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How can we continue to move teams forward with a significant reduction in team meeting/planning time?

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Giving agency to those who don't want it

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Giving agency to those who don't want it

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As we try to give agency to stakeholders, some are resistant and want orders instead. How do we coach the desire to choose?

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How can we create spaces for all teachers in a department to collaborate? For example: all junior high social studies teachers having an opportunity to plan and share together.

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A dilemma I anticipate facing next school year with our staff is embracing changes with site professional learning.

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Increasing buy in for UDL practices and tier 2 in-class intervention/ remediation: i.e. small group or other UDL strategies for engagement. On top of that, introducing sustainable structures of campus-wide tier 3 intervention to replace "classes." without having teachers backtrack to thinking the solution is Resource/ SPED recommendations.

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The Rise/Soar-Autism program will be expanding into JH next year. I'm wondering how the administration will help support the program changes and the teachers. Also, to ensure it's a successful transition and that the program expectations are being met.

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Teachers are experiencing inconsistency in policies, leading to reduced engagement and challenges in maintaining follow-through.

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as a coach at multiple sites, how does the district and/or schools ensure there is collaboration and dissemination of all necessary information to properly support new teachers?

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With the loss of reading intervention course, how do we increase high leverage literacy practices across the campus? Which strategies would be the best to commit to as a campus wide support to teach and implement cross-curricularly?

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What can I do at the end of this school year to set my teachers and teams up for success at the beginning of next school year?

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How to support teams in conflict? Teacher don't want to face conflict and just go along, even with encouragement.

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What will be our agreed upon grading policy (not recommendations), assuming we have an agreed upon district policy, and how will Synergy support this?

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I anticipate needing to work with teachers who are unwilling to acknowledge they need to change their teaching style to adapt to block schedule. We have done training on increasing student engagement but they are resistant to trying new things.

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How much does one coach vs. direct as the vision is not being met, and how does this affect relationships.

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How can I in the short amount of time left in the year, make an impact on building trust between admin and teachers that will be sustainable and continue into the following year?

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We just had a new teacher join our campus. The existing teacher is still with us and is supposed to mentor the teacher who will be taking over independently next year, but they intend to utilize as much sick leave as possible. My problem is this: How do I create an "unexpected new teacher" orientation plan that is sustainable (help me define my must-knows) with very limited time with the new teacher (1 or 2 partial days before they hit the classroom). Especially if they have no training or former experience in education or with technology?

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We suffer from over stimulus. With all the different inputs, we struggle with keep true to the systems/initiatives we build. How can we keep at the helm and consistently adjust our rudder so that we don't keep drifting off our established goals/processes?

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One dilemma I anticipate for next year is the program change on our campus along with the staff concerns. As a campus we are absorbing another school/program, and will have to be creative to mee the needs of all our students with a smaller staff.

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Although we have PBIS in place, how do we ensure teachers feel supported when following the PBIS matrix?

For example: the rule is no drinks on campus, teachers write it up and the behavior is not addressed and then teachers learn not to be consisitent with the rule.

What do teachers think consequences should look like vs. how it is addressed?

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How do we get teachers resistant to changing their teaching style to meet the needs of block make necessary changes to benefit their students?