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When I don't know something, letting them know I will find out for them and get back to them.  Getting back to them in a timely manner is important and if it is taking a while, updating them.  Communication goes a long ways!

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When I don't know something, letting them know I will find out for them and get back to them.  Getting back to them in a timely manner is important and if it is taking a while, updating them.  Communication goes a long ways!

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be there to just listen not necessarily to react or respond

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be there to just listen not necessarily to react or respond

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When a student or a teacher asks you a question that you are not sure about, tell them that you don't know, but ACTUALLY GO research and come back to them with the answer either in person or via email.

Honor when a person knows more than you! If a student or teacher is more of an "expert" than you are in a particular subject, lean on that student or teacher to help educate the group.

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I am new to the district, so I am being very open about learning curriculum pieces that are new to me and I am co-teaching the phonics curriculum with our new 1st grade teacher so we can learn it together! I keep telling everyone that I don't know the answer, but I can find out who does!

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I'm new in the role and I have a lot of curriculum to learn. It has been an easy way to get into rooms by reaching out and letting teachers know that I'm the learner and I just need to see the curriculum in action with kids so I can learn, ask questions and collaborate. I've had great success with this.

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Ask plenty of questions as to why someone is using a specific technique or what other techniques they can think of for teaching a certain lesson.

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Ask plenty of questions as to why someone is using a specific technique or what other techniques they can think of for teaching a certain lesson.

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I've tried out a new tech tool with my students while a few new teachers observed.

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I've been working with Math teachers and I often try the math ahead of time, so that when I work with students I can share my experiences as well.

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There was a new technology platform that my teacher was nervous to use. I encouraged her and let her know I was unfamiliar with the platform as well. I then said we would try the platform in class and "Make Mistakes Together".

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There was a new technology platform that my teacher was nervous to use. I encouraged her and let her know I was unfamiliar with the platform as well. I then said we would try the platform in class and "Make Mistakes Together".

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Just getting to know them as a person first- approach a conversation with asking about their life, their day, etc.

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When meeting with a teacher in a new content area, I often ask them to give me a quick mini-lesson on the content/learning target for their lesson. They feel empowered when they get to "teach" you something ahead of working together.

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Talk about how you were not a perfect teacher when you were in the classroom!

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When I disagree with a teacher's current practice, but want to figure out their reasons & plans

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When I disagree with a teacher's current practice, but want to figure out their reasons & plans

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Focus on where we are currently at.  Often times a teacher might have things from years ago that they are still be judged about.

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Focus on where we are currently at.  Often times a teacher might have things from years ago that they are still be judged about.

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When I mess up- sending an email admitting it and goofing on myself- it's ok to make mistakes!

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When I mess up- sending an email admitting it and goofing on myself- it's ok to make mistakes!

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Being new to the position, I am asking so many questions to get a better understanding of how teachers are working towards their goals. 

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Being new to the position, I am asking so many questions to get a better understanding of how teachers are working towards their goals. 

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Often, my teachers will have ideas they want to try, but fear of failure is what makes them unwilling to move forward. I like to tell them that we'll try together and if we fail, they can blame it on me! They always laugh, but failing together feels safer. 

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Often, my teachers will have ideas they want to try, but fear of failure is what makes them unwilling to move forward. I like to tell them that we'll try together and if we fail, they can blame it on me! They always laugh, but failing together feels safer. 

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I have some little encouraging notes that I make sure to write a personalized note to the teachers I'm working with to thank them for working with me & for me to share their growth & successes

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Better Conversations by Jim Knight is a great book for ideas with empathy and dialogue.

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When I hear a "rowdy" lesson, I pop my head in and get invited into the classroom to witness the fun activity that students are excited about.

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Building trust is important and not judging when listening to teachers

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Building trust is important and not judging when listening to teachers

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Classroom management is such a struggle for teachers, so when I see something regarding management when I'm in a room I ask the teacher a ton of questions about it and add it to a document I've started that I can share and refer back to. It opens up dialog that isn't about curriculum and helps me too.

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Since I am new to the district, I have been asking many veteran teachers to let me experience their lessons and knowledge because I want to learn! I have also been allowing new teachers to observe them as well so they can learn too!

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I've had more teachers this year (2nd year in role) who have come to have me be their "counselor" as they are working through something hard - sometimes personal & sometimes professional.

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I love the thought of non-judgement. I'll tell stories of mistakes I've made, lessons I've bombed, etc. Mistakes are how we learn and we have to set the example with that.

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At times I will purposely make a mistake so that troubleshooting in the moment is demonstrated as "just a thing" that happens. Mistakes are ok. We are all human.

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I always start every meeting by asking the teacher how THEY are. I intentionally don't ask "how it's going", because I want to start my session with how the teacher feels, which might have nothing to do with what's going on in their classroom.

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There's no need to wait for someone to teach or train you on something new. Be able to utilize all resources to read, learn, and develop new knowledge and skill sets.

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Asking questions and not assuming helps in understanding all of the background information that lead to the teacher's decision. Having more information allows for us to identify the areas that the teacher may need more support with. We should't try to diagnose without truly understanding.

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I try to be mindful in conversations with teachers to acknowledge the reality of how challenging it is to be an educator.  It can be so rewarding, and at the same time is such a demanding and exhausting job. 

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I try to be mindful in conversations with teachers to acknowledge the reality of how challenging it is to be an educator.  It can be so rewarding, and at the same time is such a demanding and exhausting job. 

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Even before I meet with a teacher when scheduling time to meet, I only ask for 40/45m instead of their full hour plan shows empathy and respect for the value of their precious plan time. Can't tell you how many times teachers feel "free" from the "burden" of their full plan time being "taken"

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I always try to understand all sides of a situation to be better able to find a middle ground. Assume positive intent, and find compromise instead of conflict.

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This speaks volumes to our mindset and how that transfers to our students. If we believe this for our students, we need to believe this for ourselves.

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Allow teachers to vent/share their frustrations and mistakes. Validating those feelings. Then getting into the solution-driven mindset.

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Moving past mistakes means being able to be open an honest about what didn't work in a situation. You can only learn from mistakes if you are able to acknowledge how and why the mistakes happened.

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I try to model the mindset of 'life is about learning' and we learn from mistakes in my interactions with teachers.

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I try to model the mindset of 'life is about learning' and we learn from mistakes in my interactions with teachers.

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I love opening a conversation with open-ended questions that move from a few personal ones before moving into open-ended "work" ones. I listen with the intent of comprehension but also to what they might be trying to communicate indirectly.

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Not focusing on faults but moving on and communicating about better methods of going about situations.

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I always admit when I don’t know something. I always go to ask for help when I don’t know what to do. This is how you learn!

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Learning everything about a person in order to connect better with them. Whether that be a student or colleague.

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Understanding that teaching is a constantly evolving process, where we are never done learning. Which means making mistakes is a part of life. You can’t learn if you don’t make mistakes. You can’t grow if you don’t make mistakes.

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You never know what another person is going through. Being able to LISTEN can mean a lot to someone else. 

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You never know what another person is going through. Being able to LISTEN can mean a lot to someone else. 

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I have no problem admitting to students when I don’t know something. Often, I will look it up on the spot or even better I ask if someone in the room would like to look it up. If two or more students do then it allows us to see different view points and have a discussion.

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I don’t love making mistakes, but I love showing students when I make a mistake. Showing humility, giving myself grace, and learning from it are important qualities to show students.

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I let my students know that I am not a strong speller. When I get struggle with a word I model how to stop and look a word up, or talk through a spelling rule.