# data[].attributes.body
High Impact Coaching-- from private industry
What's the energy in the room, does everyone feel safe and comfortable?
Some Leadership Training through Kent TLEP--democratic ideals
As a learner, give us the info/ expectations rather than the practice or experience. Want to get right to _doing_.
Give the big picture and let us find the connections

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About us: 4th grade, 6th grade, Literacy Coach, Instructional Coach; Learning styles: collaborative, hands-on, visual, processing time, individual; Other coaching models: none, Schlechty Framework- 3 of us have had multiple experiences with Schlechty: Design Qualities, Working on the Work, etc

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Something you should know about us as learners?
Hard copies-visual learners
Not fans of reading off a screen
Like to work with the end in mind
Planners
Manipulatives-hands on
Love laminated stuff

Trained in coaching models....
No...read books
Been to some leadership conferences
Staff development

Schlechty Experience...
Long ago-went to Nashville for training
3/5 did Schlechty training last year

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What is something we should know about you as learners?
We are engaged learners
We need frequent breaks
We enjoy hands on learning
Technology piece is important for us as well as our students
Conversations make us more engaged
We are learners too and have questions as well. How are we going to use this information when we get back?
What will this look when we get back?
We enjoy sharing with each other and learn from each other

What coaching models have you been trained in?
RE mentor
grade level
Curriculum Director
Otez training
Consulting training

Experience
3rd grade (2 of us)
Middle school teachers
Curriculum Dir

We discussed how this program may look when we get back and what role we may play. We share what we are already doing and how we can incorporate this into our current situation.

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Wanting ideas to implement these ideas into the PD of our districts - how do we create engaging professional development to model these techniques to our staff.  Need ample time to collaborate and discuss what we are being taught. Share what we have already done in staff meetings and discuss what has worked and what has not worked.
How can we get buy-in?  NOT just another initiative!  Focus on the WHY. How do implement new ideas with teachers who are overwhelmed with state-mandates and every other required task without discouraging them.

Coaching Models? Resident Educator coaching?

Schlechty Experience - 14 years, 2 years and 1 year

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We have visual and auditory learners in our group.  It is important to give us time to think and process information.  We like hands-on activities and it is important to move around.  It is important to know what the end product of our learning will be.
It is important to find a balance in using different teaching and learning methods for us to learn best.
One member in our group has been trained in a variety of coaching models and strategies.  The rest of us have no training in coaching models.
One of our members has been recently trained in design qualities and critical systems. Three members have been to the core Schlechty training. Last school year, four of us attended the five-session training here at the ESC.

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As learners, we define ourselves to be much like our students; varied. We agree that most learn by doing. We also feel that in order to be effective leaders, we need to learn the material and know it thoroughly. Designing engaging lessons is a process, not a thing.

# data[].attributes.body
Ann, N O, associate super, curriculum, a spiller
Jay, tech guy from Plain City,
dir of academics and student services
Tracie,  Kenston, first grade teacher - for the first time (has taught fourth grade for many years)
T - visual, novelty is important
A - realized how important it is to her to be free from judgement and criticism while she's learning/trying something new
J - How do we create a trusting community of adult learners? Acknowledge it first.  Administrators need to express it.
Extrovert.
NO has worked on the work a la Schlechty for several years as part of the network.  Kenston and OF are in year 2.  J is new to the game.
A's coaching experience has been with walkthroughs, and she has coached athletics. J has participated in diversity audits around the state. He believes we need a strong background in adult learning in order to be an effective instructional coach -- and we don't get that.

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As learners we like to be engaged as opposed to a lecture format.  We appreciate a pace that meets our needs, a focus on applicable information and a clear picture of the end goal.

We have been involved in the network since last year, except for one who is new to this work.

We talked about some of the roadblocks we have met when working with teams of teachers in this work

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Learners: We are visual learners with a need for real samples and Jon likes uncomfortable situations and questions.

Coaching Experience: no coaching experience at our table.

Experience w/ Schlechty: various levels of experience for the last 10-12 years.

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Intros: Elementary, Middle, High school levels.
Visual and framework oriented needs.
Some intro level training, but lacking coaching experience.

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1. We are most engaged when we know where we are going and working towards an end product
1. We like to be engaged and zone out when being "talked to"
1. It's easy to be engaged when we know what we are doing is best for kids
1. Personal relevance is important (We want to be able to apply what we learn to our home schools)
2. One of us has had literacy coaching and this helped her build a foundation for interacting with teachers
3. We each have different levels of experience with the Schlechty Center

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We are a hands on and a visual group. We like to see a model or representation of the work. Know the "end game" before the work starts.

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One of our tablemates prefers to work independently.  2 prefer to collaborate and it is important for one to see the relevance of the work.
None of us have previous coaching experience.
Our Schlecty experiences run the gamut from 2 year - 21 years experience

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*Collaborative learning, visual, interactive, interpersonal
*Coaching through Smart Consortium, Greater Coaching through Success for All
*Experience ranges from first year to second year, exploring and practicing with design qualities and profile elements, to many years of practice and experience

# data[].attributes.body
We a group of visual and hand on learners. We like to see the end product before starting the work.

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Our personal beliefs on education include: be open-minded, establish good relationships, and remember that every child can learn.
We feel that to be an effective leader, one must gain the trust of students/colleagues. A good leader is must be willing to be a good listener.

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personal belief?
All kids want to learn and need to be engaged to help them. Differentiation, collaboration instruction and teaching learning roles. More collaboration, More engaged. Problem solving with students earlier. Communication strategies taught to teachers and students.

Effective approaches?
Communication, Modeling, Making Connections to deepen thinking and collaboration. Discussion question to make them think about their teaching. Being open and more teacher driven and not so much an administrative driven.

most helpful?
Asking questions
Asking for advice and guidance
A core group of people who will give you constructive criticism
trusting more people to help

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Growth mindset is important to our group. The understanding that mistakes are okay and that learning will fall into place for all learners, just at different times is really important for us.  Additionally, it is clear that all students can make academic growth and that every child deserves a good teacher.
In the moment feedback is important.....right when the help is needed.  Also, it is important to choose the right mode of delivery to best communicate the help that is needed.  For students, it's important to provide a focus for student learning so they know where they are going instead of just doing activities.  Also, it's important to create strong student relationships  so that students feel like everyone is in this process of learning together.
Constantly throwing out ideas and collaborating is the most helpful way to help "thinking" about something.  It can also be helpful to read literature about the topic where help is needed.

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1. All students can learn
1. All learn at different rates
1. Meet every student where they are
2. Building relationships with students and trust
2. A positive and safe environment is important in the classroom
3. People need time to process and talk through improvements
3. Collaborating with others is important
4. In relation to point 2, teachers roles are changing. We are no longer the gatekeepers of knowledge for students, but we are facilitating the learning process

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Personal Beliefs...
Always learning/not happy with status quo
Student relationships
Hard Work and persevere...life-long love of learning
Safe, secure, nurtured, and challenged
Lead with love
Growth mindset, determination
Build confidence, it is ok to fail

Most effective way to help others improve...
Open Book
Depends on person, building a vision with the person, what do you want your classroom to look like?
Collaborative and personal
One on one with other teachers; subject areas
Back and forth-I teach you, you teach me
Reflective piece to grow and improve
Professional Growth-transparent, willing to grow

DID NOT GET TO LAST QUESTION

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Introductions:
Maple Heights-- Melinda, Maria, Stacey
Olmsted: Ann, Sharon
Alliance--Gretchen
Personal beliefs:  Remembering that ALL students can achieve--what piece can you give to hook them in?

Democratic  Ideals
Creating work that engages students
We are preparing students for life, not just the next grade or next test
Building relationships with kids is the foundation of everything. =Building relationships and trust with parents is essential as well. Decline in parent involvement as students get older.

How do we bring awareness of College and Career readiness to early elementary and middle school?
Bringing work to classroom, speakers
We bump against system of testing--how do we balance both accountability with the how and why

How do you use your role to help
Asking, "what do you need?" modeling, observing and giving feedback.  Seeing it from the kids' point of view.

When you want help, what works?
Listening, asking questions, Not jump right to solution oriented, posing "what if" scenarios

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Beliefs: All children can learn- it may not look the same for each child; do what is best for children; I believe in 2nd chances; Children act out for a reason- they need relationships and engagement; Collaboration is key to engagement and building relationships;  Approaches: Co-teaching- use of co-teaching as intervention and helping others; common planning time                                               What helps me most: sharing something that worked for someone else (not just something that someone read, heard about, etc)

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Beliefs: relationships matter, small groups help, second chances to show growth, growth mindset, movement, everyone can do something.

Approaches: observations/mentoring, be in the experience, hands on, specific feedback, 1:1 conferencing, show/share results, discomfort

What helps me most: samples and examples help me get through things, repeated exposure, why are we doing it, choose your own adventure,

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Personal Beliefs:
Making connections and forming relationships. Backgrounds and differences matter and need to be considered. Take chances and experimenting to give students to see it's okay to do the same in education.  Doing the right thing for kids and demonstrate those right things. Life skill development even if the content of class is not as exciting.

Effective Approaches:
Everybody has a voice.  Team process.  Listening and encouraging within a group.

Helping in Thinking:
Encouraging me to step out of a comfort zone.
Asking questions to me to promote my own thinking.

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Our underlying belief is to focus on what is best for ALL kids and provide them with authentic learning experiences.
We have coached in how to use data to drive instruction, provided feedback and given resource.
We believe building relationships is most critical piece to working with stakeholders.
Some of us need time to talk when needing help with thinking, some need time to process independently

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Beliefs?
Kids will live up to the expectations that you set for them. Expect that they can do it. Flexible enough to adjust to the group you are teaching. Students need to be engaged - don't do what the students can be doing.
How do we help others improve?
Leading them to discovery,
Teachers being able to visit other classrooms and observing teachers
How can others help me? Letting me observe them doing what they do well

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*School is a safe place.
*School is a comfortable environment for learning.
*All students are capable learners.
*Success is there for everyone--it will happen at its own pace, at its own time.
*Effective approaches-sharing personal experiences and what has worked in the past; belief that every teacher wants to be there, help kids, and do good work; developing trusting relationships; identifying where they are as educators and where to begin; build on success, working within life constraints to allow for time to improve as an educator
*Help in thinking-just "hear me out" first --then offer support, allow for honest, open discussions without judgement

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Beliefs about education - all students can and will learn, but need to change the way we teach.  All students are entitled to an education.  Discussed experiences with a "privilege walk"  Education can change the world by impacting students and moving it forward.
An effective approach is students helping each other (CPM) - modeling.  Providing support to adults so they can support the students, asking the right questions.
Knowing the big picture and having a framework when thinking about something.  Modeling is a tool

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Make connections and relationships with students.  Consistent adult presence.  Believe in students.  Being real within the classroom.  Provide support.  It's ok to fail and to try again.  Work with colleagues to best serve students and each other.

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Emotional health is SO important and should be the focus. We need to support emotional health before we can teach content. We're trying to be more effective with colleagues. It's hard sometimes to get work done with your work friends. We often spend way too much time admiring the problem and/or blaming others. We need to listen. Can't preach. Important to define the problem specifically before we attempt to solve it. To make collaborative teams more effective, pinky swear before the meeting starts that we'll be honest about what's going on and be willing to change.

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School districts/teachers share the same struggles and frustrations. We are interested in creating more buy-in from colleagues, and how we will implement this at the building level.

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1. What is our ultimate goal?
1. We see connections to our schools
2. Interesting use of common planning time and teaching mini lessons
3. What does an effective coaching role look like? What do schools look like that have been implementing this for several years? How can we implement what we learn?
4. Will others buy in? We don't want teachers to see this as "more work"

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Connections
Commonality
Nice to see faces from last year
Product Focus-knowing what end result is going to be-take away

Insights
Agriculture program-so cool
OTES-focus on reflection, questioning techniques to bring out engagement piece
Collaboration
Modeling

3 Questions
What is the end product/focus/what do I leave with in December?
Take away today?
Other districts have planned for PD goals?

Challenges
Continued buy in by staff
End result for engagement piece (test scores, College/Career readiness)
Engagement vs. Standards...or in conjunction with
When do we see results?

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3 questions:
1. Will we learn techniques/acquire tools that we will be able to take back and apply at OUR buildings -- even though our buildings are at different places?
2. How can we take a simple lesson and apply the design qualities QUICKLY?  Teachers don't have time to apply a bulky process when they're planning.
3. How can we support our staff to want to try these things willingly?
(Fake it to make it?
2 challenges:
1. Participants are coming in at such different levels of "the work", but we're needing to work together.
2. Many of us have not been taught and don't have experience teaching ADULT learners.  Adults have different expectations and approach new material differently than children do.

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Connections: A lot of us have the same issues- a lot of resistance, why change? It's ok to go "rogue"
Insights: Try to forget what you have learned, and start fresh!
Questions:
1. In meetings, how can we define the problems quickly and then work on solving?
2. How do we roll out/implement with staff?
3.
Challenges:
1. Staff resistance
2. Population is changing- we need to catch up

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Questions
1.  How to effectively communicate what we've learned to our staff at home.
2.  Need concrete strategies to coach others on the design qualities.
3.  Strategies to integrate the Design Qualities while providing all the content necessary for mandatory testing.
Challenges
1.  How to balance engaging lessons with test preparation.
2.  Effectively communicating the importance of engaging  lesson design to reluctant staff.

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We made a lot of connections to the second course.  We realize it is important for teachers and administrators to collaborate and help each other.  It is important to have support systems in place and opportunities to bounce ideas off each other.
One insight we have as a group is that there has to be a group of people you can work and be honest with.  We have to be able to trust each other and work together to make things better.
Questions we hope to have answered:
1.  How can we be more intentional in the design process?
2. How can we create an environment where it is a habit of mind to create deeply engaging work?
Challenges that we anticipate:
1.  Finally motivating all staff members to buy-in.
2. Time

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Acknowledge that teachers have a fear of failing - focus on their strengths and let them know that they are in an environment where trying and failing is ok.
Relationships matter - if I know that others "have my back" I am more willing to try new things.
How do we take new ideas back without people feeling threatened?
How do we help others transform their philosophy of education to address today's students? Move from factory model to engagement.
Challenges - fragmented time, traditional set up of educational system, state mandated compliance

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What connections?
Ways to improve our teaching and what this may look like? Depending on how many years they have been in the program.
Hindrance is time and collaboration.

Questions
1. How will this look like when we get back to our school?
2. What will the roles look like?
3. What strategies will be learning to support our colleagues?

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*Project-based learning connection between schools; other literature and philosophies that reinforce the ideas behind the current changes in education and the world; the power of failure/growth mindset; the work is really important and transformative, but it is a journey and we will need support, along with the ideas of others; overlapping of belief systems
*Questions:
1. How will I take this information back to my school and share?
2. How can I help others see value in engaging work and reduce the risk of trying something new?
3. How do we assist educators in personalizing their experience?
*Challenges:
1. Coaching others through failure and risk-taking
2. Navigating mindsets

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Connections: common beliefs from multiple districts, learned so much about many subject areas, feel really great about the group we brought.

Insights: building relationships is so important, all students can learn, descriptive review process,

Questions:
1. How do we get this to be a systemic movement?
2. What is the next level of ownership?
3. Is there anything from this training we need to push forward quickly with our district?

Challenges:
1. The mud stickers and non-believers.
2. Time
3. What does engagement really mean?

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Looking for direction in this training to take something tangible back to coach the staff.  Teacher buy-in and the fear of this training not gaining traction and that it will just go away like several other training models.

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Challenges include developing the "why" for our staff and bringing this to the larger group in an engaging way; helping colleagues to see this is in our everyday work

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Connections:  All students can achieve
Three questions you hope to have answered:  How does "Coaching" look in the schools.
How can we counter pushback from teachers in changing mindset
What's for lunch??
Two challenges:  Buy in
Teachers that struggle?
Finding time to coach--there will be a lot of foot-dragging on our part if we are supposed to leave our classrooms.

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We discussed that teaching colleagues can be precarious. We anticipate a challenge to be getting everyone "on board" with this new belief system.