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I am new to coaching. Frequent reflection on the way of being, my growth in "the way," and its impact on my work will help me to identify areas of growth and to prioritize changes(Humility & Mutuality).

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I plan on continuing to use the Equity Toolkit question stems when planning for a conversation.  

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I plan on continuing to use the Equity Toolkit question stems when planning for a conversation.  

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We reflected on our own ways of being and identified areas for growth in our tranformational coaching practices. Taking the time to do so has provided us with the opportunity to reflect on our own way of being and how we show up to our own coaching conversations.

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J) The Single Story - this had a huge impact on me. Though this is not the first time I have seen this video, everytime i see it it makes me pause and reflect on how I might be making assumptions. It is important to hear everyone's story and learn from them about their unique experiences were and the impact those experiences had on their lives. More importantly focusing on how their story can help shape our work together!

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(J) Understanding the idea of the single story can help us identify when a teacher might have a single story of their student(s) or parent(s), and we can help them unpack and identify the origin of their assumptions to lead to better understanding of the child and community the school serves.

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(J) Understanding the idea of the single story can help us identify when a teacher might have a single story of their student(s) or parent(s), and we can help them unpack and identify the origin of their assumptions to lead to better understanding of the child and community the school serves.

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G.-- Build the trust with suppor tthat will drive the instruction as well as grow them.  Prepare information that is ready for them when they need it

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G.-- Build the trust with suppor tthat will drive the instruction as well as grow them.  Prepare information that is ready for them when they need it

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J. It is important to think about our teachers as whole people and not just the single story. Everyone has a history and background. I need to take that into consideration with my teachers every time we meet.

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J. It is important to think about our teachers as whole people and not just the single story. Everyone has a history and background. I need to take that into consideration with my teachers every time we meet.

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I will continue to work to build trust with a few teachers so that we can get to the deeper connections and cross the chasm together.

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Create the toolbox of responses and begin to practice using them when comments arise so that the level of comfort increases in addressing racism.

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Reflecting on compassion and the idea of creating a space/relationship that is always inviting to others was meaningful. Being able to reflect and be honest that compassion is not always easy to show towards everyone, so ways to shift our mindset to impact that relationship are so important.

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Being new to the RSA position it was helpful to hear stories from coworkers on building trust with their teachers. Understanding that each teacher is going to need a different approach to building trust.

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For a particular teacher I need to build trust with, I will work to emphasize the positive things they are doing in their work and use those as entry points for further work

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Reviewed the questions stems and reflected on a recent coaching conversation where some of the quotes were shared experiences that the teacher was sharing. Continue to reflect on these teacher responses and how I can prepare and plan for "possible responses" that will allow me to instigate reflection, insight, and learning for the teacher.

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Using the chapter to reflect on coaching conversations for growth. How does our well-being impact our ability to be coached and how can I respond appropriately for teacher growth/reflection.

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Reflecting on the different trust building strategies allowed me to think about a teacher who never wants to meet. I was able to reflect on how I may build trust with her, that is missing now.

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I reviewed questions to help teachers move away from the single story of schools with higher numbers of struggling learners. I will also use those to reframe the way teachers describe schools, and inherently the students in them, as "bad" or "good".

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Please watch the Ted Talk, The Danger of a Single Story , if you did not get a chance to.  It was very informative about how a single story creates stereotypes and the problem with stereotypes is not that they are untrue but they are incomplete.  They make one story be the only story.  Information about the Ted Talk is on page 174 of the text.

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Please watch the Ted Talk, The Danger of a Single Story , if you did not get a chance to.  It was very informative about how a single story creates stereotypes and the problem with stereotypes is not that they are untrue but they are incomplete.  They make one story be the only story.  Information about the Ted Talk is on page 174 of the text.

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D) This activity helped me to the parts of my work that might be "Draining" me and explore ways to "replenish" my reservoir. It also helped me to reflect on ways that I can build empathy in my work.

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Do not assume. Get curious. Remember there is a whole life/story going on for each student and adult that we are not always aware of. Be mindful of how this impacts how they show up or perhaps seem resistant.

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I began to analyze my caseload to identify teachers that I need to spend more time coaching. I also plan to use the Mind Gaps to guide my thinking about the why behind what appears to be resistance.

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As a group we selected "go to" stems and possible responses that we could use when having a reflective coaching conversation with a teacher. We added these to the updated Equity focused CAL "Look For" sheet for us to easily refer back to as a resource that will positively impact our coaching.

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In those moments just like Mrs. Aguilar, I have struggled with how to respond to those remarks which is why it was such an amazing coincidence that I was assigned this chapter. Just as she, I realize that it is my responsibility as a Black woman, an educator and as a human being to initiate these necessary conversations in an effort to explore the underlying attitudes that form limiting beliefs. The question stems are so helpful!

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Just as I want my teachers to differentiate their instruction to meet students where they are, I will use the Gap Analysis to deliberately work to scaffold skills to address each teacher's gap or gaps.

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(E) Finding commonalities with a teacher will help with starting conversations and start building a trusting relationship.

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(E) Finding commonalities with a teacher will help with starting conversations and start building a trusting relationship.

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D. Cultivating compassion will help me better reach my teachers. This activity, combined with Chapter 7 in Coaching with Equity, gives me strategies to think about my emotions and the emotions of my teachers so that I can better understand them and communicate with them.

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D. Cultivating compassion will help me better reach my teachers. This activity, combined with Chapter 7 in Coaching with Equity, gives me strategies to think about my emotions and the emotions of my teachers so that I can better understand them and communicate with them.

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We will continue to build relationships with new teachers who have been recently hired and thrown right into the chaos. We will be an immediate resource in as many ways possible to help the teacher see value in our role/relationship.

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C.--What is within your sphere of control or sphere of influence that you can do to help build that positive relationship?

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C.--What is within your sphere of control or sphere of influence that you can do to help build that positive relationship?

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Taking time to talk with teachers personally to find commonalities between us that can help to build more of a relationship.

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Identifying useful question stems that are appropriate in difficult situations. Not all of the stems seemed 'appropriate' so it was helpful to have the conversation about when and how to use these as well. Especially when considering all the ways the convo could go.

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When reflecting on the quotes on page 142 we were able to make connections to our own journey of learning. We also were able to recognize the importance of having compassion and knowing our teachers stories.

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I plan to differentiate approaches to two of my first year teachers to support them in their skills growth.

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Host a New Teacher Committee to explore teacher's single story and the impact is has on their teaching/students.

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When listening to teacher concerns, I will consider which gaps (Mind the Gap) may exist as areas of growth to focus our work together and using those gaps when I consider differentiating my coaching for them to meet them where they are and honor their autonomy.

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In an effort to not break trust with the teacher, I will try to take the approach of prepping for an upcoming observation and look at either routines/procedures and/or student engagement (principal wants a focus on classroom management but teacher doesn't see a problem with classroom management)

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Read/Analyzed/Reflected on possible sentence stems.  We had long discussions about the implied tone of some of the questions which made us become reflective in how we could modify the stem or create new stems.

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Following the sequencing when considering which gaps to close with specific teachers and making a plan for next steps with the gaps in mind.

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Focus teacher has unrealistic expectations, hard on his students. He has low tolerance for typical 4th grade behaviors.
Questions:

Can you give me an example of what you would like to see when your students are working independently.

What does he think is a strength of theirs as a class?

Do you have any data to support they are not working as independently as you think they should?

Why do you think they are not more independent?

In this lesson what do you expect that they should be doing?

What will be the product at the end of the lesson?

How many out of the total do you expect should be completely independent?

What supports could you give to help them reach independence or success?

What structures could you put in place to build their capacity for independence?

What issues does it present for you when they are not able to work independently?

At what point in the lesson would you expect they be independent.? Can you look back at the lesson and see what were their obstacles to independence?

How are you feeling after this conversation?

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Taking time to think about which teachers have multiple gaps, and how to best address them using Aguilar's scaffolding. This will help with prioritizing how I should support my new teachers.

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I plan to keep my "go to" stems handy to utilize during coaching conversations with teachers and as conversations arise.

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I was able to plan for a coaching conversation using the Equity Toolkit question stems as well as the Possible Responses on pages 166-167. I feel more prepared on how to support a teacher that perhaps holds beliefs that are worth exploring.

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Reflection on the Transformational Coach’s Way of Being provided the opportunity to think about which ways of being are my strengths and which are areas I could continue to grow. Identify the areas helped me reflect on past coaching conversations and what I could continue to do or explore in the future.

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It was refreshing to see that only one of my first years I identified as Will Gap, and noticed even that was more likely Cultural Competence, and this helped me find some quick easy "wins." For example, helping shed light on the 5:1 "magic relationship" building ratio (5 positive to every 1 negative interaction). Went down a rabbit hole to learn more, and it's used in business/sales, marriage counseling, with our own kids, etc. It's backed by SCIENCE and that may be an entry point in itself to build on teachers who don't "buy into" relationship building/emotions as a "thing." SCIENCE SAYS this works. :D

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When bridging gaps it is essential that RSA and Teacher are on the same page. Tools for teachers may include journaling.

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Keeping in mind my level of resilience and compassion and using the tools I have to be compassionate toward my teachers.

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c. Trying to assume the best, and trying to understand why people make the decisions that they do often makes a big difference. I want to be more curious and compassionate with my teachers' to understand the decisions that they make.

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I will help teachers identify their gaps and strengths and work together to determine what they are willing to work. I would like to know who to address a gap in capacity -- I may more time to learn about that.

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The case analysis for gaps helped me to have a focus for data collection and how to lead conversations in that direction so we can have maximum impact.  I thought about other resources for helping teachers reach their potential.

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If we learn how to coach emotions, we'll never encounter resistance again.

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If we learn how to coach emotions, we'll never encounter resistance again.

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Reviewed question stems, determined what fits my coaching style to be able to use with teachers. Discussed situations when these coaching moments may arise or what may prompt them.

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Analyzing my teachers' gaps in this format allows me to see if a teacher has multiple gaps and think through what I can do differently to help close the gaps.

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Think about teacher's gaps and how to address them with coaching conversations and other resources.

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Created a pivot table of time met with teachers and a list of who I have the strongest relationships with the weakest relationships. I considered how to strengthen the relationship with the teachers who had the least amount of time spent with me.

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I will consider the gaps that may exist with teachers on my caseload in order to inform the focus for support. This will also help provide me insight into the challenges they are facing and how I can connect and empathize with them.

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Have next steps to use with my teachers in how to close or work towards closing their gaps.

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We created a list of "go to" stems to add to our coaching toolbox in order to help teachers explore their beliefs.

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I thought about how I can tailor my coaching visits and other PD to gaps that RSAs identify in their practice.

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Helped me to consider my teachers' gap and how I might support them moving forward.

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Identified question stems to use with teacher to help them explore their beliefs.

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In addition to the resistance masks people wear, I will consider identifying the gaps between teachers goals and where they are right now to work to close their gaps.