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Soft skills aren't everybody's strong suit. I was asked to step into a classroom to assist with a SE lesson to be delivered by an emotionally frazzled colleague. First, It was important for me to help the individual feel seen, heard, and valued. Next, we addressed an issue with technology integration for the lesson. A short time later I modeled the lesson using soft skills. Soon I was able to back off and allow the teacher to take the reins. The students engaged beautifully. What started off as a nightmare concluded as a meaningful experience for us all!

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I was able to encourage a few teachers who were feeling anxious about starting. I listened to them and when they finished, I offered words of encouragement to let them know that we are all learning and that it's okay to don't have everything figure out. We can do what we know how to do and if anything goes wrong, to take a deep breath or a few, allow that moment to become a teaching moment with the students and let them know that not everything goes as plan, and it's okay to go to plan B or C. I also remember what Laura told us and I said: "Give yourself grace," it's okay to make mistakes. They are learning opportunities.
-Lily

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I had teams practice using Teams as an organizer (teacher) and student attendees at one campus yesterday. The "meeting organizer" was projecting so everyone could see what a teacher would see and each attendee or "participant" simulated the student experience on Chrome incognito. We learned a lot about both ends, using the desktop app, browser (the older version as well as the "new experience"), setting options, downloading the attendance list, accessing and sharing the recording, etc. They expressed appreciation and feeling reassured, at least about this component of our new adventures. -Jeff

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I worked 1 on 1 with a first year teacher to talk through her first and second week plans. I was very proud of the way she took the things thrown at her and "ran" with them. I felt that I was able to validate her work as well as to give her useful feedback to help her to move forward. She seemed to speak more confidently in the next PLC meeting. 

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I worked 1 on 1 with a first year teacher to talk through her first and second week plans. I was very proud of the way she took the things thrown at her and "ran" with them. I felt that I was able to validate her work as well as to give her useful feedback to help her to move forward. She seemed to speak more confidently in the next PLC meeting. 

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Coming fresh from the classroom last spring, I was able to have authentic and empathetic conversations with my team, validating their stressors and emotions. Although nothing was physically "accomplished" during this time, I feel that we all left with a better understanding of one another and the realization that we are in this together. It set the tone for the work we did for the rest of the week, and it even offered as a  gateway for me to have a deeper, longer conversation with the sixth grade team about fears, uncertainties, and hopes. We've definitely become more of a team than simply a department.

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Early in the week, a teacher was feeling very uneasy about her lack of knoweldge of what to expect and how provide what students needed. Through some paraphrasing and validation of feelings, I could see the teacher take a deep breath. She even said she appreciated feeling heard. 

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Early in the week, a teacher was feeling very uneasy about her lack of knoweldge of what to expect and how provide what students needed. Through some paraphrasing and validation of feelings, I could see the teacher take a deep breath. She even said she appreciated feeling heard. 

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Many teachers are feeling stuck with the unknowns of how this year will look and what should be on their itslearning pages- just consolidating a checklist or summarizing the many ways to set up a teams meeting has helped them to breathe and focus and know where to start. This has lead to great conversation about what they want their kids to know about them first and get to know you activities to include. Also many teachers in one dept "need me" more when truly their coach is capable. Working with the other coaches to talk through their teams needs and how to address them is empowering to us all!

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This week I had the opportunity to practice a coaching conversation with a good friend at school. As a friend, at times we want to just solve the problem for them! :)   But, by paraphrasing and supporting their thinking with prompting questions, she was able to process and consider a lot more.  Then, by the end of the week, I was then coached through a concern by her! We even came to the conclusion that we should have "practice" coaching conversation sessions at least once a week during lunch to make us both stronger!

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This week we had a teacher come to the coaching group who was stuck on not knowing what read aloud permissions we had yet. The teachers was having trouble moving forward. We pushed her thinking by asking “What pieces could you plan that are in your control right now?” The teacher decided she could plan her Minilesson and go back and filter in specific texts later when she had more info! Yay!

I also had a new teacher who had a lot of concerns about being in clear connections. She needed to be heard and know that her feelings were ok feelings to have. It wasn’t just a part of being new...it’s how we all are feeling right now. Reassurance of more support coming helped her to feel more at ease.

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After a PLC meeting one of the teachers shared a concern about the unknown and wanting to still be doing the best for her students. She was also overwhelmed with technology integration from setting up her itsLearning course to how to use TEAMS. I asked her to walk me through a typical day in her classroom. From her answer we created a list and she identified the items that where essential to helping her students feel successful. From there it opened the door to talk about how she didn't have to lose those items for this upcoming school year. Yes, they may look a little different, but she felt she had reassurance that she could still be the best teacher for her kids and could begin to think through her next steps.

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After a PLC meeting one of the teachers shared a concern about the unknown and wanting to still be doing the best for her students. She was also overwhelmed with technology integration from setting up her itsLearning course to how to use TEAMS. I asked her to walk me through a typical day in her classroom. From her answer we created a list and she identified the items that where essential to helping her students feel successful. From there it opened the door to talk about how she didn't have to lose those items for this upcoming school year. Yes, they may look a little different, but she felt she had reassurance that she could still be the best teacher for her kids and could begin to think through her next steps.

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After working with a particular team who is learning to embrace backwards design, I went to check on them Friday afternoon. The new teacher on the team was so proud of their work and burst into tears because she felt like, for the first time, she was in a school that a professional learning community from which she could learn and grow.

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I had coaching conversations with several teams about considerations to make for using sandbox courses versus integrated courses as well as itslearning ePortfolios and/or OneNote Class Notebooks with their students. -Jeff

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NEW TEACHERS

I took extra time to go around to check in our 1st year teachers see if they had questions and offer support during the week.  This led to me working along side them to get ITS pages done or answer curriculum questions, etc.  They were so appreciative and feel more comfortable asking for support.

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One of the biggest things I've noticed this week is that our T have needed to feel heard and listened to. They've needed affirmation that this is hard, we have no clue what we are doing in some respects, but that we are all affording one another with tremendous GRACE! Grace and respect was given to T last year as we quickly began this journey & P were thankful for our Ts efforts. My teachers have needed that reminder that they have the support & respect of P, our staff and support team, and our district leaders! My role this week was to shine the light on this!

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After a team meeting, I checked in with a teacher I noticed did not seem like herself.  After our coaching conversation, she thanked me for letting her vent, and working with her to develop a plan that addressed her frustration.

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I had coaching conversations with several grade levels about the how and the why of implementing Class Notebooks using OneNote with their students. 

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I had coaching conversations with several grade levels about the how and the why of implementing Class Notebooks using OneNote with their students. 

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I made a purposeful visit to the principals office to get a temperature check on how she was feeling about the week, was a listening ear, and gave positive feedback that I was hearing and seeing from the teachers regarding her leadership. 

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I made a purposeful visit to the principals office to get a temperature check on how she was feeling about the week, was a listening ear, and gave positive feedback that I was hearing and seeing from the teachers regarding her leadership. 

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I was able to help a teacher through a problem by using paraphrasing and questioning to guide them to the solution that best fit their needs and the needs of their PLC.

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There was one teacher in particular who was really struggling with self worth and feeling overwhelmed.  She was using many self-depreciating statements.  I made it my mission this week to be a listening ear and value her ideas.  I even shared some of her ideas with other teachers(with her permission!).  It was amazing to see her confidence grow as the week progressed.

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I worked with grade level teams to help them think through their daily schedule and problem solve issues they were concerned about.  

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I worked with grade level teams to help them think through their daily schedule and problem solve issues they were concerned about.  

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Schedules, Take-Home Packets, and Control

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Schedules, Take-Home Packets, and Control

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I met with teams of teachers throughout the week, quickly learning that listening to their thoughts was key. Many unpredictable sensitive moments popped up as we returned this week, but I was able to listen to their concerns and bring some clarity to items in our control. Teachers got clarity on schedules and time to teach, as well as what tools and papers need to go home. I am looking forward to continuing to build those trusting relationships, and I feel now more than ever that we are ready to collaborate!

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Building trust and relationships through paraphrasing and utilizing the PACE template to validate the way teachers are feeling

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My first goal this year is the build strong meaningful relationships with the teachers and admin. By working with a grade level to assist with their schedule and take-home packets, I believe we are off to a good start in our relationship.

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Time to reflect and share: I helped deliver the district PL modules and encouraged the teachers to really reflect on the questions provided. I believe giving them extra time to think, reflect, and share was very beneficial. :)

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Time to reflect and share: I helped deliver the district PL modules and encouraged the teachers to really reflect on the questions provided. I believe giving them extra time to think, reflect, and share was very beneficial. :)

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This is my first year coaching, so I’ve invested lots of time in building relationships with my teachers individually and as teams. I have also made sure to follow through on any promises I’ve made to them, and continue to check in with them about their needs and ways I can support them. I feel that these interactions have built a solid foundation of trust between us and they have been now seeking me out to collaborate and help them process through how they want to begin the year with their students.  

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I met with grade level teams and coached them through decisions pertaining to our resources materials. We discussed what resource materials would best support their students at home, during virtual learning.

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This week I was able to meet with a few of our new teachers and help them prioritize tasks in an effort to reduce anxiety.

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Building Relationships-
As a new coach, my goal this week has been to start to meet and have 1-1 conversations with each teacher. I was able to meet with multiple teachers and start to build  trusting relationships in order to support them during planning.

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Worked with a team to support their SE needs as they came back this first week.  It was important for me to be a good listener at this time and allow them time to share.

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Even though most teachers are not focused on the EL side of things right this moment, I was able to step in a tech role for a brief moment and help the kinder team with how to set up their ladybug while on a TEAMS meeting, so they could execute their vision of a lesson. It may not seem like much but to them it was a huge relief that it ended being a simple task.

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In past years for help getting teachers started it was mostly just do this, do that, now that. This year with a new teacher I was able to keep asking what they wanted the students to get from their itsL course along with the thoughts from the modules. The end result was the new teacher having a page that their entire team ended up copying :)