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-setting the stage
-more time and more immediate action
-modeling
-flip and/or combine face to face and virtual contacts
-feelings of empathy
-predictable/consistent scheduling and working with grade level teams to make more time
-create contact 1 together with my team

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Obstacle
-What is the best way to communicate so you don't get the "no shows" on coaching days?
-back to back rounds
-How do you fit the present indicators into the rounds if you feel like you are still doing the previous indicators?
-What do you do if teachers are having a bad day?

Possible Solution
-ask candidate, instructional coaches, plus one or a designated person to help with links
-contact grade level person or friend to nudge (in a nice way)
-another person to log on with the teachers to make them feel comfortable
-send videos instead of being a live link
-provided some days in between instead of doing back to back
-contact 1 and 2 be more tight and then a little break before contact 3 so they have a bit more practice time
-being flexible even if you had a set plan in mind and offering choice on days/times
-combining both sets of indicators is ok - you may need to send some of the resources or videos between contacts
-following your teachers where they are and moving them to stretch is a balancing act
-the relationship part is extremely important and sometimes we may have to be the listener or allow people to cry
-email touches, phone calls, and zooms
-be flexible and set another time

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Pulled students to different location outside of classroom to reduce distractions
Teachers didn't know the students- helped them be keen observers
Formed rounds groups by creating virtual and face-to-face groups- this helped because the needs are different for each group of teachers
Schedule rounds at BOY and try my best to stick to those dates
Planning ahead with candidates
Debriefing afterwards with candidates and giving them assignments
Providing expectations for what candidates and specialists are looking for in classrooms
Send emails weekly to foster relationships
Planning strategy groups with teachers and debriefing immediately following

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Feedback - Have teacher talk through strategy lesson and tell me what you did.
Revisiting content from PL2.
Scheduling online Contact 1 in the morning.
Allowing teachers to decide when to do Contact 2.
Scheduled sessions for teachers who still had questions.
Google folder with everything Round 1.
Ease of scheduling
Adapted for 2 covid sessions
Combining observations with contact 3 for strategy groups.
Actions are more focused.
Purposeful collaboration so teachers are supporting each other more.
Observing virtually being focused more.
Teachers went above and beyond with first observation of strategy groups.
Suits virtual well.
Gradual release of responsibility with all participants.
Follow up in conferences with difficulties experienced during the Contact 1 lesson

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Collaboration time has been invaluable and time for self reflection
having coaches schedule your contacts
Try to do something fun at the beginning of the round
Give them a choice of 3 times to complete the rounds.
Invite coaches in with Zoom to offer support
Teachers can send recordings of their conferrencing.
Connect on a personal level such as hand written notes.
Giving them support during the weeks other than Rounds.
Structure for teachers and candidates.
Virtual meetings with all schools at one time.
Sending teachers to observe and support each other.
Mirrowing between coaches and teachers.
Listen more and talk less (declutter our talk)
Reflecting on our own practice

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Scheduling- making sure I could get everyone in there at same time- providing coverage
Hard to get everyone there to get same information- quarantine, etc.- perhaps provide zoom link for absent teachers
Some are having to deliver PL content in small chunks so hard to schedule rounds around that - could possibly provide PL content as part of rounds-add explicit instruction to model to provide 2 models- base rounds on PL content (small chunks)
Switching from virtual to face-to-face instruction back and forth made it hard to continue work of rounds- sending emails, zoom links, recording sessions in schools we can work in to share with the others, etc. to keep teachers in the loop and not lost in the rounds-report these things in status report
Has been difficult to find children to model lessons with- use grandkids, own kids, friends' kids, etc.

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Offering up a self-reflection as specialist is powerful for our teachers. Let them know it can be a bit wonky. If I keep practicing, I can get better. Practice really helps.

Strategy group template gives us some credibility.

Having the strategy group template was a game changer, teachers had to show you why they need students into a strategy group. The next visit was much more purposeful because we had modeled together.

Having contact one gave us the chance to have conversation about the particular needs of the students/teachers.
Did a one pager to help with scheduling and focus for the coaching round. On the back of the one pager included ideas to do with pre emergent readers.

When schools were open, I set up my rounds. Contact 1 was great with good conversation. Followed the guidance, talked about their needs and got us off to a good start. Contact 1 made a difference.

Used a blank strategy group template to follow along. Made a bookmark to use when implementing strategies. Left them with a copy of a plan, to walk away with.

Contact 1 was so powerful, setting the stage for Contacts 2 and 3 to help me be very intentional with what our next steps would be to help them to be successful in Contact 2 and 3. Giving them tangibles to help them.

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Balancing the round with individual coaching done by specialist and candidate.  One-on-one sessions made teachers more comfortable.
Used flipgrid to model and record strategy groups in virtual teaching environment
Teachers completed self reflection, which made a huge difference! Candidates & specialists read reflections and added feedback there.  Also had opportunities for teachers to watch each other and provide feedback.
Collaborative planning with specialists to design the rounds. Using Imp Ex and personalize for needs of school and teachers.
Setting the stage per Kate: it has consistently made a huge difference with time management and being more efficient.
Putting teachers in "driver's seat" helps so much. Some teachers have the plan fully laid out while others need to work collaboratively with specialists to plan. Debrief has become more collaborative than evaluative.
Been able to develop gradual release model with candidates. Using one-pager "Tips for Success" for contact 1. Turned tips into self-evaluation. Helped teachers feel ownership and success by seeing what they had put into place. Developed planning guide as reminders for teachers. Teachers used as LP sheet.  Much more focused, teacher comfort level up!
Rounds made things much more focused on incremental steps.
Being able to utilize instructional coach more to help with onsite PL that's needed. We've seen so much more growth from this additional support.
Spreading out rounds to ensure teachers and candidates are mastering expectations. Providing additional individualized support through coaching.
Collaborating with instructional coach to plan next steps for teachers/follow ups.

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Teachers collaborated on the feedback in contact 3
having specific dates with specific materials
Having video as part of the modeling
In every school planned for 2 dates for each teacher --1st for Pl and 2nd for in classroom
Teachers know schedule
Planning sheet used with teachers
Teachers sending a video of contact 3.
Using the planning sheet.
Reviewing assessment conferences as a refresher.
Group feedback.

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Limited face to face.

Very low students so focus, had to work on that pre emergent goal.
Give them resources they could use.

Contact 3 sort of fell apart when schools went virtual.😊

Did feedback virtually, teachers did self reflection (tear-jerking) which made me feel that they will continue to grow. Had 2 teachers that we had to differentiate. Did a mini round with them to do some remediation. Frustration on the Specialists part. Maintaining trust.

Couldn't get the reflection part for teachers to get past, did I get it right?

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Obstacle
1. Having difficulty with scheduling
2. District level candidates involvement.
3. Planning piece--having time to plan with teachers before contact 3
4. Missing time for the 2nd contact to do more modeling
5. Learning material the same time as the teachers.
6. Days not in a row
7. Virtual not conducive to one on one with teacher
8. How to deal with the different ability levels of particular groups.

Possible Solution
Commitment from the candidates.
Have the 3rd day in round
Using other specialists to plan to cover needs for development and planning
Zoom all day and teachers pop in for 20 minutes as contact 2
Use videos and let them and send them in

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Confirmation that its okay not to see everyone each time.
When you are doing rounds do you do the same strategy with all of your teachers or differentiate to what each teacher needs?
What happens when a few teachers are not ready to move forward with the rounds?
Can only meet with teachers on their on-line day.
Can not go into the schools at all and everything is done by recording.
Teachers are struggling because it keeps changing from fact-to-face and on-line learning.
Hard to give feedback when its not in real time.
Differentiating for different schools and individual teachers needs.
Getting to complete all rounds in a timely manner with unforeseen obstacles.
Giving teachers the proper feedback that helps them to reflect on their practice
Time for reflection
Teachers not being able to implement strategy groups on-line.

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TIME!
Solution:  Implementing rounds and keeping a balance.  Combing contact 1 and 2 when needed.  Being flexible to accommodate each group and school.
TIME!
Solution:  Combining sessions when we have to.  Flexibility and making it work the best we can.  Being understanding and finding ways to make it work.
TIME!  Much easier face to face. Virtual is a challenge.
How to avoid too much teaching in contact 1. Don't make contact 1 a repeat of the PL.  More practice on Kate's model, coaching moves.
Time!
Common Time!! (What do you do when there isn't coverage for classrooms?)

Also individualizing  our work becomes difficult!

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School not responding b/c of admin. change.
Covid - teachers out, etc - be flexible.
Teachers reflecting on their observations.
Requiring grade level work as opposed to school level work.

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Success - lost 2 teachers so ended up with 6 teachers - the intentionality that the coaching round provide gave the teachers the ability to feel confident to implement strategy groups.

I am face to face and that has made a big difference.

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How have you handle the observation piece now that we are virtual. Not getting a good response from all of my schools.

Strategy group round was easy to do with teachers. Now with PL 4 how are we going to get it all done. Having a focus and a target with learning targets and implementing what is left to do.

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Obstacle- School not responding b/c of admin. change
Solution- use grade-level work to keep everyone involved
Obstacle- teachers not reflecting on work
Solution-have teachers to reflect aloud during conference