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Coach might have strategies/content knowledge

Coachee would have knowledge of their students and their needs.

We know they feel respected and valued when they come to the coach seeking help or when they feel comfortable to share.

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Everyone brings different experiences that each person can learn from. Value the relationship with each person and their feelings when they tell you.

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When we do the questioning vs. advice giving, we are empowering the teacher to come to their own conclusions. We are guiding teachers towards what they already know.

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We can show teachers we respect their knowledge and expertise by allowing them to share their strengths by allowing other teachers to visit their classrooms and let them model. Ensuring we value each others different experiences, backgrounds and strengths. Allowing our teachers to also contribute to the conversations and sessions.

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Both coach and coachee have a great deal of background knowledge to bring to discussions.

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Let teachers have a voice/choice in what they want to learn about, and have them lead their own learning. Give time for them to think about what they need. Respect the coachee's choice because it's what they think they need.

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Allowing for teacher autonomy, giving them some ownership in the process. Knowing when to respect your coachee's choice, even when it differs from your own. Allowing the teachers to set their own goals and we can help by leading with the correct questions. (Coaching Choice Menu)

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-Choice on how they deliver instruction (most is scripted)

-autonomy

-Choice in how they use you as a coach

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Sometimes that is stifled because everything is so scripted. Highlight what teachers DO have choice in and build on that. Help them to realize that they know what's best for their students. Choice gives them ownership. Try to give them more autonomy in PLC agendas.

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"When you insist, they resist" is a powerful statement that we find to be true.

It is important to ask open questions about what the teachers feel that they need for support and to use this feedback to create topics of support. Asking the right questions is important to curate choices and to create commitment from the teacher on a goal of their choice.

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Being honest with one another is the key to a good, safe relationship. It leaves each person feeling validated and seen.

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-Understanding the teacher perspective

-putting yourself in their shoes

-waiting (not interrupting, giving them time to think) also asking questions to help them arrive at the answer

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Sometimes allowing yourself to ask more questions, or have process time, and paraphrasing their thoughts to ensure our perspectives don't confuse their actual message are important considerations to ensure teachers have voice.

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Voice - it is difficult not to interrupt, it is natural to want to give the answer, we are in the process of learning how to guide them in exploring their own answers and their own problem solving. Let them do the talking, circle back and repeat what they said, ask those open ended questions. It will take time and being intentional

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Listen to understand rather than the listen give advice. Working on giving teachers the opportunity to share their thinking. Actively listening instead of thinking about what you want to say. Giving teachers the voice and choice but also keeping the structure in a plc

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Foster reflection by using open-ended questions, modeling how to reflect, and giving think time. Make decisions that are best for all.

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What is the one thing that stood out or that you could use immediately (almost like an exit ticket for the adults)

Using "Clearness Committee" strategy.

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It's important for everyone to have a voice. No one person or group should free reign. Releasing control depends on the situation.

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Relationships and safety are crucial. Building mutual respect will allow for honesty in reflection and feeling safe to share and work through concerns together. It is also important to start the focus on strengths and building upon those.

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"We don't think for them, we think with them", we can do this by continuing to ask open ended questions and giving teachers time to reflect and respond before we provide our feedback. Following through with next steps created WITH our coachees and setting a specific date to reflect together.

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We ask students to reflect, but it's also beneficial for us as well. Putting a plan in for the future is very valuable and reflection allows you to do this.

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-It's super important for people to be heard, understood, and valued

-part of the decision making process

-decide & learn things together

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This can be difficult, we agreed it can be a challenge to not offer an answer, feedback or advice right away. We talked about being intentional with wait time. With the thought of meaningful dialogue in mind, we discussed keeping some side notes and go to questions ready for our sessions with our coachees.

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Similar to voice and equality- giving the teacher the opportunity to share their thinking. Make it known that you are also a learner. Wanting to take what you know and what I've learned and put it together to do what's best for children.

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Sometimes it's difficult going from learning to doing. We engage by modeling and co-teaching.

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It is hard to ease control of dialouge when it is crucial to collaboration and learning.

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Co planning, co teaching, modeling, going in to observe the skill or goal focused on. Coaching in the moment, in action.

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It is important to set a culture in which teachers have a "bring back" or an action step that needs to come back to the next meeting/PLC. Modeling and co-teaching are also very important to create "action" and it allows for collaborative reflection.

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New teachers come in with new strategies and learning that can benefit all. They also enter with enthusiasm that is infectious.

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Being in the classroom and learning happens best when we are in action. When we are watching strong teachers, our craft gets stronger.

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-Learning by watching others (observing)

-modeling and district PD for new curriculum (at the district level, modeled the different components of the lesson and went through a full lesson with teachers as the (kids) then Reading Coach modeled it with children. Teachers could apply it to their students afterwards

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We learn through coaching by seeing the obstacles and even curriculum through a different lens. When we see it in action in the classroom, we are able to SEE what they are implementing and what is going well and even the areas we need to focus or goal set on. We learn all the time when we see the new strategies in place in the classrooms. A lot of teachers enjoy learning through seeing and experiencing, just like we do. We can provide teachers an opportunity to observe other teachers and gain those ideas, strengths, strategies and skills.

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We learn through teachers that have different experiences then we do and allowing them to teach us practices that work better with different grade levels, programs, and instructional practices.

Ex - Phonics, grade levels, Montessori, math knowledge....

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-Just came from teaching 5th grade (learning from teachers how literacy looks in the primary setting)

-teachers helped us to learn the new curriculum

-Primary teachers have helped a lot to model (UFLI, Heggerty, and our Reading curriculum)

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We learn from the teachers as coaches as well. Having the opportunity to share awesomeness with other teachers.