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Wonders...
"How do we help teachers see the value in recording themselves?"
"How receptive would teachers be to a hope audit?"
"I wonder how many teachers at my school would consider themselves to be in the Zero-Learning Zone?"

Applications...
I would like to conduct a hope audit, even if it's with an individual teacher.  When we have the mindset that we can't reach our goals, or if we don't have goals, we have entered the Zero-Learning Zone.
Design thinking is an interesting approach to escaping from the Zero-Learning Zone.  While we teach design thinking to students, we seldom use it in our professional learning.  I would be interested in exploring this thought process more thoroughly.

Quote...
"Learning is our lifeblood, and we live better when we learn more."

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I feel like my strength as a coach is Voice.  Teachers know that they can be honest with me, and even if I don't agree with them, they can share their thoughts. I show teachers that I value them and their expertise. This helps foster a partnership of collaboration and mutual respect.

The area I need to work on is Reflection. While I often engage in reflection with teachers, it is often the first Partnership Principal to be overlooked when a quick decision needs made or when we are ready to move on to the next challenge.

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#1 "Parents want traditional grades. That's what they understand."

High SOM: Craftsmanship - this teacher desires to be excellent in all she does and has high expectations for her students.

Low SOM: Flexibility and efficacy - this teacher does not want to try new things or allow parents to see things through a different lens.  Whole group, one-size-fits-all lessons are a regualr occurrence in this classroom.

To coach efficacy, we need to start small and develop goals together.  Working with this teacher's grade-level teaching partner (who exhibits high levels of efficacy), will help her see that there are more ways than one to increase student achievement and communicate that information with parents.

#2 This particular teacher is a 2nd year teacher who has been struggling with classroom management.

High SOM: Interdependence - this teacher realizes her need to be a part of a team and is a valuable, contributing member of our staff.

Low SOM: Consciousness - this teacher misses cues in her classroom and exhibits naivety in her understanding of student behavior.

This teacher has shown growth with this state of mind this year. Through observations, recording, and watching her teaching, she has learned to look for those cues in her classroom and that has helped her to become stronger in the area of classroom management. The fact that she is interdepent has also helped her as she has sought out staff members who can help her grow.

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Wonders:
Why didn't I know about the primacy effect?
Why didn't I know about the recency effect?
How many teachers would be willing to record themselves for review.
Application for myself and peers:
I need to look at my fears sometimes, thus making it easier to move forward.
Applying PEERS Goals with the teachers and myself.
A-HA or Golden Quote:
"Keep it simple and targeted."
"Treat yourself with compassion."

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Wonders:
-I wonder if someone other than the person who is in the Zero Learning Zone, points out that they are in that zone, if the learning is as meaningful or if it comes with more hesitation.
- I wonder if there are many teachers in my building who are in this zone and feel this way but don't have the language for it to articulate it themselves, would they benefit from reading this?
- I wonder how we gently encourage our teachers to enter into a world of teacher-led learning after COVID has left them all in survival mode. How do we encourage them out of this headspace without pushing them past their limits and having them join the hoardes of people who are leaving the profession.

2 Applications:
-I would like to model what it looks like to self-identify as being in the Zero Learning Zone so that teachers know its a state we all experience and ways to get out.
- I love the hope audit and would like to implement that into my coaching as well.

1 Golden Quote:
"It can feel less like a 'gift of learning' and more like a colonoscopy"

This quote stuck out to me because it's important that we show empathy and grace when delivering feedback of all sorts. We are always our biggest critics and sometimes when someone points something out that can be improved it makes the person receiving the feedback feel negatively.

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High SOM : Consciousness. I know because the teacher is quick to point out which students are having which difficulties. She can say specific examples about what she thinks is wrong.
Low SOM: Efficacy. I know because when the teacher describes what she has noticed she doesn't mention any strategies or plans to change the situation.
Knowing this can help me coach the teacher. I know she'll be able to express what is wrong - so I won't have to worry about pinpointing that. Knowing she feels a bit helpless to change things lets me know to build her confidence up and point her in the direction of resources.

High SOM: Craftsmanship. I know this because I can see the skill the teacher possesses when I watch her teach and during conversation with her. She talks specifically about how to tackle problems and approach issues.
Low SOM: Flexibility. I know this because she does not seem particularly open to new suggestions. Since she does have skill in her craft she may not think she needs to hear anything new.
Knowing this can help me build on her strengths and support weaknesses. I can work new suggestions into conversations in a way that acknowledges the skill she already possesses.

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Wonders ~ The article mentions that sometimes teachers are in the zero learning zone because they can't see the new practice working - I wonder how to help them see that it can.
I wonder if sometimes teachers are resistant because they think saying yes to new learning means they'd be admitting they weren't doing things good enough...
I wonder what to do when a teacher continuously refuses to try a new way.

Applications ~ I can embrace all learning openly and fearlessly.
I can flip my perspective and encourage others to do the same.

Golden Quote ~ "It takes courage to choose to learn, and real learning requires a real picture of reality that comes from flipping our perspective."

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3 Wonders:
*  I wonder who is initiating the "Challenge to Get Out of the Zero Learning Zone"   Is it a principal, an instructional coach or themselves.
* I wonder if teachers could team up with a friend to be the cameraman.  This might help the situation be less stressful.
*I wonder why teachers are so hard on themselves.  But we are.

2 Applications
* I hear teachers say, "They just don't get it. I have done everything and they don't learn it."  This would be a great time to utilize the step from the article.
*As an instructional coach, I believe I could guide teachers to break out of their Funks by using these steps.  We could start simple with A Simple Target or Treat Yourself with Compassion before we start videotaping.

1 Golden Quote
* Learning may seem overwhelming if we try to accomplish too much all at once. Choose one learning target and stick with it until it is accomplished

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"Next year will be better"
I've heard this so many times recently where it seems that teachers are already checking out of this year and looking forward to next school year. Low SoM for consciousness.

High SoM teacher: Efficacy
"What can I do differently to reach more students to get these scores up"
This teacher takes responsibility for her student scores and looks at what she can do differently to improve instead of playing the blame game and coming up with excuses.

SoM is something I can use to help me assess and meet teachers where they are at.

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When I read the Partnership Principles, I felt that my strengths as a coach are voice and dialogue. I feel that when I am collaborating with teachers, I create a safe environment for teachers to voice their opinions and share their ideas. I make sure they understand that we are partners in helping them becoming better teachers and we can work together to improve student outcomes.

The area I need to continue working on is reflection. Although I collaborate often with teachers, I feel that the teachers and I could reflect more on what teachers feel is meaningful and helpful to them. One example may be looking more deeply into specific student data.

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High Craftmanship and flexibility.
Teacher is creative when developing lesson plans and strategies.  Nothing is out of place in plans.  She continues to say I am close to perfect.  She is willing to try anything to make sure her students are academically success.
Low Consciousness.
Teacher is into herself, she is not able to see or hear that her students are not listening to her, not focused, and using their cell phone infront of their devices.

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#1 High efficacy, low interdependence.  A new teacher, willingness to try different strategies, a believer...but she doesn't have the best "goodness of fit" with her team, which she feels left out and at times unsure of herself.  I can use this insight to help her believe more in herself by focusing on her growth and her students' growth.. continue to reach out to collaborate with her grade level team, district grade level teams, and other teachers through social media groups...

#2 High efficacy, low flexibility. Teacher has the can do attitude for students and self. But aware she needs help with classroom management and doesn't believe she can get control since she has tried a couple different strategies and is approaching the end of the year. I can use this insight to help her continue the faith in believing she can gain control by continuing to try different approaches & strategies that are developmentally appropriate, evidence-based best practices; what works for one/some doesn't work for all, some strategies work long term/some short term.

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My 3 Wonders

-I wonder how many teachers would benefit from reading this article. Would they consider themselves as having been or being in the Zero-Learning Zone? I wonder if they would try to move out of the Zero-Learning Zone.
-I wonder if more teachers would consider video recording or audio recording their lessons more often to learn and improve their teaching and student outcomes.
-I wonder how many teachers would feel they are in the Zero-Learning Zone.

2 Applications for yourself and your peers:

-I would love to work with teachers to help them move forward with their teaching and learning by having them watch themselves teach, listen to a lesson, or interview their students. I feel this could be very beneficial for teachers to create specific goals for themselves that are simple and manageable and help them move forward with their own learning. This is also a goal that would help me as I model lessons or conduct PD sessions.
- As I work with teachers, when we can I would like to set specific goals that are clear and manageable. This would be one way to help them to possibly stay out of the Zero-Learning Zone.

Golden Quote
"When we lead our own learning, when we see more and learn how to act more effectively, our lives improve."  p. 6

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After completing the leadership inventory, I found that I am a type 1 leader. This fits with my beliefs and the way I tend to coach. I feel that I am supportive of teachers and take time to listen to their needs. Once I have ideas of how I can help students and teachers, we work together to find strategies that work best. I want them to feel comfortable and willing to do the new things we discussed. After reading the article, I see myself in all functions of an instructional coach. Here are some examples of what I have done this year. My coaching style changes as I work with different teachers. This year I mentored 2 third-grade teachers as they developed pacing guides that fit with their ELA curriculum. They wanted their reading and writing to support each other where they read in a genre then write in a genre. I have also provided professional development for our math and ELA curriculum to help support teachers with their planning and daily lessons. In our district, the coaches meet and collaborate on various topics including curriculum, teacher relationships, and many other issues.

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#1: Brand new teacher came in midyear. Into our preschool program after successfully teaching in the daycare setting for 10+ years. Has a BA in Elementary Education but never completed for a teaching certificate.
High SOM: Craftsmanship. She is great at what she does. Her lessons and units are very well developed and developmentally appropriate. She is able to integrate cross curricular topics so students are enriched by their environment.

Low SOM: Interdependence. Her confidence is low. She is unsure where she fits into her team, and is still working out her place in an established team.

#2 A third year teacher who has struggled with management in the past. Had a rocky start to the school year but is flourishing with a new team.
High SOM: Interdependence and Flexibility: She is able to take ideas and with guidance put them into action. She curricular-ly is a very strong teacher and brings a lot to her team. The team throughout the school year has learned their place and how to work together to be one of our strongest grade level teams in the building.

Low SOM: (Showing the most growth) Consciousness. Her classroom management was lacking because she was struggling to set the pace in her classroom. She was losing her students throughout the lessons and things were getting out of control. She's been able to open up to her students and allow them to get to know her, so she's able to get to know them and they've really grown together in this way.

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"My students are not motivated to do any work. Their quality of work is below grade-level expectations and they don't seem to care about any incentives or positive reinforcement. I am not sure how to help my students understand the importance of completing quality work and turning in their work on time. I have tried many strategies and ideas that seem to work for a limited time. I really want to do what is best for my students.
High SOM: Flexibility and Craftsmanship - I feel this teacher is demonstrating flexibility. She wants to find possible solutions to help her students. She is also monitoring the progress of her students to find a way to best help them to succeed.

"I am not sure why we are having to do something different with our grading practices. What we had was just fine and what we have now is cumbersome and takes too much time. Parents don't look at our new grading system."

Low SOM: Efficacy and Flexibility - This teacher finds the negative in things and doesn't want to try new things at times. She does see growth in her students with the strategies she is comfortable with.

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One of my teachers has a low SOM in both flexibility and consciousness. This teacher has a negative attitude in so many areas. One of his frequently repeated quotes, "My "honors" students (and yes, he uses air quotes), what a misnomer!!" Could he try anything different? "No, I know my content and how to teach it. These kids need to put forth the effort."
My high SOM teacher excels in both efficacy and craftsmanship and is a true character. This particular teacher is creative in her teaching style and presentation. She strives to make learning exciting for her students and she modifies her lessons per class as she wants to meet the needs of each group.

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"It is getting close to the end of the school year and my students are not mastering their standards. What are the 3rd grade teachers going to think?"
High SOM: Interdependence- the teacher understands and respects the teachers in the building she wants them to know she is carrying her end of the weight for doing her job.
Low SOM: Efficacy- the teacher does not believe her teaching is effective enough to improve student growth in the classroom. She had become hopeless.
*Success Story: This same teacher has increase her efficacy and sends we weekly updates with class progress:)

"I've started having students color sprinkles on a cupcake for every lesson they pass in iReady. When the entire class gets to 100 lessons passed we are going to have a cupcake party. The entire class is excited, and the student scores are really improving!"
High SOM: Interdependence- the class has to work together. Efficacy- the teacher believes in the class, the goal is attainable, and the students believe in themselves.
Low SOM: Flexibility- there is only 1 goal

I enjoyed reading the Five States of Mind. While reading I was often thinking beyond coaching into my homelife. For instance, I was reflecting upon how much more flexible my husband has become since we have had my 4 year old daughter. I had never thought about it as a "set of skills" before or requiring emotional security.

While reading about Craftsmanship I thought about all the teachers who look to Covid as a scapegoat rather than hone in on professional learning.

A couple of beliefs I connected with in this article were; "Humans need reciprocity, belonging, and connectedness." "Cognitive Coaches must realize that "cognitive" always has the "emotional" component." It's extremely important that in all I do, I am always sincere. My tone, my joy, my sorrow. I'm in it with the teacher at all times.

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"I don't know how I am supposed to get all this done..."My first row of students came into school knowing nothing...I mean NOTHING!" I can do it by myself I do not need anyone to help me."
Low SOM: Efficacy she feels her students will never get where they need to be. Flexibility --doesn't like to try new things or change

High SOM: Craftmanship - worried and does put in a lot of work to improve, but not always what needs to be improved

Reworked learning target or I can to better fit the standard during discussion. Redone a common assessment to be on target with the standard
High SOM: Craftmanship has very high expectations for themselves and those around them
Low SOM: Can struggle with flexibility if not approached in the proper way

Looking at the state of mind of the teachers will help me how to approach them or have coaching cycles with them

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SK-Low: Efficacy. This teacher over the year has done the blame game.  She thinks that her students don't perform well because of hormones and social and emotional issues.
High: Flexibility. This teacher over the year was low in flexibility.  After Christmas break, she was more accepting and willing to change her small groups, have intentional materials in those groups, and utilizing the adults in the room.

SL Low: Consciousness   This teacher is unaware of behavior problems in her classroom.  She isn't consistent having them move their stick.  She seems unable to control the room so she just ignores it.
High:  Flexible.  This teacher does try new techniques to improve tracking behaviors and informing parents

I will use SOM when interacting with the staff. I do realize different people in different situations will have different Low and High SOM. However, I can speak to the high to improve the low.

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Wonder:
1. While reading the Five States of Mind, and now Zero Learning Zone, I wonder how much Covid has interrupted the development of craftmanship, creating a problems with identity, hope, and fear.
2. I wonder if the lose of hope and fear have grown to a point teachers are leaving the profession at a quicker pace.
3. I wonder what opportunities schools are providing to prevent teachers from entering the Zero-Learning Zone. (A proactive solution)

Application:
Simple Learning Targets and Hope Audits- I think using a combination of these 2 moves could improve my coaching cycles. A hope audit could help us to pinpoint a more specific learning target or visa versa, if the teacher already has a specific learning target I could ensure the teachers has the knowledge, strategies, and support needed to complete the goal.

A-Ha/Golden Quote:
"Choosing not to learn is choosing intellectual impoverishment, something teachers cannot afford." pg 4.

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I am finishing my eighth year of coaching. This feels like it should be simple to answer but I honestly am having a difficult time coming up with a generalized answer.
For all teachers I am able to provide these principles but I cannot always control items like reciprocity. For this reason I cannot say I have a consistent strength or weakness with all teachers.
Some practices I have as a coach I know my teachers enjoy include that teachers come to me for help and are never told to come to me or required. I never tell a teacher what they should be, instead I provide them with many resources and offer to help them implement. Teachers use me as a sounding board for their ideas and bring student work to me so we are in constant reflection. With these teachers, there is reciprocity.

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Wonders
* How many of the staff have lost hope?
*I wonder if I could just get one teacher to video themselves and see their response?
*Why do teachers in our building have the "Zero Learning Zone"?
Application
* video myself in a meeting with a teacher
*share my own video that I did last year
Golden Quote
* Choosing not to learn is choosing intellectual impoverishment, something teachers cannot afford.

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Wonder--
How can I as a coach help teachers gain the elements of "hope"
I wonder how may teachers really set goals and have the belief they can reach them
I wonder why college teacher prep classes do not focus on the importance of always setting goals
Applications--
Video record myself conducting teacher meetings or coaching sessions
Video PD time with teachers to see if what I "perceive" is actually true.
Aha--
The three factors of hope...agency, goals, and pathways.

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"I feel like I know my students well and am able to teach based on where they are at.  But I find myself stuck between needing to teach grade level standards and spending time in the gaps. I put a lot of pressure on myself to have all my students rise to the grade level and sometimes feel like I am on a hamster wheel trying to fill gaps and get students to grade level."
High SOM: Consciousness & Craftsmanship - the teacher is aware of her strengths and the issues to be addressed; she is always striving to get better.
Low SOM: Interdependence - She thinks she needs to figure it all out on her own and does not collaborate with her team.

"I don't know how to help my students show growth, especially on NWEA. My test scores have always been low. In theory, the group (team of teachers) wants to be open to sharing ideas and resources, but in the end, it feels like none of us really want to hear what another person has to share. We each go back to our rooms and do our own thing and it's not really collaborative."
High SOM - Interdependence - the teacher wants to get help from and collaborate with her teaching team.
Low SOM - the teacher feels hopeless about getting her students to grow on NWEA and doesn't know what to do.

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“I am so over state testing. It’s pointless and such a waste of time and money.”

High SOM: Craftmanship: this teacher likes to access their students work and performance and is frustrated by how much is out of their control with state testing.

Low SOM: Efficacy: this teacher is stressed and feels hopeless. They blame others and do not see how testing can be of value.

“I’m frustrated by the extreme behaviors in classroom and the lack of support from my administration. All they do is give them a break and send them back to class.”

High SOM: Interdependence: this teacher would prefer to work together with admin to come up with a plan for behaviors, instead they feel isolated.

Low SOM: Efficacy: this teacher feels hopeless and blames others for issues with behaviors in their classroom.

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With this being my first year as a coach I think I am doing really well with dialogue. I am able to listen to the teachers and relate to their experiences since I am freshly out of the classroom as well. I think this is incredibly important since COVID has changed the demands on teachers entirely, and I'm able to relate well. I create a space for teachers to talk and for me to listen, and always make sure I clarify if they are looking for someone to listen or looking for an action plan to work towards or on what they are talking about, because sometimes they just need to vent! I also listen intently to their ideas, ask questions to create a better understanding, and scaffold them to build upon their foundational idea.

I look forward to improving upon equality and choice. I think as I work with my administration team I can make sure I am working within their parameters of both the school vision and district vision and help teachers work within those parameters with equality and choice.

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3 Wonders you may have with the message:

-I wonder how my colleagues would respond to the reasons they pass on an opportunity to learn and which one(s) hold them back the most, I wonder which things my staff would prefer to move out of the zero-learning-zone, and I wonder how I can assist my staff to take a chance and move out of the zero-learning-zone.

2 Applications for yourself and your peers:

-We should video record ourselves teaching to move as learners and flip our perspectives, and we should also conducting hope audits to see if we are coming up empty in either agency, goals, or pathways to the goals.

1 A-Ha or golden quote from the reading...:

“Our deepest learning experiences usually challenge us to re-think "the stories we tell ourselves about who we are" (Stone & Heen, 2015, p. 23) and reconsider what kind of people we are, our efficacy, ethics, and overall place in the world.”

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When we completed the leadership inventory, I read through the type one leader qualities. Many of those qualities fit my beliefs. Now that I am back at school, I have noticed, I may be more of a combination type 1 and 2 leader. The reason I say that is while working with teachers, researching, or curating I'm not only asking myself what would the teacher what, but where does the data drive me.

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For the Partnership Principles, I find that I do well at voice. I am open to listening and creating a safe place to talk. Teachers know that I value their opinions. However, the principle that I could improve upon is reflection. I need to focus on adding reflection into my coaching cycles with teachers.

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- Wonders:
Could students use design thinking?
How can we help teachers focus on what they can control?
How can we as coaches help teachers feel more hopeful?
- Applications:
Keep goals simple and targeted.
Design approach takes pressure off of getting it perfect.
- Golden Quote: "But while learning is challenging, perhaps even threatening, it is also essential.  To live truly fulfilling lives, we need to be curious."

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My leadership style was almost even between 1 and 2 with 2 having just a bit of an edge on 1. Based on this I know my leadership style has me focus on the people and data aspects pretty evenly. I find myself serving most as a mentor. I want to help teachers learn how to do things, not learn how to have others do things for them. I want them to effectively and proficiently be able to read data and then connect it to the student behind the data and find ways to meet them where they are at with that whole picture of data and student.

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My strength lies in the partnership principle of reflection. This process guides deep thinking about your instructional practice. This allows you to determine a road map for instructional improvement.
The idea that resonated with me is reciprocity. When reciprocity occurs it creates authentic partnerships. This is one of the goals of instructional coaching.

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I believe I exercise Equality, choice, voice, and dialogue, I believe in a team sharing ideas and making decisions together for the betterment of our students. I need to focus on praxis. I need more time to think about what are the next steps.

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Reflection is my strong suit. It is of utmost importance to have the ability to revisit plans/actions/lessons/etc as often as necessary and make appropriate changes.
Voice, can be a struggle. Coming into a new environment, there is often a lack of trust/ familiarity, which is (often) needed in order to have open and candid conversations. As a coach, we (should) go in with the intent to listen and learn. Which in turn opens the door for dialogue.

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I believe I am strong with Voice & choice.  I want to hear what others are saying.  Giving the other person a choice gives ownership in the task.  Plus, I know I hate being told to do something.  That is one sure fire way to get something NOT done.

Although I practice reflection, I think I could do better in this practice.  I find I force my self to get this one done.  I hope it will come more naturally later.

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I feel like I do well with the choice principle, and could improve on the reflection piece. Finding common plan time has been tricky but I need to make that more of a priority to meet after the fact with the teachers.

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

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

I think equality and choice are my strengths.
I would like to get better with reflections when doing informal visits (observations) to see what teachers are doing differently during a specific time of instruction.

Next steps: provide feedback and reflection note for all. Include: Where did you find your ideas, or how did you come up with your plan? How do you think it went? Is the instruction/strategy effective?

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As a first year instructional coach I feel I am a work in progress.  However, I think I am currently doing the Partnership Principle of Voice very well.  I have had many teachers reach out to me asking for assistance, ideas, or just to lend an ear when they are feeling a little overwhelmed.  I have been working extremely hard this year to build relationships with my fellow teachers so they do feel comfortable coming to me.

My Partnership Principle that I need to focus more on would be Reflection. I feel I am so busy trying to learn my new position that I find I tend for forget the reflection piece. My next steps would be to schedule meetings with my current teachers to actually have a reflection discussion.

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I feel I'm currently doing well with Equality. Listening to others view point on a subject/topic is very important to me.

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I feel that Equality/Choice are 2 of my strength - I believe in the sharing of ideas.
Reflection is something that I need to work on as in this busy world, we sometimes need to slow down and truly reflect.

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

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

I rock at the principle of voice. I am good at listening to teachers and letting them know that I hear them, which makes them feel better. They know they can trust me, and that I have their (and their students') best interests at heart.

I would like to have more opportunity to practice dialogue. There are about 80 teachers and 1 of me. Teachers have limited time, so finding the time for a conversation is sometimes difficult.

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The area I think I am doing well in would probably Praxis and Dialogue. The one I would need to focus on is choice. Next Steps... would be giving teachers more options to full fill school/district vision. Listening more without giving suggestions.

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I feel I am currently doing the partnership principle of voice well. I think the conversations I have with the teachers feel open and candid. It seems they communicate lke they trust me and are open expressing what they think and feel. I also think they know that their opinion matters to me.
I need to improve on praxis. Next steps could be applying more of what I read and learn in daily practice at school and by sharing what I have learned with teachers.

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Of the 7 Partnership Principles, I feel my strength is reciprocity with the giving and the receiving of new knowledge and new perspectives. My current job allows me to work with a large number of schools and teachers, allowing for a constant flow of information in both directions. I would like to show improvement on equality. As I reflect on what I do I see myself taking the role of telling others what to do, although I try to not make it bossy.

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I believe I do well with dialogue and voice. Communication is really important to me and having the open communication is key. While working with teachers I aim to allow candid, open communication. This helps align where we need to continue to work and grow.

I need to continue work on choice. I often go into a conversation with a teacher with a plan. I like to feel prepared. It’s part of my nature. When I do that, I may try to steer a
Conversation or problem solve a certain way. My next steps would be working on the flexibility of not knowing exactly how something will turn out to offer choice.

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The Partnership Principle I feel I am strongest in is Equality.  My coaching philosophy is based around this idea that I am a teacher, not an expert.  I feel this is imperative when building relationships and getting to know teachers.  The Principle that I would most like to focus on is reciprocity.  I am aware that I am learning new things with my teachers, but I want to put more of a focus on that as well.  I feel that if I change how I do my reflection, I could improve here.  I need to include a focus on what I learned during coaching.

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My partnership principle that I am currently doing well is equality.  My strength is listening and having empathy.  I've been a classroom teacher and they know that I know what it is like.
I need to focus more on choice. This isn't surprising to me because my low state of mind is flexibility. My next step is reflection is needed in this area and be intentional with giving choices.

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The partnership principle which I currently am doing well at is 'dialogue'. I enjoy having conversations and listening to the teachers ideas and goals. I would like to work on the 'reflection' principle. There never seems to be enough time or energy to reflect on what has been said or done.

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I think I am using research-based practices when I am designing and developing professional development this year. I have tried really hard to make the professional development unique to the subject area and that has involving making sure I am using research-based information. Because the instructional coaching position is new to our district, I think collaborating with teachers has been slow because they getting used to the role and what exactly what an instructional coach does. As the teachers have become more comfortable over the year, we have worked more collaboratively to work on instructional goals together.

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I feel like one of my strengths is choice. When I was teaching, I worked to give students choice, and when working with teachers I work to give choices. I don't like being told what to do and I know others don't either. I feel like I enjoy having dialogue with teachers, but I forget that I can learn just as much from them as they can from me...even from a first year teacher. So, I guess my area of growth would be voice.

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I am, like most of you, a type 1 leader.  The coaching role that speaks most loudly to me is that of supporter.  I want to help teachers keep their focus on students, rather than on the hundreds of other things that pull at them each day.  This is my second coaching position, but with both I feel that it is imperative to work on relationships/trust first and foremost.  Many teachers are reluctant to work with a coach, so I use the idea of supporting in whatever way I can as a bridge to a better relationship.

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As a mostly type 1 leader, running PDs is something that I really enjoy doing. I can easily sympathize with what teachers need, which is practical solutions/ideas in a short amount of time.

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I am for the most part, type 1. I think the ability to observe (before making a judgement/decision) is key. At the beginning of the year in this position, my task was to work new "teachers" (para's and emergency permit holders included). Helping them understand classroom climate, subject/activity transition, classroom management, building expectations, etc.
I also do research and curating for both new and veteran teachers.

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How can your leadership style impact your instructional coaching?. Choose a role/function mentioned in the article and provide a brief description of how you have played that role as a coach.

An area I saw a need in my school community was communication. The communication we did receiving seemed jumbled or wasn't always clear. It was an area I felt we really needed clarity and cleaned up. Researching, curating, and in turn publicizing is really important for teachers to feel connected and successful.

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I am a type 3 leader.  My role is being a change agent.  I have learned in this position that I am changing the landscape of learning in my building. The staff at this point know that I am not there to evaluate them but to build a partnership.  I want the relationship to have mutual trust and respect.  My role is to offer support and encouragement with consistency.  I even offer most times to take things off of their plates.  This has led to more acceptance of my role and the more acceptance of our HRT.

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How can your leadership style impact your instructional coaching?. Choose a role/function mentioned in the article and provide a brief description of how you have played that role as a coach.

Although not a current coach, I have served as a title one facilitator that encompassed coaching. The collaborative approach works best for me. Sharing with team members the vision or goals for improvement or curricular focuses  and then working together to create a supportive plan with goals and bench-markings along the way.

The role that stands out to me is the leveraging of teacher talents and strengths. Identifying those and then strategically planning out committees and where they can serve the best.

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My leadership style has impacted how I coach in that I listen and like everybody to come to agreement on next steps. The role I most identify with would be mentoring. Most of my coaching time is spent helping mentor teachers in the districts goal in becoming a Marzano High Reliability School. I have done this in my classroom and was successful, so I try to help other teacher duplicate the strategies that had the most impact on my teaching.

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Based on the 4Mat, I am a Type 1 Leader (49) with Type 2 (42) not far off.  There are many times (with almost anything) I feel there has to be agreement (of the plan) before moving forward and taking action.  I feel if all hands are on deck (buy-in) and we're all on board, the more successful we will be with our mission (good for all in the community).
I am a Mentor.  When I meet with our teachers, I ask, "How do you think things are going?  What are you finding/thinking that you want to work on to be better?  What have you tried so far, and how did it go?  What is your end goal for your students?"  They are in charge of their growth and journey, I'm here to support and make sure they reach the destination.  I am an advisor.  I feel blessed to have our district elementary director for many reasons.  One reason of many, she has given us the opportunities to co-host and host PD sessions and PLC's for our teachers, administrators, and support staff.
I am a lead curator.  Helping to find resources and encouraging teachers to share what they know and what they've used is huge networking and well appreciated!  I share using Google Drive, One Drive, and email...but since there's so many resources, research, webinars/PD... I decided to create Padlets to share.  Having the research and PD information I think is beneficial to provide the evidence of best practices, allows teachers to grow, and gives the "why" it is worth the time of the teacher to use the resource.
The section of the article that stood out most to me was...
Being a Change Agent.
The teachers I have the honor to work with know I am a teacher, I am not an evaluator, I am here to help with what ever they need, no judgments, to allow me the chance to understand and I will not let you give up. But instead of helping a teacher to reach their fullest potential... I want them to focus on "Be better today than you were yesterday..." then the growth is never ending...

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To positively mold and shape the minds of children, teaching them to be productive citizens of society.

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To positively mold and shape the minds of children, teaching them to be productive citizens of society.

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My leadership style was a square, meaning most areas scored closed to the same. However, I leaned a little toward a Type 2 leader. I enjoy researching best practices in math instruction and finding or creating resources for our teachers. I have done a lot of math PD for our teachers and have a space in Schoology (our LMS) where I post activities I have created or found. I want to support teachers by modeling good activities and lessons as well as making life a little easier by doing some of the time consuming work for them.

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I am type One leader with a pinch of 2 and 4 as well.   As an administrator, I have created a sense of a community, where I strive with pride to support and empower my teachers.  They are given an opportunity to conduct PLCs scheduled every Monday or on late start Wednesdays. They also are given projects to work on after school for a stipend.   As mentioned in the article “this way, “teachers teaching teachers’ model of lifelong learning.”

I also do weekly publicizing through the Smore Newsletter titled “Q’s News”.   The faculty and staff are informed of the daily activities for the week and reminded of expectations.   It is imperative that my staff be well informed, because we are in this together.

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I am a Level I leader.  I try to please all parties involved.  I believe that a happy teacher is a happy worker.  The article was an interesting read. Number 6 stated "take some items off teachers' plates to help them make room for others." I have found myself doing this all year. Before I introduce a new initiative, I look for ways to make it easier for the teacher. I rearrange schedules, take away work loads, handle testing, research strategies, and collect data.

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As a type one leader, I would like to think that I am an active listener. Teachers come to me to use as a sounding board on concerns that they have, and I try not to interrupt – I wait until they are finished, and take the perspective of sharing thoughts for possible resolutions and ask them what they think will work, and why they feel it would be the best resolution.

I do spend some of my time “publicizing” our school’s web page to keep students, parents and teachers informed of what is going on in our building. I have recently added a section called “STEM Corner” to Block’s web page. I have done this as we are moving toward becoming a STEM school, and we will be documenting, through pictures, our monthly STEM Wednesday, projects.

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I need to take more risks to add characteristics of a 4.

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The mindframes will help me focus on doing the right work, focusing on items that really make a difference.

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Director of Professional Learning, NIESC and NWIESC

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I have a type one leadership style and so I work well with supporting the teachers, their feelings and acting on the mission. As mentioned in the article, it states that coaches are there to help teachers learn new strategies. I have had the opportunity to share my knowledge of ELA standards and how to interpret those standards and find lessons that would support the skills that are indicated in the state standards.

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Jodi Garcia
Being a leadership style 2 can impact my coaching because I will be able to analyze problems and organize steps to address them.
The article mentioned serving as a curator. I have played that role while helping teachers. I have searched through many resources to find the best ones for their needs.

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Jennifer Willman
Instructional Coach
SCEC
jwillman@ecps.org

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I am a Type One Leader, and have finished many days wishing to be a little more Type Three. A great stretch goal for me would be to find a way to increase my productivity, in order to reduce the amount of personal time I spend working.

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I feel that my stretch goal would be to continue working on my communication skills as I work with teachers. Quadrant 3 was my lowest area, I need to be more direct and lead with personal forcefulness.

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Type 4 Leader was my lowest total. To stretch my leadership style, I need to take more risks.

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Focus on getting tasks done instead of worrying about how people are feeling.

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My leadership behavior is very strong in quadrant 1 and then equal in quadrants 2-4. I need to be aware to not let feelings and peoples' needs get in the way of getting stuff done.

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My weakest quadrant was 3. Based on that I need to work on straightforwardness and tackle and solve difficult problems when they arrive.

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The 10 Mindframes will help me to become a stronger coach.

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I look to reviewing these mindframes again and thinking about where I am now, where I would like to be, and what a logical next step is.

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I really have to watch myself when others dream to levels that I deem as unrealistic. I highly value visioning and dreaming but more quickly in areas that have some reality to them. A challenge to myself is to allow others to dream and listen with a desire to understand.

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Although my lowest quadrant was 4, I know there are attributes from that quadrant the are beneficial and necessary for a strong team.

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Although my lowest quadrant was 4, I know there are attributes from that quadrant the are beneficial and necessary for a strong team.

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The 10 Mindframes can help to clarify the impact I would like to have as an instructional coach.

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Believing that all students/teachers can learn = Being a change agent.

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Being purposeful and mindful of decision making

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I feel like the 10 Mindframes will help me collaborate more effectively with teachers and be more focused on clarity.

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work on building more of community with learners

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They can establish a desired culture instead of just solutions to problems.

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I am a type One leader so to move out of my comfort zone I need to be more direct in my communication style without the worry of hurting a teacher's feelings when they are not performing to the best of their ability.

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School City of East Chicago
Instructional Coach at Block Middle School

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To be more mindful of how to move forward when making impactful decisions that may ruffle feathers.

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It is okay to be a dreamer. They are needed to help drive the others in the team.

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to keep in mind the many different roles we play and how we directly and indirectly impact our teachers, administrators, and our students

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to keep in mind the many different roles we play and how we directly and indirectly impact our teachers, administrators, and our students

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My leadership style is a 1 and my stretch goal is to become more of a 4. As I get freed from the systemic things that prevent me from being my true innovative, energizing, dynamic self... I believe I will live a more fulfilled life. So I'm stretching out towards my type 4 leader traits.

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I’d like to be more innovative/visionary

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Sometimes I need to be more direct and less worried about other people's feelings. (Weakest in Quad. 3)

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My stretch goal would be more of a visionary or being more creative. I find myself shutting down or shutting those down that are more creative or visionary because I want to see more data or evidence. So my goal would be to stretch myself and be more open.