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1) Which of the chapters has or has the most potential to inform your current work? 2) Are there any chapters you are still questioning or would like to delve deeper into? 3)How did your opinion of this book change as you read it?

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1) Which of the chapters has or has the most potential to inform your current work? 2) Are there any chapters you are still questioning or would like to delve deeper into? 3)How did your opinion of this book change as you read it?

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After each chapter Elena engages us in an interlude centered on the words - compassionate, curious, connected, courageous and purposeful. I wonder how these words show up in the work as we engage our teachers, administrators, stakeholders.

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Need to gather data that helps us explore genuine questions. Thinking about Empathy Interviews, Co-generative Dialogues, Focus Groups and other ways of understanding constituents, their experiences and their needs....

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A take away for me in reading this book is to continue to stay curious. When considering the Phases of transformational Coaching, we must address it with continued curiosity to be able to surface currently reality and exploring emotions that will in turn build new practices.

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Figuring out strategies and responses for when you hear somethign you have no idea how to react to. And to recognize when your emotions are rising and find ways to calm yourself in the moment or remove yoursefl from the situation before responding

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To build trust and psychological safety we must sandwich 1 negative within 5 positive interactions.

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Both critical to learning and building a better world for everyone...

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Building trust with stakeholders - use the 5:1 positive to negative interaction ratio. Role playing and practice can help create a safe space to create and establish trust to then have difficult conversation around equity in classrooms.

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The practice of engaging in a greater ratio of positive feedback to negative feedback in many capacities

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It may be helpful to consider what our legacy is with eachother. In what ways have we impacted eachother and affected each others thinking. Instead of a graduation, what will be said to you at someone's retirement party 5, 10 or 20 years from now?

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I think a lot of schools use a protocol that is similar to this and spend so much responding to these 3 questions but don't always get the part where they actually create a well-thought out plan for addressing the issue.  Or they create a plan but then never follow-up on it.  I think we need to help schools do a better job with creating, following-up on and tweaking plans. I think we also need to give them an appropriate amount of time to stick with their plan before we tell them...forget that...we're doing something new now (ie. where is the ILF now???)
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This is an important concept as we continue to learn about, interact and work with each other. It's important for all parties to understand when patience is needed and find the balance when interacting with other team members striving to give others the space and time they need in any given situation i.e. taking in information, processing, responding etc.

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"Start measuring your work by the optimism and self-sufficiency you leave behind." - peter block

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Elena stated that she wanted to encourage Khai to "explore and reflect on the unintended consequences of his behaviors and underlying mental models".   In reflecting on my practice, I personally find it helpful to have a conversation with colleagues to listen in on new perspectives, and consider any blind spots I may have.  Chapter 10 was helpful for me to think through how I would coach a teacher, admin, or colleague when considering these unintended consequences, or unproductive mental models.

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There's a tension between immediate needs and long term growth, with the most shocking example being Aguilar's depiction of Jordan having to spend every day with a teacher he fears, balanced against her long term coaching goals for Khai. It's interesting to think about how short-term goals might be urgent and necessary, but could also serve to potentially undermine more sustained, long term growth, whether we're thinking about relationships as is the case here, or purely about instruction.

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I'm really struck by the lack of preparation we give to teachers to handle the demands of their job. There is so much to learn and be responsible for

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Understanding the particular to solve the larger problem

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Understanding the particular to solve the larger problem

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Focusing on Jordan and what was not working helped Kai undertsand the larger issues at play

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What outcomes and possible futures am I manifesting through my current actions? What impacts might or could I have? What do I want to happen and how will I leverage the knowledge of self and others perspectives, needs and goals to accomplish this?

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I think its really interesting and powerful to consider what your legacy is with each student you interact with

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Imagining what you want things to be like (visualizing) can help you reflect on what your currently doing and if its heading in the right direction

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We judge, Aguilar judges, it's human nature. But what she laid out here is a process to not respond from those judgements, but instead to be measured in the moment, then regroup and craft a conversation that could impact client beliefs. Part of this process is scripting questions, and that has a dual purpose: it's both preparation for a coaching conversation, and promotes her own curiosity about her client, which positions her to be more empathetic and supportive. This all results in better opportunities for students.

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This seems highly pertinent to our work. Before we make assumptions about why a anyone (each other--a participant) is doing something, it might be in our best interest to ask. The behavior can be unacceptable and needs to be addressed but it might not be as clear as to why the person is behaving in a particular way

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the manner in which we react to each other doesn't always inspire honesty. Some are able to contribute freely. Others are interrogated in ways that others are not. How does this inspire trust and psychological safety? It doesn't.

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It's important to understand intentions, ways of being and goals and the lenses through which we look through over time as team chemistry continues to be built and our filters and lenses become more closely aligned.

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Asking questions that push someone to be reflective, so that they may consider the perspective of others.

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To engage in an activity that encourages us to spend time writing down and discussing shared team values would be thought provoking. I think having a visual reminder of them, just like the anti racist statement, would be a nice grounding text.

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Difficult conversations are always better when you come from a place of true curiosity.

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I think it's helpful for us to monitor, acknowledge, and make space for our emotions at work...

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Curiosity can lead to connection and perhaps empathy.

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This chapter brings up for me the importance of creating a sense of belonging and that it is our responsibility to not only coach in math practices and routines but in creating a sense of belonging in classrooms and schools for both students and teachers.

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We have to emphasize the social emotional aspects of education between students and teachers. We should consider how do we influence that aspect in a practical and sustainable way when we do not have constant access to teachers and administrators. What can we creat that is user friendly and easily digestable by teacher teams.

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1.  Asset based thinking when it comes to supporting coachee to help build trust.
2. When asking "why" it might lead a coachee to think they are doing something wrong which can cause defensiveness.  Rephrase questions to :  "How do you think ______" or "How do you feel ___".
3. The importance of building mutual respect to affect change. It takes a lot of work to build respect with someone that can be difficult to support.

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But surface the impact

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Acknowledging that each of us have a complex intersection of identities (not all apparent or shared) - how do we create spaces that allow each of us to show up as our full selves (as we are comfortable, respecting privacy)

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Acknowledging that each of us have a complex intersection of identities (not all apparent or shared) - how do we create spaces that allow each of us to show up as our full selves (as we are comfortable, respecting privacy)

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Opportunities to learn about each other can contextualize the experience we have working with each other and may result in improved working relationships.

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If our team continues to be communicative about what is important to us as individuals stemming from aspects of our identity, I believe we can continue to flourish as a really strong team that presents as an exemplar of how teams could be.

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This conversation felt similar to the identity activity (name 10 and then cross them off until you get to 1) that we have done with participants. I would love to do it in a whole group with our team.

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We talked about age as an identity marker and how interesting that it is one where one's experience with it changes over time...I think it might be helpful for us to be mindful of the way we speak about age.

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I enjoy getting to know each other through doing math together and through sharing about our experiences as teachers.

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Just thinking how fluid identity can be - not just that different aspect might be more salient in different contexts, but different aspects may shift or change or become more or less important based on relationships, changing roles, new experiences.

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Just thinking how fluid identity can be - not just that different aspect might be more salient in different contexts, but different aspects may shift or change or become more or less important based on relationships, changing roles, new experiences.

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Consistent opportunities to learn about and share the aspects of ourselves that are unobservable are important to have. They can make working with each other more meaningful and perhaps enjoyable.

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We need to consider our goals for exploring identity in the first place. This can help structure the experience and resultant conversations so that either we (if we're doing this with our team) or our participants ( if in a session) can reflect on this exploration and try something different in their practice as a result.

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i think often times we cringe when we hear participants say things that do coincide with our own beliefs. I think that first we need to think about where that belief is coming from. Many of the things that make us cringe in our sessions are a result of the system and not necessary because of someone's innate racism. By continuing to offer alternative beliefs and helping others to see the affect that those beliefs have on students we can hopefully we can help shift their beliefs.

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Focus on highlighting wins as a result from implementing work from our sessions in a way that will support teachers who feel like something wont work with our students. Change occurs when someone gets the data that can change their current thinking.

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To build trust by being appropriately transparent takes courage. I hope we can all continue to be courageous!

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I see the work of this chapter as part of a cycle. Once trust is built...Encourage new action and investigate beliefs, make connections to new actions and positive results, weaken an unproductive belief, replace/evolve beliefs and actions...repeat.

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Thinking about the rungs on the ladder of inference and challenging ourselves to consider..."have I selected data to add meaning to assumptions that I've already held?" -- Instead listening and asking clarifying questions in a non-judgmental safe way to gain understanding about the behavior or belief.

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Building trust requires understanding perspectives that may be vastly different than our own. Being open to ask questions to learn more can help us to understand and therefore develop trust.

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Building trust requires understanding perspectives that may be vastly different than our own. Being open to ask questions to learn more can help us to understand and therefore develop trust.

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scott

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...but it takes trust and patience. Given the way that beliefs can be formed, it's also incredibly important that when we think we've identified problematic beliefs in another, that we withhold judgement and understand that this belief comes from a multitude of inputs we might not understand. In the hard work of finding common ground, judgement will be unproductive and we should instead probe, maintain open lines of communication, and seek to understand.

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Beliefs - understanding where they come from

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Beliefs - understanding where they come from

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Need to find space to surface, explore, and question beliefs and how they shape actions and interpretations.

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Teachers will only be willing to try new things, question their beliefs, and share their experiences if we build trust with them. That can be difficult to do from behind a computer screen in front of a large number of participants.

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I appreciated having this conversation today.  Although I was not part of this interview, there was a statement that was made by the prospective candidate that  would have been a bit offensive toward me.  In understanding our shared values, and how we navigate unproductive beliefs, it would have been supportive of me being in that particular roundtable of interviewers.  -HE

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The work we do as a team and with our particpants sits on the foundation of trusting relationships

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Table 5.2 The Abilities of a Transformational Coach

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Table 5.2 The Abilities of a Transformational Coach

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The Framework presented has a series of elements pushes individuals to do the work themselves becoming more self-aware and deepen understanding about themselves in service of being able to investigate beliefs, actions and values of other from a growth, asset based, non-judgemental place.

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Shared value - All teachers can learn/grow

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Shared value - All teachers can learn/grow

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What was reinforced for us in by reading through the Mind the Gap framework is this idea that we should continue to presume positive intent from our teachers, and maybe consider appropriate responses to certain "problematic" statements that may be made (ie. My kids can't...).  We discussed how facilitating a conversation through this positive lens supports teachers in developing certain aspects of the framework.  For instance Emotional Intelligence/Will. -Henry

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before we can ask others to reflect on their gaps, I think we need to spend some time reflecting on ourselves, be honest about where our own gaps lie, and thinking about how we can go about working on this gap. I think before we start thinking about how we're going to coach others or share this work with others, we need to practice it ourselves.

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Beliefs can influence the actions and decisions we make. Beliefs can be created and confirmed from prior experiences. It's important to take time to ask "why". The "why" behind an action taken is usually correlated to a belief.

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Understanding that we are all on a path of growth, and that there is nothing intrinisic about the gaps we may have. We need to all coach eachother up and embrace being coached up by eachother

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to understand our own gaps to do this work, but also the gaps we need to help with in our participants across the city. Have conversations to stay curious and ask the question about where the gaps are, but know that not everyone will see it in the same way.

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Attend to key elements in the areas of cultural competence and emotional intelligence as a way for us to refine self-awareness and strengthen our abilities to navigate working relationships with colleagues with different identity markers.

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Remaining curious and compassionate as a means to remaining grounded in our shared purpose toward transformation

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Asking yourself, "What is the gap here?" can engender compassion and take you out of a judgmental stance when interacting with teachers/ admin in PL (who say questionable things).

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Reflect on teaming routines and procedures to see how these processes reflect/support the development of the team's knowledge of the various key elements (found on table 5.2)

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Aguilar talks about not assuming what the gap is and that sometimes you need to dig deeper to surface the gap. In principle, I think this thinking aligns to the ways we make judgements of eachother. When some one on the team doeas or says something, we shouldnt be quick to assume we know the reasons and motivations behind it. Understanding that there are often layers of beliefs and experiences that inform our actions is important and it takes time and effort to really understand where each of us is coming from
-JA

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I think this chapter was a lot about taking the time to ask follow up questions, to get to know people and to understand them. The chapter gives us tools for sense-making and helping you see the other person. This seems like a good shared value for us. (BLW)