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The general idea that underlies all of the mindframes is that coaching and teaching to be collaborative, clear, and nonjudgmental. The goal for the outcome always revolves around students learning, and teachers must feel safe to collaborate and receive feedback. In my practice as an instructional coach with an IT focus, I will use these mindframes to shape my discussions with teachers. Asking myself if every decision I make keeps student learning as the focal point is crucial. Taking my personal opinions and judgments out of the equation are necessary for me to objectively evaluate teachers and analyze the data. Openness and collaboration are essential. I've always felt that way, but haven't always felt like that thought process is encouraged. I feel that our current evaluation system for teachers hinders openness. If someone has a great idea, they are not incentivized to share it. if someone doesn't know what they are doing, they try to hide it for fear of "punishment" by administrators. I feel that we need to take the financial incentive out of the evaluation system in order to encourage vulnerability.

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I believe that I will certainly utilize information from the book to improve my own understanding of how leaders can support teachers and students to enhance learning.  I specifically would like to know more about Chapter 8 and how to formulate success criteria with teachers from the start of the school year.  I would like to see specific examples from schools he has worked with over the years.  I believe success criteria is important as it gets everyone focused on learning rather than on just activities, assignments, or projects.  Where can examples be found?

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I plan on utilizing the checklists and the exercises with my team. This will give me a clearer idea of what works and what doesn't.
These exercises will provide a guide as a new IC for action items. Sometimes I know what my end goal is but I am not well-versed enough in coaching to come up with ways to bring those goals to fruition.

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I want to inspire my teachers to work together.  We have clumps of teams throughout the building, I am currently working with K-2, they work good together in grade bands but not across the entire team.  I want to help them understand how much better they can make the school if we work together to plan and brainstorm and just bounce ideas off of.  They are the beginning piece of a K-12 school that sometimes gets lost in the "noise" of testing and graduation but without them we will not be successful.  Doing "your" best is not good enough when we can be doing "OUR" best together. We have so much we can add if we work together.  The cycle continues!

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I plan to be more mindful in the conversations I am having with my peers, that building these mind-frames are so important to leverage effective conversations and in turn impact the learning of our students.

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I envision presenting a PD the 10 mindframes for out teachers., specifically "change agents". I created a coaching newsletter that I plan to send out monthly. I think it would be a great idea to feature each the 10 mindframes in my monthly newsletter. As far as the 10 Mindframes for Leaders, I think this will almost be like a playbook for me as a new instructional coach. This resource is something I can go to regular to ensure that I am making the biggest impact possible while working with teachers. Chapter 6 over feedback is one area that I would really like to further develop in my role.

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I introduced these at a PD when we discussed Hattie's work as the why behind doing PLCs. My co-presenter and I gave each teacher a laminated copy of the mind frames so we could collectively focus on them.  As I mentioned in class, we even wore "I am a change agent" t-shirts we created. After going through these together today, I'm wondering if it would be more meaningful if I sent a monthly newsletter, highlighting one mind frame a month so we can better understand them and use them.  I would like to get the teacher version of the book and dive deeper.
Personally, I believe these can act as a framework for all I do with teachers. It's important we all stay student-centered.

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I think Hattie's 10 Mindframes will initially impact me personally. Before today, I had very little knowledge about the Mindframes, but what I realized is that they truly are a framework for instructional coaching and improving your practice. These are leadership strategies that not only help me as a coach but have the potential to "trickle down" to the teachers that I work with. Most of the topics and content that we have discussed during the cadre could very easily apply to the classroom teacher and working with students. Hattie's Mindframes are another example.

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I am seeing this as an opportunity for me to up my coaching game, specifically when it comes to communication.  I am learning the process of effective questioning and engaging in dialogue.  I also will be looking at building relationships and trust.  I am still getting to know the teachers in my building; they are still making decisions about whether or not I am credible or knowledgeable.
I will use some of this information to assist other teacher as I coach. I am specifically thinking about our New Teacher meetings. We decided yesterday morning that they wanted to talk about student and teacher relationships at our next meeting. I am pretty sure I am going to share some of this information with them. Teacher-student relationships have an effect size of 0.48; teacher credibility has an effect size of 1.09. These things are important.

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If I can focus on one takeaway from our discussion and deep dive on the 10 Mindframes, it would be to focus on the students more during my observations of teachers. If the goal is to make student learning the focus of PEERS goals and our own instructional coaching, then it has to have a more front and center focus during short and long observations.

A challenge in implementing these new tactics would be to communicate these expectations to teachers and how this will impact their feedback that they receive from me. Ultimately, I believe it will help as we slowly make a school-wide change to focusing on student learning than on staff activity/skill. Additionally, it will require more collaboration between myself and the students during the class period which should also be helpful in providing an opportunity for student feedback in classrooms.

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The 10 mindframes is great to keep the focus on student learning and collective efficacy. The end goal is for students to learn and we must all work together to reach that goal. Each mindframe seems to have some component of student learning and collective efficacy.

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The 10 mindframes focus the dialogue on learning and the elements within each individual's control to impact student learning. The impact of teacher efficacy and collective efficacy is a starting point to help teachers see their impact, especially when they feel diminished in teaching during a pandemic. Using the mindframes as a starting point for dialogue when working with schools will help provide an avenue and structure to support teacher and administrator needs.

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The biggest thing that is sticking out to me so far is teacher efficacy. The effect size alone sheds light on how important and impactful it can be. Collective efficacy is embedded in many of the mindsets which is now something that I want to shift my focus to. It will be a practice that will have to be something we constantly work at and not start an initiative and forget about it. If we can this right, then we can shift the needle.

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I love the idea of using the Mindframes in my coaching cycles.  I need to be thinking evaluatively about MY impact on student learning because, right now, I am feeling like my impact is non existent. I love the idea of being a "change agent," but right now I don't feel like all of my teachers can improve because they either don't want to OR can't see that they need improvement. I'm not sure what to do about that. :(

I would love to utilize the 10 Mindframes for Learners book with my teachers so that we would have some common language and expectations when meeting.

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I plan to use the 10 Mindframes for Leaders to support my collaboration with colleagues. Specifically, I hope to establish a stronger mindset that allows for continuous improvement and feedback to not only support our staff, but also students. Building solid relationships and trust will help us to learn from others and be more engaged in student learning.

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To use as a framework for self-evaluation in whether my practice matches my thoughts of how I interact with students, staff, and parents.

Similarly, as a framework to discuss how our teachers are interacting and leading their students. Are they modeling these things for their students?

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The 10 Mindframes could impact my practice through revisiting and being intentional and honest with myself on how am I doing with these. Where are places that I am strong? What are my weaknesses? I hope to make it a practice that I come back to frequently, so I can continue to challenge myself and grow.

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I plan to use the 10 Mindframes Impact to guide my role as an new instructional coach at my school. I really like the dialogue piece when coaching teachers and providing feedback, but I know that the specific type of dialogue and questioning that is required in a coaching session is a learned skill. I really want to work on how to frame these conversations and build my questioning skill set.

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The 10 mindframes will impact my practice with others as I work to maintain my focus as a change agent.  Using these mindframes will allow me to direct my conversations and understanding towards development of building teacher efficacy to impact student/teacher learning.

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The 10 Mindframes will impact my practice by acting as a great way to reflect on my work as a coach. By checking in with these mindframes periodically, I will be able to see more clearly which areas I need to continue to focus my efforts on improvement. It can be easy to get tunnel vision and see a problem or situation in one specific way, but checking in with these mindframes can help me refine my perspective and make sure I'm thinking and acting in ways that will be most effective and supportive in my role.

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In working with new teachers in an elementary school, we are focusing on teacher clarity and the use of success criteria. Teachers are using learning targets and incorporating them throughout their lesson, but are unsure of student learning/understanding. To help teachers gain an understanding of student learning and students gain ownership of their learning, we are working on the development of success criteria.
Teachers will be able to see the impact of implementing success criteria by having a better understanding of student learning by focusing on one subject area to develop success criteria. By analyzing the impact this has on their students' learning and ownership in the classroom, this will create the motivation to grow the inclusion of success criteria across subjects.

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When it comes to creating a goal that encompasses all of the PEERS elements, I chose to focus on my sixth grade teacher. I asked her what area she thought she most needed improvement and she said her classroom management/engagement.

Powerful-Allowing the teacher to choose her goal gave her the opportunity to use her voice and choice. As we all know, empowering our teachers creates impactful differences in the classroom. If we could implement interactive elements in her lessons, the ability to run her class and engage with her students would place the power back in her hands.

Easy-Once we knew what we wanted to focus on, we set clear expectations and routines that would assist her in reaching her goals.

Emotionally Compelling-This particular teacher was ending her day in tears of frustration that stemmed from her struggle to keep her students engaged. After breaking her lessons down and establishing ideas for engagement and behavioral management, she is feeling more positive and leveling out her emotions.

Reachable: The overall goal for the teacher was increased understanding of the lesson-measured by daily exit tickets. The overall goal from my perspective was cultivating confidence in her craft by utilizing creative elements.

Student-Focused: Both desired outcomes are focused primarily on the student. When breaking down the curriculum in an effort to think up more engaging lessons, we asked the students to answer a series of questions that evaluated their understanding before/after hands-on elements.

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I have been working with a 2nd grade teacher on a weekly basis as the math coach to support her in implementing the new math curriculum. Many of our conversations focus on her concerns with meeting the diverse needs of her students as the inclusion classroom. We have discussed how to accelerate vs. remediate her students through low floor, high ceiling tasks so everyone has an entry point in the task. While this is a huge mind shift and learning curve for her, she's been open and willing to work towards meeting the needs of her students, but often finds herself making accommodations for the whole class when not needed for most of her students. When I asked if they could do it without a hundreds chart in front of them, she agreed that most could but she gave it to them because she said their confidence in math is low. So through back and forth dialogue, she realized that it was important for her students to practice and learn about growth mindset in the area of mathematics. So she set a goal to start building a climate and culture that embeds the beliefs and practices of a growth mindset classroom and encourages risk taking.

P-she believes that this goal will immensely help her students across all disciplines, not just math

E-she already has background knowledge on growth mindset and uses books to encourage it in ELA, so it'll be an easy shift to thread it throughout mathematics.

E-this goal is emotionally compelling to them because THEY know their students' potential but wants the students to also see it and have them believe and experience that it's ok to fail but how do they learn to fail forward. She felt like she was constantly giving them a crutch that was ineffective to their learning and growth but felt bad and didn't know how to boost their confidence but knew it was a hurdle that needed to be jumped over.

R-When I first entered the classroom to model a growth mindset activity, the teacher announced that we will be doing math first in the day and there were many moans and groans. After I left and asked the students if their minds have shifted a bit about the way they view math class, immediate smiles and big thumbs up already gave the teacher a glimpse that a simple shift in nudging our students towards this belief that everyone can learn and grow through risk taking gave her hope that she can also do it by modeling simple instructional shifts that promote risk taking and that all ideas are valued.

S- we will debrief further when we meet later this week and collaborate together on how her student-focused goal can be measured and refined as needed.

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My role is not that of an instructional coach, but I do have the opportunity to evaluate teachers as an assistant principal. Looking at PEERS goals and how best to implement one in my current role, I have continuously tried to find a good way to have meaningful post-observation conversations and action plans to improve a skill that was not satisfactory or was absent completely.

Our IC (Laura Kuhn) does an exceptional job with coaching rounds and focusing on teachers who she is currently observing. With her support on each cycle, I believe that I can replicate some of the pieces that she is  seeing. In my post-observations we talk about strengths and weaknesses, but I would like to create PEERS goals (with a timeline) with teachers who had more glaring issues (1-2's on RISE) on how to fix these issues. Therefore, putting some responsibility in the teacher to create a goal for their teaching, but also holding each of us accountable for the improvement of a pedagogical practice. I believe this could be beneficial to give post-observations more meaning and also have teachers reflect how their practice impacts STUDENT learning, which is a key component to instructional coaching and the PEERS goal outline.

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As a building, our focus in our PLC meetings before break and for this week is setting smart goals. (Specific, Measurable, Attainable, Realistic, and Timely) After reading chapters 2 and 3, I found that there are many similarities between smart goals and PEERS goals. As a building leadership team, we wanted to find a way that we could make a meaningful connection between the action plan goals outlined in our building strategic plans, set by our district leadership, and the day to day instruction our teachers are delivering in the classroom. We began to call our building action plan goals STRETCH goals. These long term STRETCH goals are: K-2 will show 80% of students at or above 50th%ile on NWEA ELA & grades 3-5 will show a 3% proficiency rate improvement on ILEARN ELA & Math. STRETCH goals feel out of reach, overwhelming or even unattainable at this very moment. Therefore, we are having our grade-level teams set SMART goals this week. These will be short term, attainable goals the teachers will set and monitor over the next 6-8 weeks. As goals are met, or not met, smart goals will change as teachers move through their curriculum. Our hope is that as our teachers set and monitor these short term SMART goals, we will see progress toward our building STRETCH goals in our strategic plans.

One of the attributes that stuck out when learning about SMART goals and PEERS goals was that they should be student-focused and not teacher focused. The goals should focus on the intended student outcomes, not what the teachers will do (strategies) to get there. This got me thinking about my OWN PEERS/SMART goals. I believe it is just as important for me to set a PEERS/SMART goal in my role toward teacher achievement as it is for our classroom teachers to set goals for student achievement. I've been working with a who is struggling with keeping students engaged and on task. We started doing an observation feedback cycle which consisted of me observing twice a month and meeting after each observation to discuss my feedback, goals for her moving forward, and working together to plan for future lessons.. My PEERS goal is that during a 15 minute observation, this teacher will have 85% of her class on task and engaged using strategies discussed through our observation feedback cycle.

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As a new coach, I appreciate all of my teachers learning alongside of me.  All are receptive but have found there are a couple areas where we can improve. My focus this year is on K-2, they have become comfortable with doing their own thing as they have not been the focus of much assistance from administration. Kind of a "It's not broke, why fix it?" mentality. I have worked on forming deeper relationships and I am always there with chocolate.  I believe this has allowed me to jump in and talk about goals right away.  We were referring to them as SMART goals but the PEER acronym lets us get a little more personal and in turn helps drive us toward more student achievement.
I noticed right away that we are using a lot of precious time transitioning from one task to the next. Yes they are new to school but once a routine is established they can be successful in working quickly and move to the next task. But adding more time back into the day students are able to accomplish more and teachers can cover more with them. This has been easy for some teachers to make the adjustment, others have needed a reminder, almost permission, to hold their students accountable for the transitions.

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I am not an instructional coach in the traditional sense, however as a media specialist part of my role is to train and support teachers with the use of instructional technology. We use Canvas as our LMS and while many teachers have embraced this educational tool, some are still struggling to use it efficiently and effectively. With that said, I would like to create a PEERS goal for these teachers that guides them to creating content in Canvas that is student-friendly and also efficient for the teacher. This goal is powerful because an efficient online course will make learning easier for students. This goal is easy to reach because it would require teachers to explore other teachers' pages for ideas for content. It is emotionally compelling because it is a requirement in our district to use Canvas for our online learners. The goal is reachable based on the feedback from the students enrolled in the class, and it is student-focused because the majority of student learning is starting (at least) on Canvas.

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I am currently working with a Kindergarten teacher.  She is brand new to our corporation, and she has only been teaching for a year.  Her last teaching assignment was as a special education teacher, so she has never had a classroom of her own.

She loves doing stations with her kids.  However, she recognizes that her students are not engaged in learning while they are in their groups.  Students from independent groups come up to her while she is working in a small group with other students.  In addition, she has an aide in with her that she feels like she is not using effectively.

My PEERS goal is to help her increase student engagement during centers.

After our discussion, we planned a time for me to come in and model centers for her.  I provided her with a hat to wear while she was at her table working with kids to signal that she was doing important work with other students and the only way they should interrupt her was if they had one of the "3 B's (barfing, bleeding, broken bone).

I ran one of the centers with the aide.  The first time I taught it, the second time I asked her to teach two of the kids while I taught two of the kids, the third time I asked her to teach the lesson while I supported her, and the last time I left her to teach the center by herself.

After modeling clear expectations for the kids, putting in place a simple visual for them to not come up to her, and also co-teaching a center with the aide, I conferenced with the teacher about what she thought went well/not so well.  She thought everything went really well.

For the next steps, I will be observing her leading stations and then we will have a conference again.  I would really love it if she would let me video during this time so that we could collect data on student engagement together and discuss strategies for improvement.

POWERFUL- affecting student learning
EASY - a few simple changes in her management and expectations could have big impacts
EMOTIONALLY COMPELLING - She states that stations time is her kids' favorite time of the day.  She is highly motivated to keep doing stations.
REACHABLE - like I said with "easy," a few simple changes are needed to make these more effective and engaging, so it is reachable
STUDENT FOCUSED- stations are enjoyable for the kids, and they can be extremely effective for differentiating based on student needs.

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I have many goals, as coaching is all new to me, and to us as a school.  We are figuring out what coaching is all about; the needs, the gaps, the plans, the ideas, the implementation, everything.  My goal for the school system is to use coaching effectively.  MY PEERS goal must be something different, however.  I am basing my goal on myself.
I would like to complete a coaching cycle this year.  I would like to find a teacher who is willing to be my guinea pig and I theirs.  I would like to feel comfortable with this process.
This is a powerful goal because it is essentially what my job is all about; I need to become successful with the cycle.  It will also have an impact on coaching and our school system.  If we have success, it will shine a positive light on the process.
It is an easy goal in the fact that the steps are in place and I know the theory behind them.  I understand what needs to be done.  I have teacher friends who are willing to help out and would like to benefit from a coaching cycle.
It is emotionally compelling, again, because this is the heart of my role.  Our teachers needs some direction and guidance.  Coaching is necessary.
It is reachable.  My first cycle doesn't have to be pretty.  It will be a learning process.
It is student-focused.  In the sense that I am the student and it is focused on me, but also because it will benefit the students.  Quality instruction always benefits the students.

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I found one statement in Ch. 3 really compelling: "Coaching without a goal is like navigating without a compass." This is my first year as an instructional coach, and the first year for this role in my district. The first quarter of the school year has been an ongoing process of determining areas of need and defining the coaching role to support those needs. Therefore, I haven't truly engaged in any full "coaching cycles," although I have worked closely with several teachers who have requested some help with specific work in their classrooms. As I move toward implementing more structure coaching cycles, I'd like to incorporate the video observations described in The Impact Cycle. My PEERS goal is to collaborate with at least two willing teachers by engaging in the first two steps of the coaching cycle (video observation & debrief). (Of course, we will carry on from there into the full coaching cycle, but for now, I'm setting my goal intentionally on doing the first couple of steps.)
Powerful - I believe teachers' reactions to being able to observe their classroom from an outside perspective (by watching on video) will be really powerful in helping teachers identify what is working and not working in their classroom. I know the times that I have had to video my own teaching, I always came away with new insight.
Easy - While it may not be really easy to locate two willing teachers, I do think I have some teachers who will be willing under the right conditions. I can explain to them exactly how we will use the video and what its purpose is. I can also record using their phone, if they'd like, and they will maintain full ownership / control of the video. Actually video recording a lesson will be easy.
Emotionally Compelling - When we are able to gain a new perspective or step outside our usual vantage point, we are able to see the impact our actions and words have on others. I think teachers who observe themselves teaching can see their connection or lack of connection with certain students more clearly.
Reachable - Video recording the lesson(s) is certainly reachable. I can do that. And I will be able to schedule time afterwards to watch the video and make observations as well as debrief with the teacher.
Student-Focused - Once teachers watch their video, the next step is for them to select something they want to improve upon. As they make this decision, I will encourage them to think about the things that impact their students and students' learning the most. By thinking in this way, teachers will be able to plan next steps that will work toward positively impacting students' learning in their classroom.

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As part of my role as English Language Learner coordinator, I am involved in working with teachers and students to improve educational outcomes.  As I met with a fourth grade teacher, she indicated that she was having difficulty scaffolding her lesson while keeping it developmentally appropriate and engaging to meet the vocabulary needs of an ELL student.  I chose to use this as my PEERS goal because she has expressed interest in how to scaffold the math content.  It's emotionally compelling because the teacher and the student both want to be engaged in the learning.  It's reachable and student-centered because ultimately it is focused on the educational outcome.

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PEERS Goal:  Start using video in the classroom to help teachers review their own teaching while helping them reflect on how to improve.

As teachers, we have to remember that our goal is to help students learn.  We may have created what we think is a great lesson (if we didn't think it was great, we would be using it), but if they students are not learning then the lesson is not accomplishing its goal.  If we have video of what is going on in the classroom, it can provide clarity to the teacher about what is really happening in the room.  It would also be beneficial to watch the replay because it is difficult for the teacher (and any one just observing) to remember everything that happened in the lesson and during class.  Video would offer plenty of moments to review and reflect on.

The biggest hurdle to this would be finding time to review the film with the teacher after their lesson.

I look forward to trying this because I coach football and this is what we do on a daily basis. As a football coach, we watch film to see if what we are trying to teach the players is making its way to the games. We have to be honest in our evaluation of what is not working. I think the same can be done when coaching teachers.

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While I am not an instructional coach, part of my job as Media Specialist at my school involves training teachers in how to use the different technological resources we have available. Earlier this year, I conducted a survey asking teachers to name any tools they would like to learn how to use better. One teacher responded that she would like to learn how to use a green screen with her students. I chose to use this as my PEERS goal because it is something that teachers have expressed interest in learning about, so it is powerful. It's easy to use when you know how, it's emotionally compelling to the extent that the teacher and the students are excited to use it, it's reachable, and it's student-centered.

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I am currently working with a 1st year 4th grade teacher this year.  I have observed her several times during math class, and something that we discussed was that some of the students that struggled with the math concepts that were being taught, would just sit there and wait for her to help them through the problems.  They don’t have the confidence to try to solve their work without the teacher.  We wanted to change the behavior of those students.

We decided that maybe if she could incorporate a math notebook into her lessons, the students would have the necessary tools to begin working on their homework problems.

We set a goal that she would help the students create a notebook and encourage the students to use them during their math homework.  In 2 weeks we would check to see if the students are using the notebook to begin their homework and take the initiative to start.

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A major focus that I have this school year is working with our sped department to increase student scores.  We looked at NWEA data to see their scores and are determining a department goal based off of growth.
By Winter 2022, 80% of our special education students will be at least halfway to their end of the year RIT goal.
We have put in new initiatives this school year, such as co-planning/teaching and working towards making our advisory a remediation class instead of just a homework catch up time.

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Since I am not an instructional coach or actively teaching classes, I wanted to focus my PEERS goal on supporting my instructional coaches as an administrator and maximizing their effectiveness.  Specifically, I'd like to help implement the use of video in the coaching cycle, but not as a part of the administrator/teacher evaluation process.  I want video to function as the thing that gives a clear picture of reality and the foundation from how we sculpt our next steps.  However, video as an evaluative tool in my building at this stage may feel like a "gotcha" as opposed to a constructive tool.  By using video in a true coaching model and less the evaluation model we can better foster trust between our teachers and coaches, while simultaneously providing more targeted feedback for our staff.

That said, my goal is that all first and second year teachers will engage in videotaping 1 to 2 lessons a trimester and work with an instructional coach in using these lessons and their assessment of said lessons to drive their professional focus.

Powerful:  Video provides an unvarnished look the reality of our teaching.
Easy:  The roles of instructional coaches already exist.  We have plenty of cameras to facilitate this process.
Emotionally Compelling:  The reality that will be the outgrowth of analyzing these videos will be emotionally compelling.  Seeing a lack of student engagement due current teaching methods is emotionally resonant. So to is a follow up lesson where there is vast improvement in this.
Reachable:  Videotaping 1 or 2 lessons a trimester and reflecting with an instructional coach is very reachable and something we have the current infrastructure to facilitate regarding both resources and time.
Student-Focused:  The videos, while something the teacher is doing, are meant lay clear the reality of how student learning is affected by current instructional practices.  I think there are few more impactful strategies lay bare student learning impact than video.  This video will then drive more specific and measurable student-focused goals that the teacher will generate.

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In conversing with a veteran teacher in my building (we've both worked at the high school together for 15 years now) the state of mind he seems to be in at this time is consciousness.  If you would have asked me this conversation a few fears ago I would've said craftmanship and that is an element that is still present in our interactions.  However, this individual has moved into a more conscious role as they view our rapport as one where he can speak frankly when necessary regarding our culture, climate, and effectiveness of different things occurring in the school.  As a result, he has strived to be very conscious of not just his perceptions, but the perceptions of others and to package that into our conversations.

On the opposite end of that spectrum of experience is a new teacher to our building and the profession. The state of mind that is most prevalent in our conversations is flexibility. This teacher is very allocentric currently as she seeks to to remain open to learning the craft of this profession. With more experience, I can see this teacher becoming more macrocentric, but understanding the greater systems her role fits into. As time wears on I hope this will facilitate greater increases in efficacy and interdependence for this teacher. She shows a lot of promise and it is important for her to receive positive and insightful coaching during this important, flexible time. As we all grow, many us grow in rigidity without having to work at it. It's the beauty of a new person who is self-aware of their learning curve, they tend to remain very flexible and open to multiple view-points.

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As I work with school leaders and teachers, I see a need for a focus on student engagement.  My PEERS Goal as a teacher would be for students to be able to define in their own words the learning targets each school day within two weeks of my implementing learning targets in my classroom.  When teachers only focus on assignments and tasks, the students may not connect with the learning.  Whereas when the lesson is focused on learning, it takes on a different meaning and direction for students.  This goal will have a powerful impact of 0.54 for Learning Intentions, it is easy to do, emotionally compelling, and the students will be more engaged when they understand what they are learning and why.  The next step in this journey would be to implement success criteria.

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I am working with a first year 5th grade math teacher. She was a teaching assistant in the classroom for a few years and has transitioned to teaching. There are several areas that we have identified for her to work on including student engagement, classroom management, and professionalism. So we are going to focus on one at a time starting with classroom management. This goal is Powerful, Easy, Emotionally Compelling, Reachable, and Student-Focused. Our goal is to decrease student misbehavior and create a structured classroom environment. A component of this is her not being aware of student misbehavior and how it interrupts learning. In a recent observation, I provided real time feedback that the room was too loud for students encompassed in independent work. She was able to recognize that and apply it in another class without prompting. We will continue to tighten up the ship so that the focus can shift to instructional practices.

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My interactions have been with teachers who I am actually coaching.  The first conversation was after an informal just walking through observation.  We sat to talk about her day, again nothing formal, and she broke down into tears and could name a dozen things that were going wrong when I walked in.  She had a harder time identifying anything that was going right.  After our conversation it was clear that she just wanted me to tell her what to do.  I pointed out some of the good things happening in her class and just asked some questions and asked to meet again.  She came up with some good ideas  for improvement on things that she would be able to use for classes to come. I think this could be craftsman state of mind.  I want to be careful and allow teachers to own their classrooms and not tell them what to do.

I have another teacher that is very organized and spends a lot of time working. She also loves to try new things and isn't afraid to ask for new things. She will tweek things to make them work in her class and always has lots to share with others.

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I interviewed a person who has a state of mind of flexibility.  She is always thinking from multiple angles that her brain does not shut off.  In fact, she thrives off of collaboration with people who challenge her thinking and are able to focus on the positives and are willing to come together to go through the problem solving process by thinking about the complexities of our students.   She needs the right people in her court to help her go through the problem solving process, so she can best proceed by thinking of potential outcomes.

The second person I interviewed also has a state of mind of flexibility (however I feel she can also relate to craftsmanship). She believes that we are continuing to learn and strive for knowledge all of the time. By doing this, she believes that we are continuing to adjust our thinking as new information comes to the surface.

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After observing a two block lesson (beginning to end 90 min) I had a conversation with one of my veteran teachers. This particular teacher has systems in place and is very clear with her expectations. She is the epitome of the "craftmanship" state of mind. I have noticed that with this particular state of mind, she tends to focus on the things she ISN'T doing well. It's almost like she doesn't want to hear the things she is doing right. It's a constant question of "how can I be better?" which is sometimes uncomfortable because I'm used to sliding the "needs work" areas into the conversation  surrounded by the "killing it!" areas, in order to preserve feelings.

Interestingly enough, we had to have goal setting meetings for our teams. Our goal was to sit down as an ELA team and choose numeric goals for our pass rate on iLearn / Clearsight. In this meeting, you could really see the interdependence mindset at work. I had two teachers in particular that lead the conversation and focused on the "we-ness" of our goal. You could tell who these teachers were because they listened to the wants and needs of the others (who more focused on their individual goals- "me-ness"). I think it's nice to have a mix of the different states of mind in order to create a well-rounded, cohesive team with different skillsets.

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I have a teacher that has been struggling with Tier 1 interventions. She felt like her students were losing interest and disengaged during this time. She was able to identify the things that she had to do with the students, which lead us to brainstorming ways to integrate the same content in more interactive ways to naturally encourage more participation. We made her goal as simple as possible by incorporating the skills she had already identified. She also decided to offer some student choice by allowing her students to choose some of the daily activities. Because of this, I feel like her goal to enhance her intervention time is emotionally compelling to her students, too. In the following weeks, we will touch base again to share feedback, which will include the students' opinions, as well.

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I am currently working with a first-year social studies teacher who feels as though her lessons are not engaging enough and that the students are bored which in return is causing behavioral problems. We’d decided to revamp one of her current units that she will teach early on next trimester by adding in a multi-genre group project that incorporates role-playing and choice where the students will be able to apply what they learn during the lesson through different mediums creatively. This allows us enough time to assess the unit and make changes to the curriculum that already exists. Once our initial brainstorming sessions are complete I plan to guest teach a class or two to allow her time to develop this new project. After the new project is complete, I will come in and observe her teach the project at various stages. We will then assess if the project was successful in bolstering student engagement and success. We haven’t set specific goals in regards to percentages yet but we plan to do that before implementing the new unit. We are still very much in the beginning stages of this process!

-Powerful: Student choice leads to ownership and hopefully engagement.

-Easy: We are using the curriculum that already exists, we are just splitting up the time in a different way and approaching the concepts being taught in a more interactive way with student choice.

-Emotionally Compelling: This is where choice and student ownership come into play. If this happens, behavioral issues should decrease thus affecting the teacher’s emotional state as well.

-Reachable: A multigenre project is a very feasible goal for this unit and several teachers in the building have resources for this teacher to pull from.

-Student-focused: our goal is all about student engagement.

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My first conversation was with a teacher who is still relatively new to teaching but by no means a rookie teacher.  I would say that her state of mind is "Interdependence".  Within our conversation, I noticed that she understands our current need for PLC's and she is willing to work through the process to improve our teaching as a department and her teaching as an individual.  She understands that we need each other in order to become better teachers for our students.

The second conversation I had was with a school counselor. Her state of mind would be "Consciousness". We had a discussion about how we could help our students develop life skills within the course of their high school career. She was very aware of how her actions affect students and how she can use her position to help the students.

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My first conversation was with a veteran teacher, who at the time...and still do, exemplifies the "Craftsmanship" state of mind. My discussion with her about a walkthrough, and things to discuss after (which were all positive), turned quickly into this science teacher coming up with 2-3 things that she wanted to immediately rectify and change for a seven minute walkthrough. The dedication to her improvement is incredibly beneficial to other younger teachers that look to her as a role model for wanting to achieve more. As the year progresses, I will see if this state of mind changes but she lands consistently in this realm.

The second conversation comes from a teacher that has been at our school for 5 years. Previously to this year, she was the dept. chair of our special services, but a new (but veteran) teacher came in and has since led the dept. There has been some sweeping changes in this department, and her state of mind for the first four weeks do not reflect what I am about to share. In these sweeping changes, we have meet weekly to co-plan with math or english teachers, and met with the special services department more frequently and really looked at student achievement or lack-thereof. In our conversations this week, her state of mind has shifted to "Interdependence" to where this teacher is now co-teaching with other teachers exceptionally well, and leaning on her colleagues to look for advice, while still serving as a veteran within her own department. Her now comfort in professional relationships and trust with her colleagues has been a shift in her state of mind and has benefitted her teaching, which she has shared with me personally throughout this process.

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The first interaction I have to share is with a brand new teacher who is a long term maternity leave sub with us this first part of the year. She is partnered in her grade level with a veteran teacher who seems to have all her ducks in a row. This veteran teacher has curriculum that she has been using for a few years now and doesn't seem to think things need to be changed. The new teacher has been using this curriculum that has been laid out for her, but during a recent conversation she expressed concerns that maybe it was not meeting the needs for ALL of her students. She expressed interest in trying some new instructional strategies and materials. I believe her state of mind is flexibility. It was refreshing to hear her open minded ideas and being willing to adjust her instruction to reach all students in her classroom. Knowing this about her makes it easier for me to suggest new strategies and ideas. I know she will be open minded and flexible with feedback.

The second encounter was with a veteran teacher who is rebounding from a tough year last year in the classroom in regard to student achievement. In our conversation, she stated that she's a perfectionist and wants to be excellent at what she does at all times. She shared that teaching is who she is and she takes it very personally. Therefore, she was distressed after her year last year. She shared with me that that last year was very humbling. She said that she learned that it was okay for her to ask for help from others and that she was open to anything that would help her grow as a teacher because she realized that all teachers have room to learn and grow. She also stated that she was ready to dust herself off and give it all she has this year. She truly may be the most positive person I know. She wants what is best for students and her colleagues. All of this leads me to believe that her state of mind is craftmanship and efficacy.

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The first conversation was with a teacher that has been with the school for a few years. She currently has a leadership stipend position that will not exist next year, but she has a good intention to mean well when it comes to school improvement. Her current state of mind is flexibility. Since the IC position was created, there has been friction among the ranks with who does what. But now that we are a few months into school and things are getting ironed out, she has become more flexible with her role and mine so that we are more collaborative to reach a common goal. Our conversations have shown in.

The second person I interacted with showed consciousness. She is a newer teacher and understood quite quickly that was she was doing was off. She sought me out for advice and we talked genuinely . This happened again which showed me that she really is consciousness about her teaching and cares about her students.

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The first teacher I interviewed is a veteran teacher that connects with consciousness as her state of mind. While working with a variety of people in different roles, (students, teachers, admin.) she feels that being able to reflect on outcomes and efforts supports her need to improve and be more successful in the future. She uses data and reflective questioning during the process but sometimes feels conflicted that these resources impede her progress due to assumptions based on her value or belief system.

The second teacher I interviewed is also a veteran teacher that matched up with the craftsmanship state of mind. This teacher holds high expectations for herself as well as her students, which can come across as demanding when she feels her students are not working to their full potential. Being a former high ability teacher, she and her students were faced with different kinds of challenges with work effort and achievement. She realizes at times she needs to increase her flexibility and be more open-minded based on their abilities.

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The first conversation I had with a colleague was a new teacher to our building but is also a veteran teacher.  She is one that I had pegged before we began our conversation, efficacy.  This teacher had nothing but positives to say about students and staff.  She is very welcoming and leads with positivity.  This colleague is more than willing to try new things and always sees the positive side.

The second conversation I had was also with a veteran teacher who is new to our building.  This teacher is definitely flexibility.  Her position is even one that needs flexibility, special education.  This teacher likes to see both sides to situations and is always looking to work with others and learn from them, as well as seek solutions to any problem that her students or herself may face.

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My first conversation was with a seasoned teacher and we were both really engaging in Interdependence. We were actually discussing THIS post and talking through how to go about assessing an individual’s state of mind. We both agreed on a working definition and show interest in seeing others’ posts to help guide us in our response.

The second conversation I was with a first-year teacher I have been working with. She expressed frustration with classroom management and the lack of engagement with her students. She is in the process of reaching out for help in tweaking her curriculum to allow for more student engagement and ownership. Her state of mind fluctuated between interdependence (seeking out collaborative help from her instructional coach and other veteran teachers) as well as flexibility by engaging in the creative problem-solving process in regard to reworking her curriculum. I believe that with more experience and time, she could enter into the craftsmanship state of mind as she continues to develop her curriculum further.

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The first person I interviewed identified as a perfectionist with high expectations. As a teacher, she feels like she is demanding of her students and holds them to high standards. She expects their best work to reflect their true abilities. Her state of mind is craftsmanship. Knowing this as a coach, I can help support and encourage her to reflect on her expectations to ensure that both the students and teacher are successful.

The second person I interviewed has a consciousness state of mind. She works with a variety of staff and students in our corporation. Because of this, she has to be aware of environmental factors, nonverbal cues, feedback from others, etc. Her position also focuses on data and reflection. Though the information and data collection drives decisions, she has to be mindful of not letting her own personal goals or beliefs impede. Working with her a a coach, I can be more aware and supportive of her thought process and intentions.

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The first person I interviewed exhibited the flexibility state of mind. This is a veteran teacher and new instructional coach, and she has found that flexibility is the most important aspect of her ability to perform her coaching job. As an experienced teacher, she already has ideas about how things should be done, but as a coach, she recognizes the importance of changing your perspective with the addition of new information. As an instructional coach, you have to be flexible in order to approach and help teachers from all different perspectives. This is helpful for me to know if I were coaching this person because I would encourage this teacher to stick to her guns more and trust herself. You don't always need to reinvent the wheel.

The second person I interviewed is also an experienced teacher in a new role as an instructional coach. This person's high state of mind is craftsmanship. She is a perfectionist with high expectations of herself and of her students. She is constantly working to improve and perfect her craft. Knowing this is helpful for me when coaching this person because I am able to understand her motivations and help her when she's feeling anxious and stressed because things aren't going exactly as planned. I would encourage this person to take those times where things do not go as planned or do not live up to her expectations and turn them into teachable moments for her students.

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As I sat and interviewed my two colleagues, I could immediately identify their state of mind.  My first colleague is a veteran teacher that has taught for several year, and has even been the instructional coach.  It was quite evident what her state of mind was Craftmanship.  This teacher is always wanting to improve her craft of teaching, she goes beyond the expectations and makes teaching seem, so easy.   She is dedicated and spends countless hours preparing for her classroom.
My second colleague, had the state of mind of interdependence. She too, is a veteran teacher and she understands the bigger picture and see that we all need to work together for the greater cause. She realizes that their must be a give and take relationships and work together to achieve school wide goals.

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I am currently working with a 2nd grade teacher.  She feels her writer's workshop isn't going as well as she would like.  Her biggest worry is she can't meet her students' individual needs.  She stated she was taking all of her students' writings and marking them with errors to fix. I suggested finding one thing to work on with each student rather than inundating them with multiple errors to fix.  This practice was time-consuming for her and it was leaving her students feeling less confident in their writing.
We set a goal that she would conference with one row of students a day (approximately 5/day) and she would find the one change that would make a difference for that student.  For example, one student may need to solely work on capitalization and punctuation.  Another may need to tweak their topic sentence.  This way she's making meaningful changes that are bite-sized for both her and her students.  She will work on that goal for two weeks and then we will meet again and see how it's going.

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I spoke with two different colleagues regarding states of mind.  I did not actually tell them the states of mind, but rather inferred what I believe is their state based on our conversation.
Teacher 1 is a seasoned teacher.  She works extremely hard on her craft. She is constantly reflecting and revising.  It's not uncommon for her to start a sentence with, "I was thinking..."  I believe her state of mind is craftmanship.  She never phones it in.  The statement in the States of Mind article, "continually honing strategies to reach goals " fits this teacher completely.
Teacher 2 is year two of her career.  I am working with her on a bi-weekly coaching schedule.  I believe her state of mind is flexibility.  In a recent planning meeting with her colleague, it was apparent that the sequence of her plans on theme may have been a bit too difficult for her students.  She was open to hearing the suggestions of the others in planning.  As the article stated, people with this state of mind have " the capacity to change their minds as they receive additional data." She is very receptive to coaching and strives to listen and reflect.

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I feel that my strength is in dialogue. Being a first year instructional coach, it has been important for me to build trust with the teachers at my school. To do that, I have been working hard to keep an open dialogue with them, hear out their concerns and ideas, and truly be a collaborator with them.

The principle I feel like I need to focus on is praxis. I have done co-planning with teachers, but I haven't yet created the opportunity to model my knowledge and apply skills in the classroom for them. I have had teachers say that they would definitely be open to it. I need to be intentional in asking those teachers specifics in what area they would like me to co-plan and model for them, plan a time, and work together to make it happen.

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I believe I am trying to give teachers voice in our conversations because they don't have that in other areas of their content. They are told what to do, so by giving them time to feel heard and that their opinion matters is building a trusted relationship that will then open up more doors for a partnership and focus more on student learning and outcomes. One area I want to get better at is reflection, helping my coworkers understand that this is a process that's complex and to reflect more on the practices we are putting into place and not be in a hurry to jump into the next thing.

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My area of strength is in the "Praxis" principle. I apply my former knowledge of being in the classroom and interacting with the texts/curriculum to the practices I ask my team to do currently. I know the state standards very well, but our curriculum is common core. So, I converted all of the assessments in our curriculum to the correlating Indiana standards in  an effort to give my teachers a targeted goal.

Where I need to get stronger is in the "Choice" principle. I am one of those unfortunate people that think that the only way to get a job done right is to do it myself. This is a problem because it probably makes my team feel like I don't have confidence in their decision-making abilities (which is moderately true).

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Although I haven't had a lot of time to develop "voice" in ongoing dialogue with teachers, I do feel that the interactions I have with teachers are candid, honest, and authentic. I do my best to help teachers feel safe sharing their thoughts and concerns with me, and I feel that many teachers do respond well to my own openness. I know that I learn from every teacher I work with, and I'm hopeful that this open "voice" that is present in our work together builds eventually to true reciprocity as described by Knight.

An area I need to continue to work and grow in is making space for teacher choice. While I never walk in to a situation demanding that a teacher adopt my ideas as their own or decide to handle things exactly as I tell them to, I do fight a strong urge to try to persuade them to see things my way. When I learn something knew or become convinced through my own experiences and research that a certain strategy is best, it is extremely challenging for me to step back and allow the other person to take the time needed to find their way to appropriate solutions on their own. I'm often aware of a desire to prevent a teacher from making mistakes I may have made in the past, and while that can be a part of my motivation for coaching, I understand that we each learn most authentically when we are empowered to get there in our own way.

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I feel I am confident with voice.  One of my strengths is to be able to see both sides of things, to keep an open mind.  I am trustworthy and respect confidentiality.  I try to hear the teachers, to hear what they are saying and what is behind their words.
I want to work on the DIALOGUE aspect, specifically when it comes to questioning. I want to work on practicing open-ended questions. Having the right questions to lead the teachers to think on their own practices. I feel like I will hear their VOICE, but don't quite have the questions (in the moment) to continue with the dialogue portion. I know they (voice and dialogue) don't always need to happen at the same time, sometimes teachers just need to be heard. I'm good at hearing. I am ready to start the good dialogue that will make them self-reflect.

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I feel that my current strength is within the dialogue principle. My role is new this year, so having meaningful conversation and interactions both with administration and fellow teachers has been beneficial to access and address current needs. I feel like I'm in a position to be a strong advocate for the teachers.

I think I need to focus more intently on reflection. So often it is easy to get caught up in the content and "must do's" of the day that taking time to have reflective conversation is overlooked.

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I feel like I'm doing well at choice. We are working in our PLCs to get the teachers to take ownership of their norms and goals and trying not to force anything on them.

I feel like I could improve on Voice. Sometimes, I just want to tell a teacher what they should do to fix their problem, and I know that would be more effective if they had a voice in the conversation.

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The one partnership principle that I find myself doing more than the others is reflection. This involves self-reflection as well as peer-reflection. After a conversation with a teacher, I take a moment to think how it went, what could have gone better, and what's the next step. During a coaching conversation, I might drive a teacher to reflect more on certain aspects of a lesson to  look for areas of improvement. My peers are a great support for reflection. We talk about the positive outcomes of different conversation or how to re-word a piece of coaching advice.

The one principle that is not focused at this point is equity. I might have a equitable conversation with one teacher but not another teacher. We have a newer teacher that I am giving more guidance to which, from reflection, is more top down. I am telling and recommending instructional practices, but it isn't always collaborative.

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My strength would be reflection. Everything can always be improved, but we must be willing to reflect on and honestly evaluate everything that we do.

I need to focus more on choice. Once I see the solution I tend to go right to it,. This does not give the other person choice in the matter. I need to be more aware of how I steer the conversations I have with other teachers to allow them to come to their own conclusions.

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My strength would be Equality.  When I meet with my teachers, I am naturally quiet, so I am very good at listening when I am coaching.  The teacher and I will then work together to make decisions about their next steps in the coaching process.

Reflection is where I need to focus on.   I need to get in a better habit of really taking the time to think about the learning I am actually getting from the teacher I am coaching.

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I believe my strength is in dialogue.  I have bi-weekly meetings with those I am coaching.  We have a conversation about what is going well and what are some challenges. I try to listen to what is being said and discuss strategies and ideas without telling the teacher what they should do.
I need to focus more on praxis. I think I may sometimes take away the teacher's opportunity to explore new ideas by doing some of leg work to find resources and/or ideas. It's meant to be helpful, but I can see by doing this I'm not allowing for full ownership of an idea or strategy.

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The principle that I currently struggle with the most is dialogue. There is a lot of confusion about what my role is and how I can assist others. I have in my head one idea about what I should be doing, and I'm sure other people have different understandings of what my role is. This isn't necessarily something I can solve. Since my role was newly created this year, I need to come to an understanding with my administration about what my top priorities are and where I can best serve my school community and get my teachers on the same page. Communication is so important.

I feel that I do well with the principle of voice. I enjoy talking to people and find it easy to empathize with others. As a type one leader, I find it easy to see where others are coming from and prioritize their needs.

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Strength: Reflection and Praxis, as I think these go well together. As I/we reflect, we see the areas for continued growth and use the insights gathered through our reflections to explore and continue our growth. I am constantly trying to learn information that those I work with need, so I can better understand and help them reach their goals.

Refinement: Reciprocity. While I value this principle and find it highly important, it takes collaborative time, which is where I struggle. To help with this, I need to purposely set aside time in my calendar for collaboration time with my colleagues. Also, the outcome has to be valuable for both parties continue their commitment.

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I feel Praxis is a strength.  As a classroom teacher I became well-researched with a large tool-box as well as experiences of utilizing that tool-box with failures and successes.  I often draw upon these successes and failures when applying to moments where I am coaching another teacher.

An area of focus and improvement is reciprocity dialogue. I often get zoned in on moving from fire to fire that I can engage in praxis but information is uni-directional. I need to slow down, continue to check in, and take more time to engage in conversation to allow my teachers more opportunity to have a dynamic back and forth as opposed to me looking at the conversation as a problem for me to solve for someone.

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Currently I feel that I am doing well with the principle of dialogue.  As my role has evolved, I have seen the increased need for more dialogue around the idea of collaboration.  Specifically, it is important to engage in this back-and-forth interaction to engage as an equal partner.  As an area of improvement, I would highlight that choice is an area where I need to improve.  My role is more of an immediate "I need help with this." So, I have not done a great job giving choice and ownership in this process.   - Kindra

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Currently I feel that I am doing well with the principle of dialogue.  As my role has evolved, I have seen the increased need for more dialogue around the idea of collaboration.  Specifically, it is important to engage in this back-and-forth interaction to engage as an equal partner.  As an area of improvement, I would highlight that choice is an area where I need to improve.  My role is more of an immediate "I need help with this." So, I have not done a great job giving choice and ownership in this process.   - Kindra

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The principles in which I thrive would probably Voice and Choice. I try to leave our conversation as open and candid as possible in order to be sure understand their needs for help.

I think the principle in which I am weak is Reflection. When I work with my teachers, I send them on their way and there is no reflection as a unit. I reflect independently and I believe my teachers do as well, but we rarely sit together to reflect.

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Glow: As a new instructional coach in my building, I think one of my strengths is the voice principle. I am very open and honest with my coworkers and I have a good rapport with almost everyone in the building. I try to be both curious and helpful when possible.

Grow: My biggest area of growth would be the Praxis principle. Being new in this position, I have a lot to learn about being a leader in my building and effectively coaching teachers. Coaching requires a new set of skills and knowledge that I am just now acquiring.

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I feel that I am strong in the areas of dialogue, reflection, and voice. I believe I need to increase in the area of choice. I sometimes provide too much guidance in an effort to help them see the value in trying something new.

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We are in the very early stages of what coaching really is at our school.  So I am working on developing relationships and having conversations about what teachers need.  I have changed roles and sometimes you have to remind people that you are still just a person and that we are a team together.  I am not your boss. I am a resource, so please use me, what can I help you with?

I can use work with making reflection choices that move us towards our end goal and not just accomplishing another task.

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Strength: Voice - Allowing teachers to voice their wants/needs has never been a problem for me and I enjoy having teachers' share their opinions, even in disagreement with me. I can usually find middle ground to work with and build upon. I have taken a lot of time to build trust with my teaching team so we can speak frankly with one another.

Improve Upon: Choice - Not so much a 'top-down' mandate, but instead sometimes spoon feeding new ideas and coming with ideas on my own instead of teachers being the main drivers of change in their own classroom. (Like when a teacher uses poor wait time/poor scaffolding techniques)

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I feel I do well with the reflection piece.  I ask my teachers to reflect and rate their lessons before coming to debrief.  Then, when we begin our discussion, I like for them to take the lead, and I ask questions to get them thinking out loud.  I don't want to run the conversation, and I want them to think about their lessons.

One that I need to improve on is choice.  I am really trying to not take over and tell them what to do or tell them how to do things.  I have been trying to pause and ask a question to get them to think about what it is that they need to improve on, so that they take ownership of their teaching.

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Even though I am new, and knowing that I am a 1 style coach, I can use my strengths and weaknesses to my advantage.  And yes, I know that I am not a fan of confrontation, but I can use data to back up my statements.  My team, as we found out today, has 3 different styles of coaches.  We are planning on helping each other and using one another's strengths.
I would thrive being a mentor. I would be so happy to work with any teacher who wants to work with me.

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Whether we want it to or not, our leadership style will be the method/manner we use when communicating and working with teachers who we coach.  Keeping our leadership style in mind, permits us to adjust our communication skills, so that we provide them the most comfortable and supportive way to improve their teaching.  The conversations and methods used in working with them need to fit the coachee not the coach!  I have had the opportunity to serve as a mentor of new teachers and administrators, as well as, providing professional development aimed at implementing district and school-level instructional practices/goals.

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Jo Ann McCowan   ECESC   jmccowan@ecesc.k12.in.us

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Running Professional Development

When creating and facilitating professional development it is very easy to convince myself why it is needed being a Type II leader. The data has identified an area of need and I have a strategy that is research-based worthy of trying to support the cause. This can be a trap and I have to be mindful of everyone else’s needs and understanding of why. Thankfully, being in a room delivering PD with educators can be enjoyable and the secret is very similar to any classroom. Can you get your students to work harder than you? A lot of times when delivering PD we are focused on what we are teaching, but as we all know, the power is what our staff is learning during that time. We learn by doing which is one baby step towards creating new behaviors. Having data to support the need is helpful, but it is the “Doing” that allows it to stick.

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"Take some items off teachers' plates to help them make room for others." I love the idea of helping a teacher implement a new strategy, project, etc. and being able to do the leg work for them, or allowing them time to work while I teach their "toughest class".

I also really like the idea of mentoring new teachers.

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Taking your leadership style (or weakness) into account can be a major help when assessing your skills for the varied responsibilities of a coach. Being a 2, researching and curating are a passion of mine (hence what I signed up for to share during day 4 and my previous role as a media specialist). I can plan to these strengths and help organize information in a useful way for others to access and use. However, I feel that knowing my leadership weakness can also help me be more intentional in the responsibilities that use those skills.

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One thing I want to do to foster a culture of learning in my school is provide teachers with opportunities to learn together. Currently, I'm excited to be able to share a book study experience with over twenty teachers in our district. We're reading a book about Universal Design for Learning (which is a framework our district is implementing); teachers and administrators are learning together as they read the book and make space for questions and conversations.

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After reading about the leadership styles in the assessment, I wasn't surprised to see I'd scored way out in front in Style 4. I thrive on change and innovation.  I love thinking about possibilities, and I feel most alive when I am working with others to bridge the gap between "what is" and our vision of "what could be." My drive to continually connect the dots can help me as an instructional coach because this role requires that I see teaching and learning from various perspectives and help them connect with one another. I can also use my big picture thinking to continually draw our focus back to our overarching mission and vision, and my creativity can push us to innovate and try new approaches to solve our problems.

One instructional coaching role described by the article was that of "change agent." Wolpert-Gawron suggests coaches "Think outside the box to research and implement more innovative, yet research-based, practices. Help district innovation 'trickle up.'" This approach appeals to me, as I find that it can be difficult to persuade an entire group of people to take risks and try new approaches. I have seen some small victories in my coaching already by starting with one or two teachers using a new approach and then building upon their success and growth to spread innovation outward. This "trickle up" approach appears to be a less disruptive and more effective way to nudge new ideas forward, as opposed to presenting new ideas to a large group and then arguing for or insisting upon implementation. Just like our students, when teachers are empowered to take risks in ways that feel best to them and on their own timeline, they are likely going to feel more empowered to continue to try new things in the future. As an instructional coach, I can carefully and gently nudge teachers in the direction of innovation and offer them encouragement and support along the way.

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My leadership style is type one.  I am new to the district and my role as the K-8 math coach is a new position for myself and the district. A new math curriculum was adopted to help build alignment in grades K-8. With the adoption of a new curriculum, it was a great entry point for my colleagues to see that we are both learning together, but before any mentoring or PD could be offered, I   focused on building relationships through trust and understanding by listening to their needs. I made myself available and approachable by offering a cookies and coffee with the coach just to say hi and asking to attend their grade level meetings, so they knew that I was there to support students by supporting them in a non-judgmental, non-evaluative way. As I continue to build relationships, trust, and help them understand that my support is tailored to their individual needs (not what someone else is telling them they have to do), then I was able to mentor more teachers by modeling and co-planning with them. By listening to the teachers' needs and collaborating with administration, I had more clarity on what kind of PD to offer first. Teachers are not required to participate, but my hope is that the ones who want to be there will begin to share their enthusiasm and excitement for learning that will in-turn ignite others to want to follow. My hope is the PD will create new and more opportunities for coaching by having a sign up to follow with ways to get continued support in implementing these new instructional strategies/resources. In offering continued support after a PD, the goal is for teachers to start feeling heard and empowered because they're given the time to refine and reflect on their practices, and they feel like their support is helping to make their practices meaningful and effective and it shows through their students' growth. If teachers then feel that their work is valued and effective then their confidence can send a positive ripple effect, and they can start to showcase their work by mentoring other teachers and/or visiting one another's classrooms. Easy, peezy, lemon-squeezy? Good intentions with a big vision and baby steps in getting there :)

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My leadership style leaned more towards Type 1 which is all about "the people". While in the classroom and now in this role, I found success with being able to work with my students and teachers to be able to lead them to key ideas and goals.

One of the functions that was mentioned in the article was the role of the mentor. With both my Librarian position as well as my IT position, I always offer to co-teach skills with the teachers. For example, many teachers are daunted by the task of teaching researching skills to their students. When they being their research units, I often come into the classrooms to help with this instruction. It is not a requirement, but some teachers take me up on it.

Also, during device rollout this year, the teachers brought their classes to me to help with setting up their online resources. Both the homeroom teacher and myself co-taught the usage online resources that were going to be used throughout the year.

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I mostly identified with Type 1 and I do agree with many of the professional personality traits associated with this style. In my years in education, my main "fulfillment" has been in collaborating with others, sharing ideas with colleagues, and having that collegiality/bonding that re-energizes the batteries for my work in education. Therefore, helping others solving problems collectively is how I hope to continue to connect my instructional coaching with my leadership style. Getting better together.

With that in mind, the role that I find my leadership style most comes to light in providing PD. The following characteristics provided by the reading and presentation validate my own own feelings/philosophy of when I give professional development: "Exercises authority with trust and participation" and "learns by listening and sharing". So I feel that when I am able to provide good PD to teachers, I am building their trust by providing abilities to participate, but also learning with them by having to teach it to a group of people.

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I identified pretty even across the board with leadership styles but after consulting with my local collogues, we thought I was more of a #3, which I whole heartedly agree.

My goal is to be productive and get things done. Lets improve the school. The one part of the article stuck out to me about PD. I wouldn't have thought that this would be something that would be on my agenda so early in the game, but it has come to fruition. Two weeks ago I helped lead a workshop on standards, next week I will lead a Read Draw Write workshop, and shortly after we will examine grading practices.

These are important topics to hit early on so that coaching can occur more organically. We must meet the needs of teachers as they arise and as a team.

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According to the LBI, I heavily identify as a Type Two Leader (56 out of a max score of 60).  While I identify with much of the descriptions, the statements "relies primarily on data for decision-making" and "communication strength is precision in words and data" strongly resonated with me.  As a result, I feel my reliance on data and using it to communicate will impact my role in coaching others by finding neutral ways to both identify areas for improvement and paths for achieving that improvement.

That neutral approach would hopefully better allow teachers to be less defensive during what is an extremely tough conversation to have when going through a vulnerable process that can lay bare our professional insecurities.  By keeping the tone and identification based on an agreed upon set of data we can move forward with purpose.

Therefore, researching and curating is extremely important.  If we are to identify areas of improvement we better have a large tool box to help provide actionable feedback.  Anyone can point to a problem and say, "There's a problem!"  A truly effective coach can identify the problem, provide a solution oriented approach with achievable strategies, and do this in a way that leads a teacher to have a better sense of being able to deal effectively with that task and ultimately increase their agency.

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The story of talking to the superintendent last week stuck with me. We can't get pulled into PD that is not effective. My dad always used to say "If you're going to do it, do it right". I couldn't agree more. New initiatives need to be done right or not at all.

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As a #1 leadership style, I am a people person. I thrive on developing positive personal relationships, which makes connections important to my coaching role. As mentioned in the article, I find value in asking and listening to classroom struggles. Asking, "What's the real challenge for you?" or "How can I help?" are questions that are paramount to my leadership style and in turn can impact my coaching positively.

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I am a type 1, like most of the individuals here.  I think it helps my coaching in some important ways, such as developing good ideas and being an active listener.  One challenge could be that type 1 do not like conflict.  However, type 2 was my second highest score, so I think I can use that to help me use the data and facts to help combat the conflict.

I have definitely provided PD this year and in other years as a coach. My admin and I looked over our domain 2 data this summer to see what kind of PD was needed and have been working on providing and modeling for our staff.

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My leadership style (#2) would be particularly useful when it comes to
researching and curating. As a firm believer in the power of knowing the numbers in order to grow the numbers, I encourage my teachers to take ownership of their data. I also ask that they hold their students accountable for their scores as well. This does not mean that I berate my teachers (or their students) when they perform at a low level. It just means that I ask them to breakdown their data with me and figure out where the gaps are (this might mean identifying misconceptions in their lessons and finding solutions to the prospective issues.) In addition to this, I also make sure to offer to assist them with any task I ask them to do (ie. data walls).

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I think it's important to have self-reflection to identify opportunities for improvement. This is relative at any level. So often we are quick to move on before reviewing areas that can be improved. Continuous improvement is a never ending cycle, but only if you're consistently addressing all the steps of the process.

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I have a type 1 leadership style. One part of this article that stood out to me personally was to take some items off teachers' plates to help them make room for others. At the end of the day, we all have the same goal: doing what's best for the students. I want to support our staff in intentional, purposeful ways to find solutions to their conflicts and struggles.

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In my school, I am often asked to mentor new teachers.  I have found this very rewarding and having a leadership style 1, I have found that I have to actively listen and build that trust with my new teachers.  I am more often the cheerleader and support them the necessary tools so that they are successful.  Co-teaching with the new teacher has made the teacher feel less threaten and realize that they have their own strengths.

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My leadership style is a one, so I am a people person. Just like my personality, my leadership style impacts almost everything about me. I hate conflict and want everyone to like me. This can make coaching difficult because not everyone is going to like the changes you want them to make. While some conflict is inevitable in this position, there are some positive aspects to being a type 1 leader. Mentoring other teachers innately involves close personal relationships and a strong insight into other people's behavior and motivation. My skills include observing and communicating effectively with others because personal relationships are so crucial to my identity. This ability to relate to others makes me flexible and understanding, so when I mentor or provide professional development, I can cater what I do to each teacher's unique needs.

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I have a Type 2 leadership style. One area I can help other teachers is with curation. The article mentioned curating resources but, this could also be expanded to include data collected. This is something simple to do for other teachers that can provide useful information for our department.

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With all of the different mindsets, it's emphasized that the coachee needs to be receptive to what the coach is saying for any of it to resonate. If there's not engagement, buy-in, or ownership from the person receiving the coaching, then none of it will matter in the long run. That's why it's so important to make sure you have that before attempting to coach anyone.