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Cause- They find the fellowship way challenging than expected. Lack of basic infrastructure in the school, HM's attitude, balancing personal and professional life etc are few prominent challenges stated by the fellow.
Impact- It s making it difficult for the fellow to find purpose in most of the tasks which is hindering the quality of the work done.
More than a learning attitude, the fellow is developing a blaming attitude.
Students might not get the 100% tat they deserve.

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Fellow struggling with deliverables and communication

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Fellow struggling with deliverables and communication

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Impact : the direct impact of the fellows work is on the school team , students also not being disciplines fellows lack of accountability and responsibility showing in classroom outcomes

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Cause: Fellows have spent the last 2 years in minimal contact with their immediate stakeholders. Stakeholder centricity has taken a hit which has impacted:
1. Fellow conviction/connect towards their work and the visibility of their impact in the movement
2. Fellow understanding/depth of their work in the long term movement & their vision of excellence.

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Impact: Trust between the coach and coachee is impacted because of unclear expectations and next steps leading to misalignment in end outcome

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Cause- During the conversation they frame the next steps and time line for the same. But over time they lose interest or prioritize things come up on a daily basis (be it at school or community).

Impact- It becomes difficult to see the growth or learning trajectory for the coachee. It will also hamper the trust in the coaching process.

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Fellows are struggling with time management and missing deliverables

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Fellows are struggling with time management and missing deliverables

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Cause : The fellows are new to unperson classrooms, the fellows are also taking in person and online classes together due to 50% capacity rule in classrooms.
Impact : The goals we have set seem audacious, when the work is taking time to happen. Also this delays others processes.

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They do not see the purpose and value behind implementing the next steps 

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They do not see the purpose and value behind implementing the next steps 

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Impact: This may cause the coachee to lose faith in the idea of a growth mindset. This would further affect the way they view their work and their performance. The coaches not following through on the next steps would then impact their teacher practices and therefore have a direct impact on student learning and outcomes.

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They don't care/not excited about the problem anymore.

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They don't care/not excited about the problem anymore.

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Impact : Understanding the root cause of the problem and thinking about the potential solutions creatively and intellectually but lack of effort in testing the potential solutions will
:: Not give us a clear idea of what exactly works in the. context and what might go wrong if we choose a particular solution
:: Problem not getting solved

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They don't care/not excited about the problem anymore.

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They don't care/not excited about the problem anymore.

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Cause : A lot of the times, people get excited by the prospect of solving a problem rather than actually solving it. Solving these challenges requires consistent effort on an individual's part and more often than not, they underestimate the commitment required to follow through and be able to bring a shift.

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Fellow are struggling with time management and missing deliverables

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Fellow are struggling with time management and missing deliverables

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Cause: As the Fellows started taking in-person classes, and in most cases they have to be at the school from 9 am to 4 pm. Also they have their own PGD classes on every Wednesday and Thursday. As a result they struggle with time management and frequently miss deadlines and ask for extension.
Impact: I cannot report back to my team in due time, as often I do not have all the data.

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Envisioning the impact of next steps in the short & long-term

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Envisioning the impact of next steps in the short & long-term

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Impact: Envisioning is an important skill in leadership and when a coachee is unclear of the impact of next steps in short and long-run, they end up continuing to do the next steps with no motivation & give-up halfway. The conviction & courage to try new ideas is lost and as a result, transformation takes a longer time or perhaps might not even be possible

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Cause: Envisioning the impact of next steps in the short & long-term

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Cause: Envisioning the impact of next steps in the short & long-term

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During the conversation if the coach and coachee do not envision the impact of next steps in the long run and short-run, there is a natural tendency for lack of motivation at the coachee's end. The "why" is always of paramount importance than the 'how" and if the coach/coachee is unclear of it, there wont feel convicted to take it forward

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They don't know how to integrate it with their current daily routines.

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They don't know how to integrate it with their current daily routines.

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Impact : This might lead to loose their belief in change thorough what they are doing. It might lead to effect their urgency and leadership as teacher and leader in their classroom and community.

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They don't know how to integrate it with their current daily routines.

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They don't know how to integrate it with their current daily routines.

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Causes: As they come up with fantastic solutions during conversation, I see they cannot visualize themselves doing it along with what they are already doing in their daily routine.

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Their belief in the impact of implementing the next steps might be low.

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Their belief in the impact of implementing the next steps might be low.

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Impact: It might feel like putting their energy in the next steps might not yield desired result (specially if the steps aren't tried and tested by them). Specially, if it a next step that needs consistent practice, it takes more follow up because other day to day activities take precedence. It might lead to fear of trying new things.
The belief and dependency and trust factor between the coach and the coachee  might get impacted. Greater follow ups will lead to greater frustration in the process

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They start through with the next steps, but get stuck in between

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They start through with the next steps, but get stuck in between

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Impact - There is a lack of consistency and this leads to the efforts not seen through or efforts get bottled up, leading the students to get confused and not get benefitted. There could also be a feeling of incompetence that might settle in for the Fellow and this would hamper their confidence and the drive towards achievement. They might also feel alone in all this because of the lack of someone to support them through this.

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Cause - During the conversation, the next steps are discussed, but the coachee either doesn't note it down, or there is not enough time spent on aligning and jotting down next steps, or the coach doesn't reclarify the next steps specifically which in turn leads to a lack of clarity on what the next steps exactly are.

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They do not remember to follow through on next steps

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They do not remember to follow through on next steps

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Impact: The feedback isn't translated into action and the time and effort that goes into ODCs is wasted. ODCs then become just spaces to connect to fellows and help them reflect but doesn't help fellows become better teachers/leaders.

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Lack of conviction and purpose in next steps

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Lack of conviction and purpose in next steps

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Impact: The relationship between coach and coachee will be impacted as coach will have certain expectation which will not be worked upon by coachee. Similarly, coachee might get same feedback which implies ineffective utilisation of time. This might also make coachee feel that they are not heard and nothing discussed is useful for their context, in long term this might also break the trust on the TFI eco system, they will not be able to make progress on certain aspect which would impact the students learning outcomes

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Lack of conviction and purpose in next steps

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Lack of conviction and purpose in next steps

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Cause: During the conversation, the next steps aligned on and the way to reach them might not have made sense to the coachee. Therefore, in the process they aligned to what was discussed but later doesn't apply them because the purpose was not build and therefore, conviction to apply them steps and see the change is missing. Coachee might also feel that the discussed problem is not something that is relevant to their students which also reflects lack of conviction in the next steps

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Impact - The coach and coachee have different understandings about the next steps, and this leads to confusion and friction between the two, thereby ultimately impacting the relationship.

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They start through with the next steps, but get stuck in between

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They start through with the next steps, but get stuck in between

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Cause - The coachees are very excited to try out the next steps, and get started very enthusiastically. But somewhere in between, they get stuck with a particular skill or knowledge or resource, and the effort required becomes more than predicted and hence, they stop following through. They also don't feel like reaching out to me/others during this time.

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They do not remember to follow through on next steps

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They do not remember to follow through on next steps

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Cause: Fellows feel convinced of the next steps at the end of the conversation but do not block time to work on it and hence forget to work on them.

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They are not convinced with the next steps

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They are not convinced with the next steps

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Impact: My coachee may have committed to certain steps but at a later point may have realised that the steps don't make sense to them. It could also be that I did not spend enough time in the conversation to check for that commitment

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Cause: I see that when a next step requires my coachee to take out additional time from their work day to read/upskill, they don't follow through on that and when asked why that was the case, they share that they do want to act on the steps but are finding it hard to manage their time to do that