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Auditing our own guidelines against this article could be helpful - would have been good to have this resource in the initial stage of MYLNS to help guide some of our thinking/planning.

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Time for coaching needs to be planned for all involved.

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Time for coaching needs to be planned for all involved.

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potential: re-look at the word 'capability' (not change the word) and try to create a change in perception that capability building should be seen as a knowledgeable other/critical friend rather than the word 'capability building'.

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potential: re-look at the word 'capability' (not change the word) and try to create a change in perception that capability building should be seen as a knowledgeable other/critical friend rather than the word 'capability building'.

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How might we focus on emotional intelligence - self awareness, awareness of others and impact on others for capability builders?

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How might we focus on emotional intelligence - self awareness, awareness of others and impact on others for capability builders?

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Potentially in competition with the LS role

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Potentially in competition with the LS role

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How to support the CB? Page 37 – sets out the coaching process, has all the right things, but it is quite detailed and extensive –  how much can the CB get done? We really need to pick one or a few targeted approaches and the priorities for the school.

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Transformative PL is longer format, includes action learning, reflection, coaching, research and feedback. How might we provide that.

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Transformative PL is longer format, includes action learning, reflection, coaching, research and feedback. How might we provide that.

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How do capability builders know what the teachers need to learn?

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How do capability builders know what the teachers need to learn?

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What does effective coaching, modelling, planning, co-teaching look like and what capabilities need to be developed within the role and in the teachers?

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What does effective coaching, modelling, planning, co-teaching look like and what capabilities need to be developed within the role and in the teachers?

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Supporting the focus of the work of the capability builders

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Supporting the focus of the work of the capability builders

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It affirms a lot of our work in developing resources / position description of what the Capability role actually entails

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Currently capability builders do not necessarily work directly with students, I like how this model does include direct teaching and I think MYLNS capability builders find it more difficult to advocate for these students when they have little contact with them, and little understanding of their needs

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How to define the priorities of the role - A lot of information and various resources, if the CB role is too broad, let's look at the funding, and let's determine the priority, as a coach. The more they can focus on the roles, the more they can prioritise.

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MYLNS tablemat: highlights all resources supporting CB (linked to other tablemats and PL). Connecting all the elements on offer for easier access for new specialist teachers

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HOw do we ensure that coaches are well-versed in the evidence based PL that is expected and applying their learning in their coaching - otherwise we may have situations where it is the blind leading the blind. What is the accountability to do the PL? How do we facilitate the release and overcome the barriers of distance and time. How do we mitigate the pressures on small schools with these time fraction roles when recruiting staff is an issue?

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Group 2 (NS group):
How might we get the leadership in schools to support this kind of model? Requires buy-in.

How can we ensure that MYLNS teachers have the skills to play the coaching type role?

Another obstacle in co-teaching system, both mainstream and the CB teacher both need time clearly planned into schedule to do this well. Need to set aside specific blocks for this activity, build into plan.

With school leadership, identify and have clear expectations around the work that needs to be done. MYLNS teachers have lacked leadership and direction from school leaders, i.e. write it into the AIP for example. Link with leadership is very important. The principal should be part of this process, it's a multi-pronged approach.

A lot of CB teachers are also learning specialists, so we should be looking at our own documentation, instead of older documentation from another country. We have progressed greatly since - especially as it pertains to work around FISO continuum model.

Some of the language in this document talks about gradual release from coach to teacher --> language that needs to be treated with caution. Schools might find this concerning.

Don't give hard and fast percentages allocating time to specific roles, elements, etc. Need to be more contextualised, respective of local needs/circumstances.

If capability building teachers are also learning specialists - which is a different role, to what extent are they building capability specifically relating to prioritised students?

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How might we define the role -The third component in guidance is to do with counselling, that was not relevant- student wellbeing is a factor but they are not counselors, MYLNS teachers are not the pivotal center of counselling.

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Student at the centre of the data, how might we ensure this is not forgotten?

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Specific elements that have been listed in the reading are a good starting point for Capability Building role, what will comprise for MYLNS

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Group 2 (NS group):
Multi-tiered systems of support offer an excellent framework, for systematic analysis of student data, quality and impact of interventions, and suggestions for next steps. Good overarching, systematic framework for improved student outcomes. Find the specific place within the framework depending on your role. We can improve this (systematic coherence, comprehensive framework) as it pertains to MYLNS.

LT: "CB teachers I work with would like the visuals on Pg 24 as it would take some anxiety away on where they are looking to spend time... even if the visuals change to suit CB teachers"

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How might we reflect on the ideas from the article related to practices and ideology around coaching and mentoring that we currently are using?

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Working together to help students, not individual effort

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the way the time fraction was broken up into how do your role. might be helpful for capability building. risk around the capability doing direct support may be doing a lot of support perhaps some division of time modelling would assist.

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the way the time fraction was broken up into how do your role. might be helpful for capability building. risk around the capability doing direct support may be doing a lot of support perhaps some division of time modelling would assist.

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time fractions changed between focus with students.
visual model was great in breaking down also the instructional model of coaching (new brunswick model). Some time CT are caught up but the coaching model may assist differentiate.
p27p28 cap approaches - useful if used for resouce with cteachers of strategies might use to add rigour. some times funding absorbed into existing school practices.
good re coaching the mention around coaching where has most by in by looking at the data.
Good that set up to look at data with teachers - gave importantce to the rols of mylns.

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A framework for interventions that is adaptable across the schools to different contexts enabling every student's face to be seen and responded to. E.g. learning, attendance, engagement etc 

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A framework for interventions that is adaptable across the schools to different contexts enabling every student's face to be seen and responded to. E.g. learning, attendance, engagement etc 

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Pie chart and clear time allocations
Good visual for teachers

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Reinforcing things we are already doing, links to the toolkit, use of data, PLC structures

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How might we work on schools to ensure that they are recruiting staff that have the 'foundational' skills required to support both students and staff in their school.

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How might we up skill the ES staff in schools is Principals and/or teachers don't have the capability or funding to target ES staff

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Strong emphasis on collaborating with everyone working with the student and have a team around the learner approach. 

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Strong emphasis on collaborating with everyone working with the student and have a team around the learner approach. 

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Clear goals and expectations were set for all involved.  

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Clear goals and expectations were set for all involved.  

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Time allocated to direct support and collaboration with classroom teachers such as classroom observation, joint or co-planning, co-teaching, strategy development, problem solving, modelling, coaching etc. This is what the capability teacher would be doing.

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I may have missed something... it would not be the first time but......am unclear about the nature of problem/situation we are trying to address. I imagine this will become clear in the session. At this point I am confused about the purpose of reading this particular reference.

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Opportunity to create our own coaching framework for instructional coaching around an inquiry learning cycle. Promote coaching as important in building the capacity of others.

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Is there a way that we can create our own resources around the RTI framework that use a Multi-disciplinary team approach. Would need to include roles of other school-based staff (Pathways, Wellbeing etc) in a case management model as the SSSO in secondary schools don't have the role outlined in the reference.

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Like the clear subheadings and activities outlined in the RD for the Ed Support Teacher. The RTI model is a useful framework for this MYLNS work.

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How do we build both the coaching capability of ITs and the literacy/numeracy skills and knowledge?

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A similar lay out with time fractions would be useful for detailing how ITs work in schools.

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The diagram of the model on p24 is very interesting

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The diagram of the model on p24 is very interesting

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The time diagram that split up the time is clear.