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The information teachers receive must help them reevaluate their core beliefs while validating who they are. Only then can deep change take place. Pg 38

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The information teachers receive must help them reevaluate their core beliefs while validating who they are. Only then can deep change take place. Pg 38

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Some behavior/strategies the coach used to effectively get through to the teacher included:
- WIIFM
- Being a resource
- Acknowledging teacher strengths, where they are and where they want to be.
- Empowering
- Being an expert
- Being a sparring partner
- "Expert" coaching requires depth of knowledge and objectivity

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As an ITF we can "model what we are asking them to do.  If we want them to meet the needs of all students, we need to model with them how that is possible, my meeting the needs of all teachers."(pg.38)

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As an ITF we can "model what we are asking them to do.  If we want them to meet the needs of all students, we need to model with them how that is possible, my meeting the needs of all teachers."(pg.38)

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As ITFs we can partner with ILTs to support their school's instructional needs. We can use Cognitive Coaching or the "Chameleon" approach described in Ch. 2 to meet the needs of teachers and staff. This will allow teachers and staff to recognize the need for change rather than us telling them to change or how to change. 

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As ITFs we can partner with ILTs to support their school's instructional needs. We can use Cognitive Coaching or the "Chameleon" approach described in Ch. 2 to meet the needs of teachers and staff. This will allow teachers and staff to recognize the need for change rather than us telling them to change or how to change. 

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#3 The use of data can inspire change for some teachers by:

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#3 The use of data can inspire change for some teachers by:

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Providing teachers with student information and allowing teachers to see how it works for students. It also provides proof that the changes are better than current practices.

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"Chameleon Coaching" - Adopt a style of coaching based on the teacher's needs / strengths
- coach as useful resource
- coach as encouraging sage
- coach as collegial mentor
- coach as expert
Yes. This will help teachers and staff make the 21st Century shift into education that is learner-centered where teachers are facilitators of learning rather than disseminators of knowledge.

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Working with an ILT it's important to understand that information must validate who a teacher is while helping them reevaluate their individual core values. If ILT models teacher individual needs, this empowers teachers to meet the students individual needs.

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#2:  I think that as an ITF we can keep in mind the list of What teachers Want on page 27.  We can use that information when planning PD to make sure that there is something in it for everyone.  Also keeping in mind that most PD has not caused the changes in mindset that it was intended to, offer different forms for different people to help motivate change.(pg.29)

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#2:  I think that as an ITF we can keep in mind the list of What teachers Want on page 27.  We can use that information when planning PD to make sure that there is something in it for everyone.  Also keeping in mind that most PD has not caused the changes in mindset that it was intended to, offer different forms for different people to help motivate change.(pg.29)

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#1:  I agree that what we can do as ITF's is to accommodate the teachers' different learning styles(pg.24) and make the learning relevant to where they are and what they need.

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#1:  I agree that what we can do as ITF's is to accommodate the teachers' different learning styles(pg.24) and make the learning relevant to where they are and what they need.

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(Shannon): I think this approach encourages us to reflect on our own practice and encourages us to modify our own approach when we hit a wall.

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#2: From the lenses of an ILT, acknowledging that the traditional whole-staff PD approach is not beneficial to all is important, as the author states if a leadership continously delivers information in the same way the same people will engage/disengage. 

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#2: From the lenses of an ILT, acknowledging that the traditional whole-staff PD approach is not beneficial to all is important, as the author states if a leadership continously delivers information in the same way the same people will engage/disengage. 

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"Schools that habitually neglect some of the above forms of information may see clear patterns of resistance from the same teachers..."

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#1: The coach acknowledged that the four teachers had different personalities and used a different approach for each, putting her own personal preferences to the side. 

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#1: The coach acknowledged that the four teachers had different personalities and used a different approach for each, putting her own personal preferences to the side. 

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Chameleon coaching: "change their methods so they "speak the language" of the person they're coaching."

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Coach met teacher's individual needs, she coached to change his performance.  She built on his strengths. (1

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Coach met teacher's individual needs, she coached to change his performance.  She built on his strengths. (1

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3.  How can the use of data inspire change for some teachers?

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3.  How can the use of data inspire change for some teachers?

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Responses:
1.  She identified what type of information each teacher was craving: for Sarah it was a lesson plan;  Pete and Kay wanted the big picture research first. "Diving is an individual sport much as teachers are solo performers in their classrooms. Yet, a diver's overall performance counts toward the swim team's ranking, just as a teacher's success with his or her classroom influences the success of a school."
2. An ILT can both be coached by identifying what information they need, as well as taught to coach by showing them that different teachers have different needs and should be met at their level.
"When teachers resist, they recommend that either district administrators or principals intervene to make it clear that all teachers must adopt instructional strategies. Once again, the blame for resistance falls on the teachers rather than on the coaching strategies or the sustainability of the methods being taught."

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2.What behavior/strategies can be applied with an ILT?

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2.What behavior/strategies can be applied with an ILT?

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a. Being cognizant of delivery and the processes of staff development (p. 31+). Having dialogue about school vision/mission and various school objectives and what delivery/processes would best support the specific objective & its outcome(s).

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1.What behavior/strategies did the coach use to effectively get through to the teacher?

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1.What behavior/strategies did the coach use to effectively get through to the teacher?

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a. Utilized a common framework for unbiased reflection
b. Started by understanding the strengths and beliefs of teachers
c. Provided information and evidence to influence beliefs
d. Provided differentiated coaching (e.g., skills vs. performance)

---- (p. 26) "..resistance to change increases when needs are not met .. leaders in general failed to recognize and deal effectively with these needs."  Given this understanding, its important for a coach to recognize the needs of the teachers s/he is supporting in order to effectively support the teacher.