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I've asked my administration if I can present to the entire staff on leadership, and they have agreed upon my proposal and presentation I have prepared largely on Aguilar's book, and my own life experiences.
I bases my proposal on the fact that we are asked to create the future leaders of tomorrow, but we generally speaking can't agree on what leadership is. So, I've asked that everyone come that October staff meeting with their own written version of leadership and we're going to compare a few and then go through some exercises on how we "ARE" creating leaders whether we know it or not. I believe that we should at least start off with a fairly common definition of the term and then discuss how we can implement the tools and techniques of Aguilar's book and refer back to it throughout the school year.

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I've been called a relationship teacher, and I "LOVE" the title.  I firmly believe that is student like you these days, even a little bit, they're willing to open the window of their mind and allow you to educate them on your topic. I'm still in touch with students from 30 years ago, that I both coached in football and taught.  They're telling me that they are passing on what I taught them to their kids, and that just plain warms my heart. Yes, as an engineer, I believe in reports and records, but relationship are where the magic happens for me.  I've always believed in what my father taught, "People don't care about how much you know, until they first discover how much you care."

I teach the heck out of a hungry mind that I have a relationship with and who respects me. It's an entirely different matter trying to teach a student you have no relationship with.

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A key aspect of achievement and forward progress, for if you don't measure it, it doesn't matter. Again and IBM training ingrained lesson. I must admit, being a child of the 60's, this reflection aspect of coaching, teaching, and learning is new to me, but I like it. It forces you to self-evaluate, and allows you to correct course if you're off track. I also like the reports Aguilar has included in this very well-thought out book of hers. Reports allow you to have some aspect of objectivity and perspective not otherwise gained. Also, reflection is good for future engagement with other clients, we cal all learn from both our failures as well as our triumphs.

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I like all of the suggestions that Aguilar has put in the book, and of course I love a plan.  However, I'm old and have a few tips for you of my own.
Directly after you have given a piece of feedback, ask what did you hear?  Ask them to paraphrase what you just said, you'll find this exercise very interesting.  Responses on your part may range from, "Yep, that's what I meant," to "That's what you heard?"

Ask this at the end of every interview you're apart of and at the end of every coaching session you lead. It's one year from today, and I come up to you and say, "You've done a great job this year, what did you do to deserve/earn such praise from me in this unsolicited manner?

They are forced to think of evaluation criteria and by sharing this with you divulge what's important to them in their job. When you ask this at the end of an interview yourself, you're asking for evaluation criteria a year in advance, and be sure to hold them to it.

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We all have them, and we all have our preconceived notions going into most situations. As a peer coach hear at East Ridge I tell the teachers I observe that I'm looking for that which you have become "Blind" to, and they welcome the observation with open arms, because they know I'm trying to help. I talk to student almost the entire time after the lesson I have just observered, and students say the darnedest things, and almost always true. Then I follow up with the teacher and setup a date for review and we discuss what they did and why during that lesson, and when I point out one of their student's observations, they usually say "Huh - I didn't know that." I myself give my students a (6) question survey at the end of each trimester comprised of questions from students about their learning experience and their teacher's role in it. I use a scale of 1-4, so no middle ground and it only take a few minutes with the "Kahoot" tool online. The feedback it great and I even share it with my principal.

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Wow! Didn't see this coming. Already give my example of "Directive Coaching" with my nephew in chapter 9, but at least you know I've actually experienced this one because I was the authority in his life, his mom is my niece (9) years my senior. That's a whole other story...too long for this exercise; maybe over coffee. Although I do have one thing to add, "Sometimes, People just WANT to told what to do." In part because they trust, and in part they'll have someone to blame if it goes wrong. At least that's what my nephew told me.

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This is where I feel my psychology minor really pays off. Again, listening is the greatest aspect of prescribing the best way forward with any activity that is chosen. While at IBM, again, they believed heavily in 'Role Plays.' You were graded and harshly evaluated on your ability to perform "In-The-Moment." However, role playing with people your are coaching can lead to some very interesting conversations. For in role playing you can experience different outcomes to evens in the past, or yet to come. It's like having a time machine where you move backward to learn from past experienced, and forward in time to expected outcomes where you can shape your own future results.

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I agree with each of Aguilar's approaches, but there are others as well. One of my most effective coaching episodes was with my "Great Nephew," yes I'm old....ha - beat you to it. I had to kick him out of the house in order for him to move forward in his life. He went back to college and finished his final semester, as I had advised, and went into "HR" directly thereafter, married his college sweetheart (Which I Greatly Supported), has two child and is now a VP for "DoorDash." Now that was straight up "Confrontational" approach to coaching. He's a former college basketball player and I told him in "Real-Time" that I was his new life coach, and if he just listened to me, I'd use every aspect of my vast experiences and expertise to guide him in the direction that he would be challenged in and grow beyond what he thought possible. He did, and it worked, because that was the correct approach for him. P.S. They have two beautiful children that I just adore!

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I love how Aguilar prefaces this chapter with an entire page labeled "The Coaching Dance." Coaching is a partnership much like dancing, and requires both partner's involvement to be successful. Then she starts chapter 8 with the most important aspect of coaching, listening. Listening is an active process, for a good coach/teacher is a great listener. First you pose great "Open-Ended" question, and then actively listen for the responses, not thinking of what you're going to say next. Great listeners show/demonstrate empathy and gain trust in this process where others can show a great lack of experience and expertise. While working for IBM, we were drilled in the art of "Clarifying & Verifying" what the customer had shared with us during meeting. We were taught that astute listening leads to opportunities our competitors would miss. Thus, this advantage would allow us to more aptly customize any solution to tailor fit our clients needs and aspirations. Problem solving was also key, I developed a process from reading the book "Getting to Yes," which I recommend to everyone. The process is "PICO." Where you state the problem clearly and concisely, then address the person asking them to take the lead in the conversation and re-state the problem and any concern they may have, then you move onto the interest of each party and you begin again by listening, the you divulge each other criteria and underlying reasons for your interest, and finish up discussing options that each party can take action on directly after the meeting. This process works for "Conflict Resolution," as well.

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How does that saying go..."The best laid plans of mice and men." I can see how this chapter may be a little dry, but at least having a plan is better than not having one. As an engineer, we live for plans and procedures and would go absolutely crazy without them. The first step in the engineering design process is "Identify the Problem." Which is similar to Aguilar's process in this chapter, "Identify areas for coaching - the Big Picture." However, I feel customization will be needed in each situation and for each user of the plan. Also, my favorite part was adding the "E" for "Equity." The best definition of equity I've ever heard was "it's not that everyone get a shoe, it that everyone get the correct size shoe." I love SMARTE Goals now.

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"In order for me to engage in this process of transformation, I have accepted that I need to be fearless" (p. 289).

This statement resonated with me in regards to my coaching role and my aspirations of being a principal. While I have not completely accepted being fearless, I am making progress.

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This chapter has so many useful reminders from the book:
*optical refractor
*being intentional in understanding our own biases, prejudices, and blind spots
*planning conversations
*"listen to our own listening" to hear that we are thinking when we are supposed to be listening to another person

One thing that wasn't mentioned earlier in the book was the PD for coaches. I enjoyed reading the consultancy protocol and could see that being a useful part of future coaching PLC meetings.

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I (my head and heart) needed to read the section on systems change.  It was a powerful reminder that while things may seem chaotic at the moment, they are necessary.

"Change is a given...conflict and tension are necessary and natural...energy moves in a cycle" (p, 261).

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Aguilar brings great information to the table, and I can think of a few folks I've encountered that could benefit from her literature.  Not only does she have great books/workbooks that can assist with any part of our lives, but she has great online tools as well; https://brightmorningteam.com/tools-publications/coaching-tools/
This book, and the workbook, are a couple items that will go with me wherever I am...and whatever profession I may be in. Some of this material is redundant toward education I've received, but that's ok, it's good to be redundant in education.

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As an athletic coach, I made a big point to my teams that we are going to celebrate...alot. This didn't mean we were going to do "duck, duck, grey duck" upon scoring a TD...that's illegal in HS Fball (and I don't care for it much). However, what we will celebrate is all the little things; a personal best lifting weights, a great defensive play in practice, a great repetition in a drill, a made field goal, etc. We were going to appreciate everyone's effort in making a play. We were doing this to create a culture...a bond between all of us. I appreciated the skills that are offered in this chapter, especially "think of three things." This is a tool anyone can use in any profession...and it doesn't have to be in a work setting either, it can simply be used at home with your family. Good book. Aguilar is good stuff.

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Someone once told me, when entering a new environment as a leader, never to use the word "change" as it may be taken out of context. Some members may like the way everything is operating and do not wish for change. However, you've been hired for a reason...perhaps your innovative insight into a particular item the hiring district sees in you, therefore, use the term innovate, rather than change. That stated, I would never change the lyrics for Bob Dylan...:). This chapter is about his song...in a sense. Education best practices seem to be evolving at a rapid pace, as well as other variables and challenges in the daily lives of students and staff. April is a great month to reflect on this and manage it. We can count on change occurring...it's how we respond and adapt that will help us stay on course.

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I found the planning tool (exhibit 13.1) to be helpful.  Again, this is something that I plan to use, in conjunction to the feedback suggestions, when preparing for observational post-conferences.

One thing in this chapter that I still am unsure of is note-taking. I understand the rationale, however, I found that when I began writing during a conversation teachers stopped speaking as freely. Most of the time I don't take notes during our meeting, instead opting to write them down following our talk. This way I can still have the documentation and have time to process it, but it doesn't stop or cause hesitation during the meeting.

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We use Marzano's Focused Framework as our observation tool. I am responsible for observing all teacher's that aren't on high-cycle and our probationary staff before their formal observations. Many of the tenured staff see this as a hoop to jump each year - and as a result they don't really want to have a reflective conversation. I appreciated the giving feedback section most. Providing meaningful feedback is an area in which I want to grow. The six suggestions are certainly things that I will be referencing prior to my post-conferences this year.

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I enjoyed reading the variety of coaching activity suggestions that were described (guided imagery, role playing, story telling, surveys, video taping, etc.).  However, the first paragraph of the chapter is what kept repeating in my head.

"If you asked a hundred educators who have never been with a coach what they think a coach does, the majority will  something along the lines of : 'A coach observes a teacher delivering instruction and gives her feedback.' Some might add add that a coach helps a teacher plan lessons...This image of a coach is not wrong, it's just limited" (p 175).

How do I break the limits to make coaching more effective, especially when that is what my district sees coaching to be?

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My ah-ah was the connection of two things, mental models and the ladder of inference.  The examples described on page 200 were helpful in applying the ladder to common mental models that occur when coaching.

I also appreciate how Aguilar points out that confrontation doesn't need to be a negative. She states, "I think of it as an interrupting stance to use when I need to mediate a behavior" (p.202).

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The supportive approach to coaching was insightful and I appreciate the perspective. I have a colleague who is extremely emotional and it often feels like I she seeks me out for therapy (not coaching). I needed to read "You just need to be OK with wherever she is at" (p.174) and it will help me in my interactions with her. If I can accept her now and offer a supportive approach, eventually she'll be in a place to be more open and reflective.

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I appreciated reading the the listening and questioning suggestions.  Much of the topics covered in listening were mentioned in the articles/videos above, however, the examples helped me visualize this better.  My biggest take-away from this chapter were the question stems.  I liked that they were broken into clarifying and probing questions, which will be helpful reference in the future.

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This chapter was a bit of let down. While I appreciate the thoughts of what to do and how to get started with coaching, much of those decisions aren't really up to the people in those roles. Often times the coaching position is also mixed with a variety of other duties, like assessment coordinator, and the duties are predetermined (including the observation or coaching cycles and the development of growth plans).

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March seems to be the end of a long grind (from winter break) and the start of a new one (to summer). Spring break planning is in the air, along with prepping for state testing, state athletic events, and prom planning. All the while...educators have to keep a lid on what is academically occurring as it is quite a distracting month. Aguilar states this is a month of courage, "when we are creative, we are resourceful, and we problem solve in new and original ways, which fuels our courage." I couldn't agree more. How do you want your students to return from Spring Break? It's always been a pet peeve of mine to ensure everything is staying "fresh" and the students are well engaged (because their patience can be slim at this time). This is truly a big month in a school, and our teachers need the same support from each other, and Admin, that they are expected to offer the students.

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As educators we are challenged each day...sometimes it's foreseen, and others it is not.  An educators ability to tie together an empathetic disposition with one of optimism is greatly important.  It will assist with a great feeling of accomplishment, or, at the very least, an understanding that we tried our very best in an unfortunate scenario or particular challenge.  Our students walk off the bus, walk in the classroom, walk our halls, and walk onto the playing surface with all sorts of items stirring their world.  It's our duty as educators to teach about adversity, teach students about challenges...everything won't always be perfect.  In that arena, both the educator and the student will be learning a lot. The resilience manifesto on pg 19 is a great tool for and educator to check n' connect with themselves if they feel the glass is becoming dry.

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Another chapter that resonates well with me. I've been able to work in various areas of MN which has included different cultures and demographics at each stop. My career has opened my eyes to what occurs statewide in various districts and has allowed me to gain perspective on that region. Outstate MN is a much different place than the metro area in every aspect of education. The issues that arise in the rural areas with a school district can be the beginning of the end, thus, consolidations are becoming more frequent (which isn't always a great thing for communities). I believe most all teachers have a heart of gold, but those residing in the rural areas are exposed to more adverse differences in their profession vs. the metro area.

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What do you know, another (10) steps; I love it!  In the engineering design process there are (6) major steps: (1) define the problem, (2) gather information, (3) design multiple solutions, (4) test & analyze, (5) implement one solution, (6) present your findings.  Aguilar's (10) steps starts off very similar, this I understand.  They encourage exploration and analysis; which is right up my alley.  My favorite is "Uncover Knowledge, Skills, and Passions."  I use this one and it resonates with me due to the previous track example.  On that same track team I also coached the "High Hurdlers" and while interviewing the group, I found out that one of my guys had a track role model; "Renaldo Nehemiah,"  my guy had posters in his room, but had not been allowed to run hurdle races, I asked why, and he replies no one had let me; I told him I will.  I did, and he loved it so much he became a city champion, and the next year after I had stopped coaching track, and wasn't even teaching at that school, he won state.  People love it when they discover their passion, and one role of a coach is to help others find and develop their passions, not our designs for them.
Steps or no steps, we always have to begin at the beginning; sounds basic, but often overlooked. Hence, this is why one of my goals is how do I continue to refine my question probing to find out what intrinsic motivators already exist that I can work with within any candidate for my coaching.

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Aguilar states that: Trust is a feeling of confidence in another's character & competence.  To a large degree I agree.  Trust is earned through interaction, consistent and predicable interaction; are you dependable?  Aguilar writes that  we evaluate if a coach has the : skills, abilities, attitudes, and knowledge needed?  I would also like to ask how does the person needing the coaching know what they need?  I coached a "High Jumper' in track my first year teaching without being an expert, and taught the "Western Roll," a very old style of high jumping.  However, I added "Video" feedback and David won both city indoor & outdoor championship, and finished 2nd in the state.  David was just a great jumper, but he trusted me because I was consistent and dependable, and engaged; he knew I cared.
Lastly, I love list, I'm an engineer - how could I not.  Ten steps to building trust....I love it.  I love because list can always be challenged, changed, added to, and subtracted from, because on such a nebulous topic - who really is the expert?   However, I like the list and for the most part agree with the list. My favorite step is the first one, "Planning & Preparation."  What's the old saying?  "Proper Planning Prevents Piss Poor Performance." Others are counting on your coaching to actually positively affect their lives; take coaching seriously.

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Of the Ten Steps in Exploration, the one that stood out most to me was Exploring Beliefs About Change. "A primary goal in coaching is to bring belief systems to the surface of our consciousness" (p.106). I think that this resonated with me because so much of what divides our teaching teams is the disconnect in our beliefs. Our district vision is "Every student, Every day!" Yet, we still struggle with saying and believing that these are 'my kids' and 'your kids' or those are 'SPED or Title kids'. Getting those beliefs to surface, acknowledging them, is the first step to changing them to a more inclusive belief about learning.

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I am the coach in the building where I was a classroom teacher for 9 years.  I was fortunate enough to have background information and established confidentiality through years of being a teacher leader.   The two sentences that really stood out for me where about validation.

"A transformational coach is a master at uncovering a client's assets. It is almost as if we wear glasses that make a person's strengths pop out in Technicolor while everything else fades into shades of gray" (p. 86).

This is so true!  Our job is not to find and fix flaws in everybody.

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"Our work is about seeing a situation from different perspectives, in different ways. Our naked eyes alone are not powerful enough to see all that we need to see, to diagnose root causes or complex intertwining of issues" (p.49).

I love the tool of "coach's optical refractor" as a guide away from assumptions and from stopping at the noisy part of the problem. This is something that I will be referring this year, especially as I prepare for observation post-conferences.

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Pg 183. A fantastic way to take a step back and analyze what is occurring at the present time. This is applicable to everyone in the school (the example is for teachers) and should be incorporated into a staff meeting or PD exercise. It assists with sorting through the fog that can occur in the dead of winter (it's a December chapter) and bring clarity to the building on the stretch to winter break.

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This chapter carries information I hold close...I've been bit by working myself into a very unhealthy place in the past. I was losing weight, then gaining, then gaining more, letting my head get away from me...I wasn't in a good place. As an administrator, it's very easy to get sucked into a vortex, lose control, lose friends (no time), and find yourself in a lonely arena. It's important to take your time, literally, when some "time' in your day presents itself, I am 100% ok with being selfish with it. I got healthier because I learned how. My priorities became clearer again, my work and personal relationships came back into focus. You can not control everything...only yourself.

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My title is a line from a movie...I'll get you a dilly bar if you can name it. Jokes aside, this is critical, because people know when you're distracted. Being present can take a lot of personal discipline. In this era of quick messaging it's too easy to be distracted from what is occurring right in front of you. As an administrator it's critical to give 100% of yourself to that slight 30 second talk in passing with a teacher or student in the hall, the check and connects with office and custodial staff, the classroom walkthroughs...every second matters. When you're not in the moment...everyone knows. As teachers, we all understand "modeling," and we need to continue as admin. This is a great segway to Ch 6.

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This is a topic I've tried to sharpen up on...we all don't come from the same cloth and I've been fortunate to work in a few different districts that offered me an opportunity to observe different cultures. As an activity driven individual involved in school activities, community relationships are the highest priority...in any aspect of a community. You can narrow this scope to those in your building, your department, etc. When all members of the school community are on the same page, you'll find something incredibly exciting occurring; pride and culture creating an incredible experience for our students. This takes a lot of legwork, a fantastic group of people, and can take time. It's important to me to speak the language, constantly, that well all need to speak in a school...I call it my "drip philosophy."

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Wow!  What a personally power packed chapter for me....can you tell I just received my book and like to read?  These lens Aguilar speaks of ring true to me, and quite close to home.  You see, I believe I was the first anger management kid in grade school.
One morning while at breakfast with my father, yes another father story....that's how we survived the inner city growing up, only if your father was around and involved; and mine was.....
I told him that I was going to commit murder and would need to be bailed out of jail, (I was in the 6th grade).  A particularly nasty nemesis of mine was going to meet his maker that morning, and my father without missing a sip from his coffee at 4:30am prior to work asked me what the problem was, and I couldn't believe how calm he was.  I asked him back, what do you mean "the problem?"
He stated that I was going to commit murder and didn't even know why?  I said we HATE each other, I need no other reason.  He asked me to do him a favor, to ask the boy why we fought so much, what his problem with me was?  He lifted his plastic cup from the counter and there was a water ring there, he told me that we were on opposite points on that water ring and that I needed to understand what the problem was in the middle, that understanding his motivation for harassing me everyday could give me a different perspective. I doubted it.
So I asked him that morning, and he replied that my pickup basketball team won all the time at recess.  I laughed and said, "That's It?"  He said yeah, I told him you can have the court, and I never played basketball at recess in grade school again, and we actually became friends in high school.
All from gaining perspective.
Aguilar is correct about lens, change your perspective, you can change your life, or the world.

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Aguilar, writes in chapter (3) that the basic thing about beliefs is that we all have them and they drive our actions - that is COMPLETELY true.  The best coaches / leaders find out what those beliefs are and tap into them in order to lead, for if you convince them to believe in what you believe in, you establish a shared-vision which a POWERFUL motivating factor.
Hence, why I have also read and follow Simon Sinek, and his book "Start with Why."
I start each year telling my students why I'm teaching engineering at a high school and why I believe in my personal mission and how serious I am about said mission.  I tell them: "I teach to inspire a new wave of engineers for my country that will change the world."  As corny as that sounds, I'm dead serious .... I don't trust anyone else to do it as well as I can.
I also tell my students, that you're only as good as your teachings. You will be (18-24) months ahead of any of your counterparts, but you're only a great engineer/student when your raise the level of their performance. That's how you pay it forward and honor me; if you wish to do so.

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I believe that coaching and leadership are one in the same thing.  Here's my definition I've had for leadership for the past (48) years.
"A leader sets the direction of an organization, group, or individual, and provides a "Sense-of-Purpose" that creates a shared-vision in others so that they are willing to believe in, trust, and follow that leadership."
This is a faith based model that works for every occasion in my life. Christ gives us the goal of "Eternal Life" to strive for - that's the ultimate sense of purpose if you ask me.  Also, one of my fraternity brothers always states that if you think you're leading, and no one is following, you're just out for a walk.
Yes, coaching is techniques, tactics, questioning, and all that is written in chapter (2), but at its' heart coaching is "Inspirational" by nature.  I believe that people see your true intent, your vulnerability, and start to trust you, and open themselves up to your leadership.
Again, my father always told me: "Dennis, people don't care how much you know, until they first learn how much you care." Yes, he was quoting Teddy Roosevelt on me, but it worked.

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Summarizing what "Lorde" stated; true change is internal, and we use external tools to carry it out.
NCLB was a national disaster, it was all "Stick" and no "Carrot."
We are the most technologically advanced nation the world has ever seen, yet we use technology so poorly.
Coaching, and methodology changes are nice, but they only tweak the existing pluming.  I teach in one high school, in one of (322) school districts, in one of (50 states; all funded by a model which is not self sustaining, where (60%) is state funded (40%) is funded by property taxes.  Chapter one discussed how coaching can transform schools???  I don't believe that for one minute, funding and un-segregating our schools with proper use of technology will "Transform" our schools.
As an African-American male I "KNOW" where the educational gap exist; it's reading comprehension. In  my culture I was beaten up because I could read in kindergarten and thought I should be in a different class because none of my classmates could read.  I'm and engineer to this day because information, and understanding it, always came easy to me due to my reading comprehension levels.  I watched a semi-truck unload (23) shrink wrapped pallets of books into my high school and wondered if this was going on at other schools, and the answer was yes - to the tune of a 4.8 billion dollar industry "Pearson Publishing" out of the UK.
We should NOT be removing tax payer dollars and giving rich kids "Voucher" and "Charter Schools," we should be investing in funding reforms and proper use of technology so we can educate our children for the 21st century and the challenges it holds.
We are doing "ALL" of our children a huge disservice, and history will bare me out.

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I continually thought of three things I have used in coaching career; because not only am I a teacher, I'm been a football coach as well most of that time.
I thought of (1) Vulnerability, (2) Shared Vision, (3) Transformative Leadership.
Vulnerability is the key to trust.  When people trust you, they open up and become vulnerable, because they know you're going to support them no matter what; and usually WITHOUT judgement.  Judging shuts down trust other may have in you and delay the respect needed in the relationship.
Shared vision, is the secret sauce of leadership if you as me, because it allows others to take their eyes off of their mundane daily goals, aspirations, and problems and seek a high goal for a higher calling. When people share your vision, and your why, they tap into those natural motivating forces that exist in each of us; and then it's the leaders job to step aside and become more of a facilitator than a teacher.
Transformative leadership has tangible results that everyone can see and experience for themselves.  When I first started teaching, I also started my football coaching career as assistant head coach and defensive coordinator of a team that only won (1) game in the past two seasons; we started our season (5-0) and unscored upon.  How?  We transformed their why, and how they viewed themselves.  We told as much as humanly possible that they were second to no one, and they controlled their own destiny.  They believed us and performed beautifully.
Out of all of things I have experienced leadership to be; transformational is by far my favorite. You see the change in your students, player, mentees, and it is so gratifying to understand that you have positively change the arc of someone's life forever. I believe this is what my father meant when he use to tell me that our lives are not our own, they were meant to be shared.

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"No one can learn from you if you think they are stuck" (p. 33).
I LOVE that quote. I also liked the reminder about the ladder of inference. We have talked about it in a recent EDS course, but the specific example helped deepen my understanding.

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Three types of coaching were explained: instructive, facilitative, and transformational. While the majority of the chapter focused on transformational coaching and the three domains of it, I was stuck reflecting on how my current role is more instructive and facilitative. This not as much my choice, but that of the job description and expectations that have been set for me...I wonder how I can push those to be more transformational?

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As educators we know the importance of having positive conditions for learning in order to increase student success. This is no different for teachers and coaches - there are working conditions and readiness levels for coaches and the school sites that need to be considered.

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Coaching for transformation is the ultimate goal, but this is often times uncomfortable, messy, and challenging for all involved. However, doing less, while potentially still beneficial doesn't push educational system to be equitable.

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I'm highly optimistic...perhaps that's why I believe so much in empowering those around me...as I've learned they are interconnected. When you tell empowering stories, your optimism may expand...a key element to resilient people.

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How one responds to their emotions is a bet of "tell-all" toward who they might be. It showcases how they handle the tough situations. This chapter discussed ways to respond to emotions, and what hit the hardest for me, was letting go of what is outside of your control.

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The introduction covered this fairly well, and low and behold, the first chapter kicks off with it. When you know your emotions, values, and personality you gain purpose in what you do...this chapter resonated well. Stay the course with purpose and you'll be highly resilient to any setbacks.

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As I've aged in my career I've learned how to be professionally resilient...attitude and behavior. I've also learned to keep emotions at bay. Schools are stressful places at times for a multitude of reasons. The three conversations was a benefit to re-learn from Aguilar. Understanding this book in a calendar format is pretty unique as well.