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Having individuals share their ideas with new people - everyone used their voice in the session

timing - we did less is more successfully!

dynamic start

workshop planning/prep - I feel way more comfortable presenting in the workshop when I have helped to design the session so this new format/dynamic has been really exciting and helpful!

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LDD - pacing of this session felt comfortable - engaging and varied but not rushed

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The pacing of this workshop went well and the opportunity to hear from other groups in the break out rooms.

I agree with Kristen that having the opportunity to plan and prep for the workshop makes me feel more comfortable presenting.

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The warm activity (zoom in zoom out)wrked very well -- I think it is a good exercise that we could do again in other sessions as it promotes slow looking, and not rushing into conclusions

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The warm up activity was engaging. GO ALICIA!!!

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LDD the warm up activity did a good job of injecting some energy in into the group, I also think they appreciated being consulted again on group aspirations/norms - I think we're tapping into a desire there to change up some 'usual' dynamics

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LDD the warm up activity did a good job of injecting some energy in into the group, I also think they appreciated being consulted again on group aspirations/norms - I think we're tapping into a desire there to change up some 'usual' dynamics

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There was ample time for the reflection at the end.

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Some conversations seem very specific but then the written notes are very ambiguous and general

the first main part of the session seemed to be us talking at them - I wonder if we can do some more group work dispersed throughout

"how to promote inquiry in teachers without affecting their autonomy?"

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Talk about being as specific a possible and provide examples even if they are from a different context (ex - one way to add inquiry is creating an inquiry rubric for class observation)

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Having fewer activities and more time to spend on them

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How to give the coaches time to share and hear from other groups but also have documentation?

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I think it was nice to revisit the norms/group aspirations, see some quotes and show their reflections for last session as it shows we are building something together

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LDD in upcoming sessions it would be good to decrease the amount of time we spend 'presenting' to them - I think that's been a bit unavoidable but I'm looking forward to that dynamic shifting a bit

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More opportunity to have their voices heard with the whole group

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reminding those who usual don't speak to speak up and those who usually speak to listen more.

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Great idea to  mix them up and having them sharing to other groups what their group did. A great opportunity to hear more voices

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LDD some of the groups talked in generalities about what they might do to promote inquiry and autonomy, while others got more specific - how do we ground the conversation in the reality of their day to day practice moving forward?

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As they are coming in have a prompt for them to respond to for example, "what podcast or book have you read recently?"

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Eventhough I think it was a greta idea to have them in different groups sharing their ideas, we don't have those ideas or reflections documented. How could we document conversations happening in the groups?

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Maybe we could document in the team meeting notes some conversations happening in the groups?

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having a phrase to reflect on in the begining.

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How can we continue to have them work in their study groups but also interact and share with other groups?

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In the final part (Insight + Question) -- some people share very general ideas. Maybe we could ask them to say more, "why is this important to you..." "Why is it surprising..."

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How can we document the conversations in breakout rooms where they are making connections?

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How much should we be interacting with them when we listen to their conversations during the group sessions. I try not to be intrusive and only explain instructions when they ask me.

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Can we start each session with a remaining question from them from the time before? ex = "how to promote inquiry in teachers without affecting their autonomy?"

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We asked them to share ideas about how to introduce more inquiry /autonomy in a specfic area....but what if they don't know what practices could promote more inquiry (e.g. asking questions etc )
Should they have more guidance?