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Tangible changes in practice, beliefs, values. They are sustained

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Pre-determined metrics are scheduled and used to inform effectiveness 

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Pre-determined metrics are scheduled and used to inform effectiveness 

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Teachers demonstrating sustained practice- not just for the duration of the coaching cycle

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If the goal is the harness both teachers, and we have put the work in to get there. I see it in the vast majority of their spaces.

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Teachers have more confidence to try new strategies

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When you see change in teacher practice and student learning.

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Share understanding and Common language around expectations across your team

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We see student improvement

We see teachers develop in confidence and capacity

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Student outcomes improving as a result

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Will show change

Will show evidence of teacher input

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With students, I am able to see their work change over time and talk to them about how their skill set has developed across a term. I also like seeing the “ahh-ha” moments where something “connects” together.

I use a similar metric to assess my impact as a coach. I should see the teacher’s practice change over time and talk to them about how their skill set has developed over time. I want more quantitative data though, I want to be able to measure learning gain when assessing impact on a skill.

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When you see teacher confidence grow.

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This is increased for both teachers and students.

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When you see the reality of the classroom reflect the vision of the school.

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Students are engaged and productive. Teachers approach me, request help and I act on it. I engage with all aspects of my role. Teachers have thanked me for doing my job

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Feedback from various stakeholders within the education community. This includes my coach and other mentoring teachers.

Conversations with my coach and mentoring staff.

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Teacher practice improves based on their goal set.

Cycling through the coaching phases are adhered to, deliberate and given the time it deserves. This builds relational trust whereby open conversations happen and colleagues feel safe to take risks in their practice.