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Option 1: Break into DCL / coach team (whole group) and plan for Quarter 4.

Option 2: Come up with a very clear set of next steps about how we incorporate CM voice in planning/execution.

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Reflection: When we discuss feedback, we're (staff) usually the only ones at the table.  We hypothesize and theorize about what CMs are thinking based on anecdotal, moment-in-time responses to questions,  but we don't have a sustained way to bring in CM perspective when we are actively making decisions.  This is different from experiences I've had in the Mississippi region where, for example, a CM council has actual planning responsibilities for All-Corps.  When we don't have CMs at the table, it fosters a "TFA-is-other" mentality.
Adjustment: Invest a core group of CMs in consistently having planning responsibilities for our major corps programming.

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Reflection: I am new to staff but have valued my experience at building CM culture at Institute and have benefited from strong CM culture with past coaches. In the past, All Corps has been more frequent and contained structured cohort time. In the first four months of school, for example, there was only one event that reached out to the entire corps directly. That is a crucial gap in supporting CM's during the most important time of their teaching experience. That has been absent in past two All Corps. The only direct effort made to impact CM Culture on a broad level has been from CM's themselves through CCC. It is important that I share that we have failed to create a CM culture on a fundamental level. Those who do SA/A already have strong connections through CCC, roommates, or school-based connections. Finally, there has been a clear discrepancy in how staff has felt about the outcomes of Affinity Group sessions and how 2nd years felt. Taking this experience away as had a direct impact on feedback scores.
Adjustment: All Corps needs to be more frequent, especially during first half of school year. Affinity Groups need to return as a long-term form of CM programming. Coaches must have a space to create cohort culture during All-Corps events. Making these changes will not only show we are being responsive to feedback about culture, but it will provide more opportunities to make direct changes that are responsive outside of step backs.

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Reflection: I wonder how the lack of a clear engagement strategy for our alums is hampering our ability to fully help our CMs feel connected to a larger network.

Suggestion / Opportunity: As we build out things like an alumni board and the Collective I can see more opportunities to involve CMs in community building in a variety of meaningful ways not all 100% connected to the classroom.

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Reflection: I often hear CSs/staff members framing outcomes in us vs. them language, where TFA is seen as an outside entity.  This does not reinforce the idea that CMs are a part of TFA from the get go.
Adjustment: Staff/CSs should be trained to speak of TFA in terms of "we

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Reflection: I think we had a really solid placement strategy next year based on our focus on "the network."  This was changed when City Schools enforced the mutual consent doctrine when placing CMs.  It speaks to a larger issue of how we (TFA) sees ourselves vs. how the district sees TFA.
Adjustment:  More of a question. What have our conversations been with the district around our network strategy?

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Reflection: When we (staff) reach out for suggestions for improved experiences, there are sometimes delayed response times for follow-up (potentially because of the moving parts, hierarchy that is sometimes involved). Primarily for alumni, but I imagine it might be the case for CMs.

Adjustment:  Be clear about what is possible and within what time frame. Give credit when specific feedback makes an appearance in new programming or directions.

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Focus: CSI- Proud to be TFA/ Student Achievement Data 

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Focus: CSI- Proud to be TFA/ Student Achievement Data 

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Reflection: I am wondering about the connection here between this CSI question and our student achievement data.  For CMs to feel proud they need to first understand at a high level what the overarching gaps in outcomes for students in Baltimore AND

the specific impact that they and their fellow CMs/ alumni are having and see it as having a tangible impact on Bmore. They needs to feel and see a metaphorical chipping away at the problem. Adjustment: How are we sharing both of these things with CMs on a regular basis

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Reflection: When I think about the work that we do, and the systems that we are up again, and the day to day for CMs, i think sometimes it is hard to be "proud" of what they're "accomplishing" - I say this because i don't know how we use numbers to show our CMs the impact they are having on Baltimore and their schools and help create a narrative the would make them proud to be a part of Teach for America.
Adjustment: I wonder how  we can (not just at all corps) use data to show CMs the impact they are having. If that is a challenge I think we need to reflect on how we should collect data, what data we need to collect, and how we showcase it.

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Reflection: We used to have All Corps more frequently and this was a space where CM's got to build relationships with other CMs. Several CMs have mentioned not knowing folks in other corps years.

Adjustment: We need to find ways for more corps members to interact across corps years.

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Reflection: I am new to staff, but am noticing that we don't frequently communicate the changes we are making based on data outside of All Corps. When I've visited Claire and Ella's CS sessions, I saw that they always start session by changes they're making based on CM feedback.
Adjustment: We need to find ways to regularly share how we're adjusting based on CM feedback.