getting him to plan his upcoming season and how he wanted workouts to go. I felt it was very successful in his planning, again it was hard to bounce ideas off one another when I cannot provide advice.

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I had a planning conversation with a colleague who is planning for a new arrival. This included discussing work/personal life balance and how she plans to proceed with her employment. This was not a planned conversation, but when she came to me, I asked her if it was okay for me to practice a more formal approach. It was difficult during our conversation not to put a personal perspective into the mix and only ask the clarifying questions because of the relationship between us and me wanting to comfort her during the conversation.

I had a reflective conversation with my husband. He has been having some health things arise and he was able to reflect more on his feelings regarding his health. Once we had the reflective conversation, it naturally flowed into a planning conversation. During the planning conversation, he was able to work through some barriers he had reflected on and came up with a plan to best serve his health needs. Vulnerability was present in both conversations and using the approach made the emotions come out which after the conversation he felt was exactly what he needed.

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I was able to have two planning conversations.

The first planning conversations was with my wife who was planning a Christmas around the world unit with her 3rd grade classroom. She is passionate about this topic and had been looking forward to it. I listened and rephrased her statements as she described her concerns about the unit including adding in a food element for each country and the allergy concerns she might have in the classroom. She wanted to balance buying food for each country with a budget as well. Her third concern was adding in traditions about Santa Claus from different countries around the world. She knows that some kids in 3rd such a as our son still practice the USA Santa Claus tradition but some 3rd graders do not. Her concern was spoiling the tradition for other students in her class or causing them to go home with questions about it.

As I listened and paraphrased her statements, she was weirded out about my approach and even mentioned that I haven't listened like that since we first started dating. She stated it was weird how I was paying intense attention to her conversation and she wanted to be more relaxed in the conversation but that she appreciated me listening and not trying to advise or fix.

My second conversation was with a teacher at school whom I' have known for many years. She is the head of her department as I am of mine. Her planning conversations revolved a marketing class she teaches. She has a solid class but she is trying to find balance in how she teaches it. She loves the class and is very passionate about the topic and wants the students to have that same passion. As I paraphrased and restated her statements balance was the key them that kept coming up. Balance between assignments, balance between semesters, balance between the effort she puts into this class versus other endeavors, and balance between home and school life. She already had a good idea of what she was wanting and seeking and I don't think it was any new revelation for her. It was more of just acknowledging where she was at in her process. It was a good conversation and will lead to encouragement on my part when we have future conversations.

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Planning and Reflecting Conversation Reflection

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Planning and Reflecting Conversation Reflection

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At first, I found these conversations difficult, but as time went on and I had more conversations, it became easier. It is still challenging but the more I practice the more I get out of it and the better the conversation goes.

I had a planning conversation with a colleague. This is their first year teaching, and they are having trouble with one of their classes and are unsure how to proceed. It was very difficult not to give advice or suggestions. By the end of the conversation, they had figured out how they wanted to proceed and felt good about the solution they came to. I also felt really good about their solution. It was enlightening to see them come to their own solution.

My second conversation was also with a coworker from another department. We had a productive conversation. Again, it was difficult not to give advice or make suggestions. Again, they were led to their own solution. We ended up discussing an array of topics, and the coaching went back and forth.

I am learning a lot through this process, and it has improved my listening skills.

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These conversations proved to be a stretching and growing opportunity for me for sure! The planning conversations seemed to be a little easier than the reflective conversations.

I think planning conversations were easier because when someone is planning something they already have a clear end goal in mind and it isn't as difficult to discuss steps and actions they are wanting to take to get to the end goal.

Reflection conversations prove to be more difficult. It was hard for me to sit in the waiting time for the person to reflect before speaking without offering feedback or affirmation.

I do think these conversations are easier to have with people you do not know well on a personal level. When I had a conversation with someone who knew me well, I found myself wanting to fill the waiting time more as to make sure I was affirming them. (possibly related to my high score in interdependence) It was also a big struggle not offer my thoughts and opinions.

Though they are not easy, I do see many benefits of these converstaions! With more practice, I believe these conversations to be very helpful, not only to push people to think deeper and reflect more, but also to push them to rise up to a challenge, step outside their comfort zone and accomplish something they didn't know they were capable of!

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I had a planning conversation with my sister as she is planning a trip for her family and has a one year old.

I had both a planning and reflective conversation with my mom, who recently retired from teaching and coaching in December.

I had a reflective conversation with my husband about his job and what positive things he wants to continue focusing on and implementing.

I would typically give feedback or side comments in a typical conversation with them, so it felt forced and inorganic to paraphrase and follow the steps; however, it is stretching me to really focus on listening.

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I had my conversations with two of my colleagues. These conversations were planned and structured for me to be able to practice. I feel that I am struggling to use these types of conversations organically.

One of my colleagues and I talk daily about work but also our personal lives and the planning and reflecting conversations I had with him were more awkward and felt forced. It felt as if he struggled with the format of the conversation and I felt that I was struggling with where to lead the conversation. In the end it worked out and he was able to find new ideas for his plan and was able to reflect on what he will do differently for his reflection.

The other conversations I had were with a colleague that I spend most of my time with talking about bettering ourselves as educators. These conversations went over smoothly. He has been trained in these types of conversations and so he knew what to expect which I felt helped him but also me feel more comfortable having the structured conversation. Overall these two conversations with him were very productive. He was able to come up with a solid plan on what he wanted to change about an upcoming lesson in his class. He also was able to reflect on a past unit he has done and what his students actually get out of it.

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I had a planning conversation with a friend about a new business venture she is taking. At first she was hesitant because I am never quiet during our conversations. It was hard to not jump in with ideas and only paraphrase what she was saying.

A second planning conversation was with my oldest about his plan to be successful second semester. I feel he walked away with good ideas that he generated.

A reflective conversation was with my sister-in-law who is also a teacher. She reflected on her first semester. I felt this to be more natural as we are both educators. I did a lot of paraphrasing so that I would refrain from giving personal examples

Final reflective conversation was with my student teacher at the end of November. This was successful in terms of being able paraphrase what she was feeling went well and areas she could continue/plan to work on in her own classroom.

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I had a reflective conversation with my oldest son about his first semester.  I did a better job of listening and not guiding his thoughts.  I was able to summarize what he said, and he actually responded with “YES, that’s how I felt!” and then he added to his thoughts.  He came to an interesting conclusion that it helped him a lot to be intentional about his time.  He came up with a plan that he thinks will work for him for the coming semester.

I had a reflective conversation with my student teacher about her math lesson.  She was able to articulate what went well.  I was able to restate what she was saying, and that led her to another realization about her pacing of the lesson.  By the end of the conversation, she had come up with a plan for a way to check the students’ understanding sooner in the lesson tomorrow.

I had a planning conversation with my younger son about 2nd semester.  The questions of “How will you know you are successful?” and “What is most important to pay attention to in yourself?” were really helpful.  It was very interesting to watch him process and make a plan for his schoolwork.  He had some interesting insights I would not have thought of just looking from the outside.

I had a planning conversation with my husband.  He hated it.  It is not our usual dynamic for me to be quiet for such long periods of time.  He did eventually start to talk and offer his thoughts about the situation.  It helped to start by identifying what it was that he wanted in the situation and why it was important.  He came up with a plan, and he implemented it this morning!

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Fixing everyone's problems!

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My super power would be communication. I would come to the rescue to help with coaching a conversation and ensuring open lines of communication.

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The ability to reflect is something I feel I could use as a superpower. I often reflect before I move forward with ideas or advice.

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My super power problem solving!

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My superpower would be MEGAPLANNER. I would make the schedules, plan the events, and make sure all the things were thought about. Then I'd delegate all the jobs :)

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My ILC superpower would be... Jack of all trades. I have been asked to do many things outside of my comfort zone over the last few years and have had more things added to my plate. 

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My ILC superpower would be... Jack of all trades. I have been asked to do many things outside of my comfort zone over the last few years and have had more things added to my plate. 

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Mine would be organization/structure. I want to be prepared for others & hopefully make things as easy as I can.

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My superpower would be encouraging and uplifting others. Helping them to believe in themselves and coming alongside them to help along the way.

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Communication and Planning

I would use it like a fairy and sprinkle positive, and organized communication and planning through out all actions and activities

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I am the behind the scenes guy who helps the superhero be a superhero.

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My first conversation took place with a colleague of mine who teaches 1st grade. She was talking about how planning is something she is working on as a team and explained some of the difficulties or hesitations she is having. I felt like I was able to avoid advice in certain areas but could often feel myself want to give advice. We both felt a little awkward during our communication. For me I do use this approach in my current position without knowing I am. It is just different when it is not the audience you are use to speaking with.

My second conversation was with my husband. He is a Foreman for a company who is currently working on a big project for a large company in Indiana. It was difficult for me not to give advice as I am protective of him. At the end of the conversation he told me that he felt accomplished due to being able to talk through the issue and work through it with just someone guiding his thoughts. That was big coming from him. This conversation made me step back and make me really think about my approach to some conversations, especially with him. I felt this was a successful method in this situation.

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Like many of my peers I found this to be a difficult practice. I am a fixer and a doer and in many of my conversations since our last meeting the person I was talking to wanted my feedback which can and did lead to awkward moments.

I had a conversation about a personal matter with a colleague. They were working through a problem they were having in their personal life and I asked if I could try this method on them. The conversation went well, however at the end they did say that it felt odd not to get advice and feedback during the conversation.

I decided to try and lead a planning meeting with one of my committees with a coaching approach. This specific committee is often me coming up with ideas and the members voting on what we decide to do. I hosted an actual meeting this time and led it by just prompting the members with questions to guide the group to come up with their own ideas and plans. This went really well, however their were still times where I needed to step in and provide some information.

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I "tried" to have a critical conversation with my husband on the notion of sending our senior to college. After about 10 minutes I realized a coaching conversation was going to lead to an argument so we stopped. We both have different opinions and ultimately we realized it doesn't matter what we think, the decision is hers and hers alone.

A few days later, I approached our daughter in a conversation. This felt more natural and easy to approach. The conversation was going very well until I wanted to slide in my advice or suggestions. I am a "fixer" and I found it very difficult to lead the conversation and use open ended questions where the "work" fell back on her.

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I had two coaching conversations. The first was with my para who has a teaching degree but has not taken her Praxis assessments. We have been talking about them for a while now and every once in a while I will check in with her about how things are going. So, this time, I took the coaching approach. The thing I noticed right away was how hard it was not to give advice! I wanted to input myself into the situation and offer support and solutions and way to make the process easier for her. I was able to stop myself and when we spoke at the end of the conversation, she shared that as uncomfortable as it started, she felt really good by the end of the conversation.

My second conversation was with my husband. Parenting is hard!! We have been having a lot of conversations about how we feel about our parenting approaches, and so he agreed to let me try this out on this topic... He is not one that loves to be "put on the spot" and so it was a little uncomfortable at first, especially with the topic I think! But, similar to the first conversation, it ended up being more comfortable toward the end.

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I participated in two coaching conversations.

The first conversation was when a teacher came to office seeking help regarding a teacher who will often take over a meeting causing others feel their input isn't important. I was able to walk her through the process where she was able to create a game-plan before the meeting (it was her plan--not mine). She felt confident going into the meeting and led it well.

The second meeting I felt was done on me--unplanned. The team was trying to navigate a plan for communication and problem solving with a new leader. We were able to walk through solving our different approaches while still be able to hold on to our leading style.

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My efforts to have conversations like this made it very obvious to me that I have a lot of work to do in this area. I struggled with trying to ask leading questions, as well as not giving advice. When I feel like I have an answer to a problem I want to help right away instead of letting the person think through and come up with the solution or possible ideas on their own. When I would pause I felt very uncomfortable. Awkward silence is not something I am used to. It was a growing experience for sure and very enlightening on areas where I can work to improve! Also, I can see the reason this was so uncomfortable for me was because when I am on the other end of a conversation like this, I want to be given a solution. When I am asked guiding questions I am always scared there is a wrong answer-when in reality I am just being challenged to stretch and grow out of my comfort zone.

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I've been able to have one coaching conversation with a coworker I am mentoring this year. I sat down to reflect upon my observation of him last month and I used cognitive coaching techniques to help him plan out a future unit and how to deal with behavior from some of his freshman classes. In the past I've offered a lot of advice, but instead I focused on asking questions and paraphrasing information in order to help him realize the solution that would work for him.

I have not had a second conversation, but I am comfortable with the techniques involved. They are similar to techniques I've been trained in for my bachelors degree and that I teach in Psychology. My only discomfort in seeking out a conversation would be to have one with a peer when I am not in a designated mentoring role and when they are not seeking advice from me.

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I spoke with 2 coworkers for my conversations.

The first conversation was about my coworker balancing work and home life as they are in a new role this year. I found it awkward/hard to restate what she said as it felt unnatural. It stretched me to really focus on listening instead of responding or adding to her thoughts.

The second conversation was about my coworker planning a writing unit and how to enhance it further to meet students' needs as we close in on the graded assessment. I felt again like my natural reaction was to start bouncing ideas off of one another and respond with ideas, but instead worked on really listening to what she said & restating it.

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I spoke with a student for my first conversation. They have been struggling with turning in assignments and came to me for suggestions on how they could "turn it around." It was hard for me at first not to provide suggestions, but I just listened and asked questions, hoping that they would come up with their own strategies. The conversation went well. They recognized that they came up with a solution that will hopefully work for them just by talking it out.

My second conversation was with a colleague who is a new teacher. They were struggling with one of their classes not completing the practice problems, and it was reflected in their test scores. Again, I listened and asked questions instead of giving solutions. It was a great conversation; it helped my colleague, and they realized what the issue is and what direction to take.

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11/4/25

I talked today with my student teacher about her thoughts about math instruction.  She shared her ideas for center-based learning to differentiate.  I listened and asked questions, but could feel myself leading in the questions to get her to think about all the different kinds of outcomes, and planning.  This is really hard for me.  Restating what she said didn’t seem to lead to much more conversation.

11/18/21

I talked today with a coworker about a conference he went to. He processed what he had heard at the workshop and processed how he might implement these strategies with some of our students.  I did a better job of listening and restating what he had said.  My questions still felt…leading?  I also have a really hard time not affirming and connecting with my own stories or thoughts.

I need more direction and to watch more examples of this being done well to feel like I could actually do coaching.

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I had two conversations both of them professionally.

The first conversation was with a member of my department. They are a new teacher and had been struggling with classroom management. We sat down and I let him talk. I tried my best to restate the feelings he has been having. After a while, I think they got frustrated with the way the conversation was going and just asked me what my suggestions would be.

The second conversation was with a professional friend. I had asked them a head of time if I could have this type of coaching conversation. At the end of the conversation, they stated that they liked how reflective it was and how it helped them get to an idea of what was next. However, they felt like it was awkward and their reflection of the conversation was a coaching conversation should be a little bit more of a conversation.

As I was reflecting some questions came up. In education, we have a growing population of teachers who are not professionally trained ( so to speak) and are on emergency licenses or are in transition to teaching programs. For them to brainstorm ideas, would be challenging and frustrating for them. How do we coach people who do not have experience without offering suggestions?

~ Korey

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This was very difficult for me to practice. My experience was challenging and rewarding at the same time. My first conversation was with my student teacher who was struggling with classroom management. I wanted to offer suggestions but refrained. At the end of the conversation my student teacher asked why I didn't give her suggestions that she could use, even though she was able to brainstorm her own suggestions. I told her it was more meaningful for her to find her own solutions than for me to tell her what to try.

The second was with my son. This was more difficult because it was personal. I allowed him to talk his way through his situation. Again, at the end he was surprised that I did not give my opinion or offer solutions. He was able to come to a conclusion and followed through. All is well!

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Arrows A Systems Based Approach in School Leadership

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The Art and Science of Teaching by Robert Marzano

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Article - Small Group Reading Instruction is not as Effective as you Think by Mike Schmoker & Timothy Shanahan on Education Week

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I just finished this book. Wow! So many amazing things to apply to my personal life and professional life

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Praxis Teaching Reading Elementsry 5205

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Dialogue/Reciprocity: I feel that dialogue is an area of strength for me. I am an active listener and do a lot of that. I am patient when listening and hear a person thoroughly. I value having open, respectful conversations with my colleagues. Having the opportunity to collaborate with people who share the same end goal is a blessing. I cherish the opportunities where I get to learn and grow from other people's ideas that have been brought to the table.

Equality: Choosing equality as the principle I want to improve on felt odd at first, especially because I feel like I work hard to ensure my partnerships hold equal value and mutual respect. When I transitioned from my previous role as a special education teacher to school counselor, my aide stepped into my former role. I support her growth, and I want her to succeed more than anything, but that means I need to trust her to find her own path in her professional journey. She is naturally a person who needs someone to take charge, so I need to remind myself to work on true collaboration/partnership, not leading and guiding from a place of experience.

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Laurie: So excited about Brene Brown's new book!

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Laurie: So excited about Brene Brown's new book!

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It just came out, so I haven't read it yet, but all of her work makes me THINK!

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I think that dialog is an area I am doing well in currently. It is easy for me to talk with colleagues and leaders in my building about ideas for my classroom, individual students and other classrooms.

I need to improve on reflection. I tend to feel like a failure if something does not work out the way I planned or envisioned. Or when I do reflect, I have trouble putting my ideas for improvement into place in a timely manner. I am working on this with our building coach!

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I believe my strength is dialogue. I want to discuss everything and work out issues or problems when they present themselves. As a teacher, I feel it is important to have dialogue with my students. I welcome their opinions, and if I see something isn't working, I will rework it to better fit their needs. I believe in open lines of communication and feel it is necessary in our line of work.

An area I need to work on is reflection. I tend to over reflect and complicate the original task or thought. I am hard on myself, and reflection can cause me to overthink. It is not an issue of not reflecting; it is that I reflect too much.

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I feel that a strength of mine is reflection. In my position, I feel that the best way to ensure that I am doing the best for my students and member of my special education team, is to constantly reflect on the practices we are putting in place for students. I also spend time reflecting on how to best provide instruction to the Paras on my team to assist them in the classroom and with students.

An area that I need to improve in is dialogue. Over my years as a special education teacher, I have become an advocate for my students and do my best to provide the best for them. Often times, I can get tunnel vision with that and become so wrapped up with what is right that I don't always listen to other perspectives right away. I will eventually get there, through reflection, but in the moment of a conversation, I can get wrapped up in what I am going to say next rather than fully taking in suggestions.

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I feel that my strength is dialogue. I want to talk everything out and find solutions by conversing with my teaching partners, family, and friends. Being able to express and hear others express themselves is something that take seriously. I tend to be a sounding board and help others talk their way through issues and successes.

An area that I need to work on is reflection. I do not take the time to reflect on my actions as an educator the way I should. I feel there is always something else that needs my attention and reflecting is always put off and forgotten about. This is something that I want to find the time to do and will be making this a goal for this year.

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Korey-

I think a strength of mine is reflection. I feel like as a coach or a leader, I am constantly asking what went well and what didn't go well. I am not always looking for a fix because sometimes I feel like we are always trying to fix things that do not need to be fixed. This seems to a problem in education sometimes. We change just for the sake of change.

I think an area of growth or an area where I need to work on is Equality. This was area I struggled with as a young leader and captain of sports teams. I was more of the mind set of "lets get it done" I didn't really want to how people thought we should get it done, but more of the mind set of just do it. I still feel this way when we go to PD like the training my English Department just went to. I was speaking before them and not always allowing them to speak first. I need to work on letting others be heard and not giving my thoughts first.

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Strength: I feel that my strength is engaging in Praxis. I am trying to teach a new reading curriculum in the most meaningful & focused way that I can and collaborate with my teaching teammate to do that. I am eager to apply new strategies or techniques learned in professional development sessions or PLC's to make lessons the most engaging for students.

Focus: I need to improve upon reflection. I need to reflect more regularly on what is truly meaningful in my instruction for my students. I often reflect the most after a unit to make notes on what worked based on our assessment data, when I could also be reflecting just as much daily along the way. My goal is to make notes on my lesson plans so I can actively think through how to better my lessons for the upcoming days, as well as have that information to help with next year's planning.

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Which one are you doing well currently? Where is your strength?

When I look at the Partnership Principles, the one that I identify the closest with right now is Praxis as defined by Jim Knight.

I have made it my personal mission the last 4 years to push my skill and ability in teaching to the highest levels that I can. I am constantly seeking new teaching techniques and tools to add to my skill set. This could be as simple as including pair and shares in the middle of a lesson or a more labor intensive experience like creating a Project Based Learning Experience for my students. I am seeking to further my knowledge base and tools in teaching so that I can be 1) more present in the moment each class and 2) so that I can build the best learning experiences for my students that I can think of.

I know that there is no end goal for Praxis. There will be no magic moment when I think that everything is "perfect". But for now, I am enjoying the chase for new knowledge and skills to incorporate into my library of teaching techniques.

Which one do you need to focus on and improve upon? What could be your next steps?

Reflection is definitely a step that I need to focus on more, both for myself and for the teachers I have been mentoring.

I have the intention to reflect on everything I'm doing to and to write notes to future me on what is going well and what could be improved, but I have often gotten sidetracked by looking ahead at the next task. After all, I think, why should I focus on a lesson I just taught today and I won't teach again for another 4-6 months? I should instead focus on making tomorrow better. For now, I am writing future me a to-do list of things to fix or try for future units when I get to them next semester, or next year.

I also have been working with newer teachers who have too many tasks to complete in order to get up to speed on how to do all of the different aspects of the teaching job that reflection seems to be our last priority. It shouldn't be that way, but I have seen that all of the responsibilities that go into teaching feel more pressing than taking time to reflect on what is going well.

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Reflection: I think this is a strength of mine. I feel like I pause to think through why I'm doing what I'm doing. Having a student teacher this year has amplified this as I'm thinking aloud about every decision and lesson with another person.

Equality: This is the area I think I need to work on. My personality is "let's get this done, and so I don't think I'm great at LISTENING to others' ideas. As next steps, during my collaborative planning time, I've written a reminder to let other people talk FIRST and for me to listen.

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Which one are you doing well currently? Where is your strength?

Voice/Dialogue: I feel that these two areas are my areas of strength. In most of my leadership roles I welcome conversation and ideas from others and even love to learn new ideas for my own classroom from the people that I am leading.

Which one do you need to focus on and improve upon? What could be your next steps?

I said this during our last in person PD. Reflection is an area that I do sometimes over do personally and am to hard on myself. As a leader I want to make a goal for myself to start making sure I realize if any of my "members" are being hard on themselves as well and give them praises and positive reflections if they are.

I can start by making the goal and then I can start being more socially aware of this specific issue.