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Reflect on what worked and what did not in order to Plan for next steps.

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Reflect on what worked and what did not in order to Plan for next steps.

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Coachees do bring important knowledge to the partnership. They bring more knowledge about their class because they are living it day to day.

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Some teachers don't feel valued in our building due to previous coaches or structure but it is a goal of ours to ensure they do feel valued.

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Coachees bring important experiences to the partnership. Some teachers are not as confident. Understand what worth teachers bring to the situation. We build capacity in the coachee. The coachee continues to reach out for help if they feel validated and not judged. Highlight strengths in front of others.

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Coachees bring important experiences to the partnership. Some teachers are not as confident. Understand what worth teachers bring to the situation. We build capacity in the coachee. The coachee continues to reach out for help if they feel validated and not judged. Highlight strengths in front of others.

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We each have something we can learn from one another because we are all experts in our own rights. We can learn from one another.

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Allowing teachers to have a choice will motivate the teacher and give them ownership.

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Allowing teachers to have a choice will motivate the teacher and give them ownership.

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It is important for coaches to remain as equals with teachers to show respect and value to teachers' ideas and keep a positive relationship.

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It is important for coaches to remain as equals with teachers to show respect and value to teachers' ideas and keep a positive relationship.

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Yes, we think coachee's do have great knowledge to bring, and we do work as partners and not thinking that we know more than the person we're coaching.

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We definitely believe in choice for classroom teachers but there also has to be limits.

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Try different "hows", data needs to support coachee's ideas

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Coachees bring important knowledge. We should be asking them if they feel valued and knowledgeable. We should be thanking them for their input and knowledge as well.

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This looks differently for teachers based on where they are in their career. Newer teachers may need some sense of structure to begin with, whereas the more veteran teachers are able to share their own experiences and build a partnership by learning together.

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This looks differently for teachers based on where they are in their career. Newer teachers may need some sense of structure to begin with, whereas the more veteran teachers are able to share their own experiences and build a partnership by learning together.

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If we make teachers feel like they have choices, they feel respected. Frame your words to include choice. Schools can be micro-managed (non-negotiables) and make teachers feel they have no choice. Provide resources when needed/possible.  

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If we make teachers feel like they have choices, they feel respected. Frame your words to include choice. Schools can be micro-managed (non-negotiables) and make teachers feel they have no choice. Provide resources when needed/possible.  

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Being a good listener as a coach is important in building relationships with teachers. Teachers want to be respected as professionals, and part of that is having a voice (a say) in what we do.

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Being a good listener as a coach is important in building relationships with teachers. Teachers want to be respected as professionals, and part of that is having a voice (a say) in what we do.

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Teachers are more likely to be involved if they feel like they have choices in what they do.  We need to have some sort of consistency across the board so that there is a specific guideline for teachers.

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Teachers are more likely to be involved if they feel like they have choices in what they do.  We need to have some sort of consistency across the board so that there is a specific guideline for teachers.

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We curate choice. Sometimes we don't get the opportunity to curate choice, but we try to facilitate that based on what's best for children. "When you insist, they resist." Let them be advocates of choice.

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Student improvement is the goal and focus. As long as the choachees goal is working towards that then we are accomplishing our goals together.

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Choice is important but teachers still need guidelines

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Choice is important but teachers still need guidelines

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When teachers have choice you have buy in.  Guiding questions can help teachers to have choice and still gives them the autonomy to make their own decision. Insist=resist!! Coaches have to learn how to be able to let the teachers focus on the areas where they would like to grow.

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Listening is something we all could improve upon. It is challenging sometimes to not always insert our own experiences and advice.

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It's important to listen first before beginning dialogue. We do not always have the answers and do not need to jump in with a solution. We need to meet the emotional needs of adults first, too. Life experiences change our conversations.

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It's important to listen first before beginning dialogue. We do not always have the answers and do not need to jump in with a solution. We need to meet the emotional needs of adults first, too. Life experiences change our conversations.

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Giving teachers/coachees "look fors" when you as the coach are modeling a lesson.

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Letting teachers know that their opinion matters

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Letting teachers know that their opinion matters

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We can restate what the teacher shares. Ask guiding questions to help the teacher verbalize- dialogue vs. feedback...being fully invested in the conversation...

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Reflecting through questioning

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Use the "clarity exercise" from this morning to allow the teacher to voice what is happening and allow them to discover their next steps by listening to them.

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Use the "clarity exercise" from this morning to allow the teacher to voice what is happening and allow them to discover their next steps by listening to them.

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Self Reflection, questioning with a purpose!

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Self Reflection, questioning with a purpose!

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We try listen and give others the opportunity to have a voice. We have to think about the questions we pose, and become mindful of how we are actively engaging with the coachee. We try to be human without making error, but that impedes the process of actually hearing someone speak and giving them the platform to do so. We have to be intentional with our actions, so that we can foster growth in ourselves and others.

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Model reflection strategies with coachees. Be transparent as you work through situations. Voice, choice, and equality are components of reflection. Be human and admit mistakes. Celebrate what is working. 

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Model reflection strategies with coachees. Be transparent as you work through situations. Voice, choice, and equality are components of reflection. Be human and admit mistakes. Celebrate what is working. 

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Voice is important, but can be difficult to let go of the "to-do list". Staying on task and avoiding a negative only conversation.

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Can be coachee dependent. Some need more guidance than others.

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Asking guiding questions are sometimes hard for us. But we want to make sure the teacher feels safe to be honest and say what they REALLY think.

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Yes, they bring knowledge and understating to the table. Allowing them to stress their thoughts and ideas.

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Constantly pushing people to reflect is really vital. You have to push them to actively think through the lesson, and give them the opportunity to receive feedback. We have to be willing to give them to process through their thinking.

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Allowing teachers to have a voice is very important when building relationships.  Teachers need to feel heard.  Coaches need to be able to give them an opportunity to be reflective and work through their lessons. 

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Allowing teachers to have a voice is very important when building relationships.  Teachers need to feel heard.  Coaches need to be able to give them an opportunity to be reflective and work through their lessons. 

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Reflection should be used to guide the coach and the teacher to look for next steps (strengths and weaknesses) and guide us to where we want to go.

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Reflection should be used to guide the coach and the teacher to look for next steps (strengths and weaknesses) and guide us to where we want to go.

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Beneficial to the coachee by being able to express concerns and needs verbally.

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Withhold opinions and enter into conversations with teachers as a learner, and not to judge.

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Withhold opinions and enter into conversations with teachers as a learner, and not to judge.

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ASKING QUESTIONS...100%
Use the data to drive your conversations and allow for honest conversation.

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Choice is powerful and shows that we value the teachers and their abilities. Choice also needs DATA!

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We can understand the process once we apply it.

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We can understand the process once we apply it.

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Giving them a choice on how they move their classes, especially giving the fact that they know the needs of their students.

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INTENTIONALLY. "Transformational coaching is only possible when the coachee is engaged in the process of transforming her own behaviors."

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Happens through coteaching.

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We're always learning!

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Teachers need to know that we are not judging them. Teachers need to know your purpose. It's important for teachers to receive positive feedback and not feel evaluated. Always follow up a visit with some form of dialogue. 

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Teachers need to know that we are not judging them. Teachers need to know your purpose. It's important for teachers to receive positive feedback and not feel evaluated. Always follow up a visit with some form of dialogue. 

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Praxis is the application of new knowledge and skills. Having an atmosphere that fosters thinking and growth will automatically facilitate new learning.

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It is very important to have a two way conversation, but be prepared to be an active listener. Ask yourself, how easy it for you to let others have control of the conversation without adding your thoughts?

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We need to respect our teachers, value them, and show that they matter. They all have valuable experiences, we have to use them as resources!

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Practice what you preach!
Show vs. tell!

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Building relationships comes differently with every teacher. There is never enough time. We want to find the balance between planning times of meaningful dialogue while also respecting a teacher's time.

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We definitely learn from those we coach. It's a joint learning process, and it comes from a place of humility when you can actively learn and engage with others and get something back in return. It's human nature. Coexistence and mutualism is NECESSARY.

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Teachers lead by what they are actually doing. Attempting a task/activity is the first step in learning by doing. 

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Teachers lead by what they are actually doing. Attempting a task/activity is the first step in learning by doing. 

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Reciprocity                                                     I need to continue to learn and model for teachers. This ties into the first several principles. 

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Reciprocity                                                     I need to continue to learn and model for teachers. This ties into the first several principles. 

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When we are modeling, we want teachers to understand that we are presenting A way to do something not THE way.

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Allowing the teachers to have a voice. As coaches we are to listen to our teachers, their thoughts and opinions before offering our thoughts.

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It's important to model and provide opportunities for teachers to see the relevancy in what they are doing. 

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It's important to model and provide opportunities for teachers to see the relevancy in what they are doing. 

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Ask open ended questions. Allowing teachers to share their thoughts on how things went, before we interject what we may think or fl . Also give data to show what worked well and what didn’t.

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Allows for the Coach to model for the coaches, giving them time to practice, at the same time walking with them to assist as needed.

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Dialogue is important for coaches to have with the coaches. Dialogue is a two way conversation. This dialogue allows the teacher to have a voice in the decision making for their class.