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The process felt rushed at first, and the expectations for the document were unclear. Not all of the phases were practical to implement with my mentees, so I had to be selective about which parts to use and how to roll them out effectively. It would have been helpful to have the tasks broken down into smaller, bite-sized pieces, with a clear calendar or timeline to guide when each part should be introduced.

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At first it was overwhelming! Too many things at the beginning of the year!

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Giving feedback is not in my comfort zone and this document gave me somewhere to start.

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It was helpful that there were timestamps and it was set up kind of like a checklist. This made the entire process MUCH easier

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Split into phases so that it's easier to dive into the sequence.

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There just simply wasn't enough time to get completely through all of the phases and do them well.

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Harder document to read and navigate.

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It wasn't super clear in August, became clearer though. Had a hard time with Campus specific things like not having truly 'new' teachers.

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The rigor trajectory helped me with my two teachers because they were already self sufficient at classroom management.

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The phases provide a check list/order to follow, to help identify where to start in the coaching process.

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the guiding plan helps with leading conversations

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The pacing.

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When the document was introduced.

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I think this is really good for a brand new teacher, but we should have gotten the opportunity to share this with them before the year even started.

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I like having a guiding plan to guide me in this process ~ not in my comfort zone yet.

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All of the management strategies have helped the new teachers I observed.

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we need a lesson internalization protocol that can be used across all disciplines. Not one for math, science, English, history, fine arts, etc...

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There is a teacher on our campus that is a great teacher, but does not really believe that she is. I used the GBF sequence on phase 4 I think (61-90 days) to show her that she was doing all of the things on the rigor trajectory. I told her she knocked it out of the park and let her know she was ready to go into the stretch zone. It was a very validating experience for her. and for myself.

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I initially felt inadequate for the role, because so much was given to us so fast, that I felt overwhelmed trying to process all of it. I got more comfortable as the year progressed, and it makes sense now, but felt very overwhelmed initially.

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The embedded questions, and the flow helped with observations.

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it was too much at one time so effective training was not truly given. Need more modeling of how the waterfall is used in real-time settings

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Providing areas where teachers are doing a great job!! Areas of Reinforcement and Refinement

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Radar for classroom management

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It was helpful to have something to start with in terms of a process. It provided a good starting point, and we've been able to move into areas that needed more attention easily.

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The specificity.

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Time stamps.

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The beginning felt a little jumbled, but we figured it out. I realized that not all parts worked for my particular campus, so I adapted and plan to adapt even more next year (now that we are more comfortable in the role).

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All of the specific details that let the teacher know what 'to do', not just 'what not to do'.

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The over all picture was laid out for you to follow with your teacher

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The embedded questions helped me lead the teacher in coaching conversations. Also, being able to go step by step down the waterfall to see next steps for growth.

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Rolling out and monitoring (RADAR) routines have been very effective in the classroom management side of things.

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It was a lot of information at the beginning of August. It might be more helpful to give us one task or piece at a time.

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I liked the Coaching Guide Better.