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Messaging about lunch and learns/ staff meetings/ providing workshops for teachers

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4. We did not drink the kool-aid - we are not robots

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3. Being allowed to work with teachers K-8 not only a certain division

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Although it may not be considered the ideal use of time by some, running PLCs has actually been a positive experience for me, as it is where I have been able to establish positive relationships and make plans with teachers to meet and work together on whatever we were meeting about. It has positioned me as part of the learning team. 

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Although it may not be considered the ideal use of time by some, running PLCs has actually been a positive experience for me, as it is where I have been able to establish positive relationships and make plans with teachers to meet and work together on whatever we were meeting about. It has positioned me as part of the learning team. 

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A clear understanding of SAT role...Coplan coteach

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A clear understanding of SAT role...Coplan coteach

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A shared and understood message amongst ourselves about what our role is...sometimes I wonder myself as I transition from year to year and as new people arrive to the role

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4. we are there to judge

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4. I run PLC's

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Please do not assign SAT to "problem" staff.  I cannot spend valuable time watering rocks 

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Please do not assign SAT to "problem" staff.  I cannot spend valuable time watering rocks 

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3. Can I try this.....

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Shameless promotion of the SAT role by admin is imperative!!!

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Shameless promotion of the SAT role by admin is imperative!!!

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3. patience and gentle pushing

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We need a consistent message about presenting/attending staff meetings, PA day sessions, and lunch and learns...

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We need a consistent message about presenting/attending staff meetings, PA day sessions, and lunch and learns...

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- that I am an expert in everything
- that we are evaluative of teacher practice
- that we are against using textbooks!
-that all pd, ministry objectives and board direction is influenced and planned by ME!
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I had schools this year where teachers felt like they had very little PD, other than what I was able to share during our brief time to meet together. Release time could be used for SATS to meet with several teachers at once, save time, and further encourage that group of teachers to continue to work together as a collaborative group and support each other when sat is not there.

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I had schools this year where teachers felt like they had very little PD, other than what I was able to share during our brief time to meet together. Release time could be used for SATS to meet with several teachers at once, save time, and further encourage that group of teachers to continue to work together as a collaborative group and support each other when sat is not there.

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-being present at in staff room/ high traffic areas
-knowing and addressing the needs of the students and teachers even if it means learning something outside my comfort zone
-supporting specific needs i.e theory of actions within schools

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With more schools per SAT next year, it will be more challenging to meet with teachers at a mutually convenient time (eg you could be co-teaching in a class at a time another teacher has planning time and wants to meet/co-plan). I strongly feel that there should some release time that is given to schools that is to be used solely for collaboration with SAT. This helps to establish relationships, get people co-planning together, which then gives the opportunity to connect and follow up with teachers, co-teach, etc.

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With more schools per SAT next year, it will be more challenging to meet with teachers at a mutually convenient time (eg you could be co-teaching in a class at a time another teacher has planning time and wants to meet/co-plan). I strongly feel that there should some release time that is given to schools that is to be used solely for collaboration with SAT. This helps to establish relationships, get people co-planning together, which then gives the opportunity to connect and follow up with teachers, co-teach, etc.

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The opportunity to select our home school and be assigned it.

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2. We are not experts, not evaluative, ....not scary

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Need more release time with teachers to co-plan and co-teach.

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our schools understanding that we are co-learners and not always the expert... we have strengths but also weaknesses...like all teachers

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3. Focusing on student needs and assisting educators in meeting those needs

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1. half-day with divisions, especially at the beginning of the year

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1. Strong relationships are foundational; support of Admin through giving release time to work and plan together is invaluable. It is sometimes difficult to get much done in 40 minutes of a teacher's planning time once a week. 

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1. Strong relationships are foundational; support of Admin through giving release time to work and plan together is invaluable. It is sometimes difficult to get much done in 40 minutes of a teacher's planning time once a week. 

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1. release time with teachers - teachers aren;t always willing to give up planning time

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Being part of the networks prompts collaboration, relationship building and teacher buy in

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1. networks - being able to follow-up with teachers immediately / co-teaching on subsequent days

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to have the opportunity schedule more days with schools that use me effectively, have a little more control over my schedule  and distribution of my days with schools were I have a greater impact. 

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to have the opportunity schedule more days with schools that use me effectively, have a little more control over my schedule  and distribution of my days with schools were I have a greater impact. 

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1.  My role in a school is more successful when administrators support the SAT role,  for instance, when administrators give teachers time to work with the SAT to co-plan or co-teach.  

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1.  My role in a school is more successful when administrators support the SAT role,  for instance, when administrators give teachers time to work with the SAT to co-plan or co-teach.  

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1.  it would be nice to have a better understanding of my role and have that understanding shared with teachers and administrators.  

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1.  it would be nice to have a better understanding of my role and have that understanding shared with teachers and administrators.  

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4.  That I am an expert and that I am a tech consultant.  

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4.  That I am an expert and that I am a tech consultant.  

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when there is a clear understanding of my role by both teachers and administrators

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3. Be part of the staff.  Eat in the staff room, attend the odd social event

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3. Be part of the staff.  Eat in the staff room, attend the odd social event

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2. it is important to be seen as a teacher who is still learning and not an expert. It is also important to honour where is teacher is and not to press too hard

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2. it is important to be seen as a teacher who is still learning and not an expert. It is also important to honour where is teacher is and not to press too hard

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1. What are the conditions that contribute to your success as a SAT? What are the conditions that contribute to a SAT being effective?

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1. What are the conditions that contribute to your success as a SAT? What are the conditions that contribute to a SAT being effective?

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2. What do you want others to know and understand about the SAT role that would support the work and how would this improve the impact of the role?
3. What strategies have you employed that have contributed to your success at a school?
4. What are some of the misconceptions about the SAT role?
Consider what challenges you have faced and where you have experienced the most success.

Reflect on your schools and consider the school(s) where you have experienced the most success and impact. What is different there? What conditions exist that contribute to your effectiveness.