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1. Create a focus on teacher leaders-- how? Belay with Sean.

2. How do we recreate a TLI where teachers leaders can go to learn leadership strategies?

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- Connect with Chris Everett and Matt to help get HiCap support for SS and ELA middle school teachers.
* Training needs
* Day to implement strategies from training.
* Co-planning/co-teaching for targeted teachers who want this?

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1. Highly capable SS class
What does this look like? How can I support? What supports are out there? (trainings from area experts for both myself, Matt, and the hi cap MS team)
2. Continue to support teacher in the pilot. Check-ups with and without Educurious. 8th grade and 7th grade WSH.

How will I do this?
- Look for opportunities with the help of T&L to provide real time supports and trainings for all.
- Attend the Educurious meetings and team meetings to help direct the work in productive way.

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1. To focus my support for teacher leaders rather than a scatter shot of teachers who happen to stop by my "Lunch Drop-In" time each day.

This should be an intentional ask and an authentic need.

How will I do this?
- Partner with Sean on this work.
- Continue to reach out to department heads and grade level leads to ask how I can support- without overwhelming them?
- Try and utilize (with teacher permission) some time on Wednesday for Teacher Leader support. I think that this may need to be a T&L led opportunity like we used to with TLI.

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1. STMS Gr. 8 SS teachers have come to every Educurious meeting. They have been tuned in, given feedback and pushed back on some ideas that they are struggling with (practice issues with how to teach kids to create a Podcast without having the materials or access to tech). MVMS (save the dept. head)  has struggled to see this process as helpful. I'm still learning as to why this is.

2. They are embarking on this particular unit right now. We have our final induction meeting with Educurious for this unit Thursday 10/29.

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1. As we maneuver through the new curriculum its asking teachers to look at and teach history a little bit different than many may be used to. This requires support for both instruction

2. There as been a lot of push back with teaching Voices of the Middle Passage (history about slavery in America). I want to help teachers along this journey to have them feel more confident in the content they are teaching and understand why it's important (to reach all kids and to teach hard content means to be sensitive to who is "in the room". )

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1. I feel like I have a really good handle on what most teachers are able to do in a 75 minute teaching span.

With my emails I'm seeing some asks for feedback and next steps with their online teaching practices.

Teachers, beyond ELA and SS, are reaching out to ask for help and support.

Lunch time drop ins: This started out really strong, but as teacher started to get the hang of things fewer have come. I do have my "regulars".

2. This is still in the works. Not many have reached out to me for help with how to support their teams.

3. Three dept. heads (ELA, SS, and Electives) and one grade level lead (7th grade Sci) have contacted me to come and share the planning micro-PD with them. Seemingly, this went over well, but my time with them was very limited.

4. I'm seeing an interest in 3 out of 4 teachers. I have met with one as of today (11/3) and we are planning to meet to plan for her next lesson around grouping kids to get the biggest impact for those who are on her D/F list.

5. Teachers reaching out to add items for the whole staff (staff collaboration is very high), teachers seeking information and having one place to go to for everything they may need. A model for how they set up their Google Classroom for students.

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I am working to create positive relationships with teachers. Looking for the good helps teachers see what they are is working and helps me provide insight for others who are struggling.
Creates a place where teachers can be open and honest about what is going on in their classroom and lives.

2. It's important that the all the department heads see me as a resource (especially outside of ELA and SS). I also want to create a partnership with them to create a support unit for themselves and the teams they lead.

3. Through survey data this seemed to be at the top of many teacher's "in need of support" items.

4. It's required. :) And I want to test out a the student-centered coaching techniques in the Sweeney book.

5.  To help support teachers needs and resources and keep them all in one place.

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1. I'm helping to support our Gr. 8 SS pilot with Educurious by attending SS meetings, trainings, and assisting with planning and structure of lessons.

2 . Working with Emilie as we help parents and teacher see and start to understand why this curriculum is important to the social climate (multiple perspectives, looking at and teaching hard history, what it means to have crucial conversations).

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1. I'm getting into every classroom to at least for a short visit and then leave a positive comment of both what I'm seeing the teacher doing and what students are doing.
I'm also holding lunch-time drop ins for teacher to come and chat, ask questions or get help from me and other teacher who attend.

2. I've met with all department heads as a check in to see how I can help support them and their team. I plan to do this on a quarterly basis and/or as we see fit as we work together on our ILT.

3. I have contacted all department heads for a "micro" and differentiated PD around the online planning structures we've created (Choose Your Own Adventure).

4. Meeting with my N2T group of teachers for student- centered coaching cycles

5. Set up and keeping our STMS Google Classroom updated.