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Paying attention to the body language, rumblings, silence, and responding to it.  Being transparent

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Be transparent about the process, roles as coaches and teachers and our focus on students from the beginning. Be respectful of where teacher are at. Acknowledge any fear, concerns, expectations.

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1. Coaches need to humanize themselves, share their personal story regarding why they do this work.
2. Make sure the "why" we will engage in this difficult work together is shared by all.
3. Create ethos but stay humble! Don't shift your identify from coach to consultant.
4. Show that you're willing to be a thought-partner in the work. Get your hands dirty!
5. Follow through with your commitments FAST.
6. Acknowledge the difficulty, urgency, and importance of the work they're engaged in.
7. Assume positive intent. If someone is resistant then often they may not feel like we are addressing the problem appropriately or they are afraid they don't have the capacity to engage.
8. Transparency is crucial. Communicate frequently about the process.
9. Teach them how to find/ generate critical resources for accomplishing the goal.

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looking at it through the lens of looking at kids and student work.  Show not tell the teachers and admin that we are on the same team. Clear and precise and meaningful and timely feedback.

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-find the right time and space to show our own vulnerabilities
-use the predictability of our assess, analyze, act structure to honor and validate their hard work
-remind them we are in this together for your students

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affective openings, time to build relationships, trust

Negotiate what coaching will look like -- partners in the work & giving teachers a say in what works best for them!

giving teachers a voice immediately, shaping the work around student needs

be partners in the work

monitor growth of students

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Our process is co-created, flexible and student centered. We enter with a humble inquiry approach and maintain an inquiry stance throughout the cycle.

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Honest, open communication. Be accountable to mistakes, acknowledge and appreciate "bad days," and have follow-through so you are able to convey to teachers and students that you're a real human being. Be humble and encouraging, recognizing teachers and students are taking risks.

Don't be too gentle - cheerleading is not the purpose, fostering student growth is the purpose, and sometimes that's tough to have a conversation about. Most teachers will appreciate the honesty in your feedback

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Taking opportunities to get to know teachers before.  What kind of learner are they?  Possible ideas include SCARF survey, Love Languages Survey,  compass points.

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It's important that we come in as learners. We are learning along side teachers.

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Demonstrate flexibility.
Listen to and incorporate every voice.
Lead by example: appreciative lens, honor ALL expertise in the room.
Recognizing the different starting points and comfort levels of each teacher.

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Acknowledge teacher strengths. Stay focused around the work. Planning together. Students are the center of conversations. Build trust by showing interest in the students

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Liza, Susan, Dulce, Yvonne, Sylvia, Angela 

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Liza, Susan, Dulce, Yvonne, Sylvia, Angela 

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Being transparent. always keeping it student centered. Offer to model lessons for teachers. Take risks in front of the teachers. Ask genuine questions always student centered. Always in a non evaluative manner. Always be flexible

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Frontload schools with information and communication before the cycle begins.  Provide schools with a planning timeline that begins 4 weeks ahead of the cycle.

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Frontload schools with information and communication before the cycle begins.  Provide schools with a planning timeline that begins 4 weeks ahead of the cycle.

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Jumping in early!  Teaching and risk taking from the start.  Being there to help.  We're all learners. Creating structure helps establish comfortability. Keeping the lens on adult learners and giving teachers voice. Allowing for failure to happen, graciously.  "You don't get something for nothing! It's like going to the dentist!..."

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Since we are on site we can build relationship with teachers over the course of time. We work with teachers through coaching, collaboration meetings and informal conversations, having an appreciative lens through all of this work helps build a positive and productive relationship with the teachers.

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Bell MS Team (Jayme, Deb, Juliana, Yvonne, Araceli

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Bell MS Team (Jayme, Deb, Juliana, Yvonne, Araceli

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If we don't do the initial teamwork, with all people who are involved actually around the table (Area Sup., principal, all integrated coaches) to calibrate, then we should not be in the classrooms.
How can we be a unified team if we never meet as a team?  Narratives are being created by people at the site, but we're not sure that everyone is communicating the same narrative.
We need to insure that when we are holding the launches/pre-launches, we are working from the student's/child's role in an upward manner. (To ensure that the child has this role, these are the roles/responsibilities of the other people involved.)  The students are always the teachers.  They tell us what they need.

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Teachers should be involved in the coaching cycles from the beginning and they should feel like their needs are being addressed and met.

Relational leaderships need to be built in the context of work. The goals must be mutually understood and clear, and the relationships should be built with that as the foundation. All people should have ownership in the end goal and the methods for getting there.