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Partners should be free to say what they think and their opinions should count. 

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Partners should be free to say what they think and their opinions should count. 

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- Everyone gets a chance to learn from each other
- A coach creates a setting where teachers feel comfortable saying what they think
- A coach asks questions and waits for others to speak before sharing their own opinions "seek first to understand, then be understood"
- Create an environment that values colleagues perspectives and allows teachers to find their voice.

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Outstanding coaches love to learn
"You cannot be a coach...unless you are coachable”
Reciprocity - Give-and-take of learning, the belief that each learning interaction is an opportunity for everyone to learn
Look at everyone else as a teacher and a learner regardless of their credentials or years of experience

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It is through choices that we make decisions about what we do and who we are. 

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It is through choices that we make decisions about what we do and who we are. 

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Teachers are given opportunities to think about how to apply new ideas to their real-life practices.

When we learn, reflect, and act, we are engaged in praxis.

Praxis is enabled when teachers have a chance to prod, stretch, and re-create whatever it is they are studying.  They are able to really consider how they teach, learn a new approach, and then reconsider their teaching practice and reshape the approach until it can work for them in their classroom.

Praxis is impossible without a partnership relationship.

Praxis requires choice, deliberation, and decisions about what is to be done in concrete situations.

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As partners, we don't do the thinking for our partners, but empower them to do the thinking

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Listens with great care and empathy, encourages, and treats as an equal

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Listens with great care and empathy, encourages, and treats as an equal

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Reflection stands at the heart of the partnership approach, but is only possible when people have the freedom to accept or reject what they are learning as they see fit.

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We live in an antidialogical age

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When looking back, teachers explore what worked and what didn't work which often prompts them to plan to act differently in the future.

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Dialogue is a countercultural act, however also a sign that we respect our partners.

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When we look at, we are thinking about what we are doing in the midst of the act itself. Teachers monitor how well an activity is proceeding, considering adjustments that have to be made, and making decisions about what the best method might be for going forward which keeps students engaged and learning.

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logos=meaning
dia=through
this suggests stream of meaning flowing among and through us...new understanding will emerge

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Exchange of Purpose Communicate about vision from all parties

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Exchange of Purpose Communicate about vision from all parties

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Without freedom we cannot exist authentically.  

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Without freedom we cannot exist authentically.  

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This is how we differentiate ourselves

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Freedom can be interpreted as "Freedom FROM" or "Freedom TO"

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Freedom can be interpreted as "Freedom FROM" or "Freedom TO"

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wrote On Dialogue...

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Everyone is responsible for the end product.

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When looking ahead, teachers are thinking about how to use an idea, practice, or plan in the future.

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Just tell the truth

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Freedom to have the ability to achieve goals or desired outcomes

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Freedom to have the ability to achieve goals or desired outcomes

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People are rarely motivated when they have little choice or autounomy

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People are rarely motivated when they have little choice or autounomy

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humility, faith, love, critical thinking, and hope

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Leaders should not "one up" but rather provide real choices

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Leaders should not "one up" but rather provide real choices

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Structured choice is essential:  Jazz is not jazz without restraints

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Structured choice is essential:  Jazz is not jazz without restraints

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The structure of constraints on creativity, is essential for getting things done. 

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The structure of constraints on creativity, is essential for getting things done. 

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To reduce the amount teachers reflect on their practice is to reduce the amount teachers enjoy their practice.

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When doing the thinking for the teachers (pacing guides, step by step procedures) they engage in short-term thinking. This results in test score bump, but the long-term impact can be disastrous.

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Outstanding employees "will only stay if you can offer them a great place in which to express their cleverness and other clever people to work with" (Gofee and Jones, 2009).