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Co-teaching and scaffolding from modeling to gradual release of responsibility is praxis.

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Praxis is where you get to show that as a Coach you are a growing professional as well. It's also fun to break out your old "teacher moves"!

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Working together and learning from each other.

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Be transparent and look for teachable moments whenever they may occur. Be willing to admit mistakes

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You get as much as you give. We are constantly learning from one another and every experience serves as an opportunity for growth for both partners.

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You get as much as you give. We are constantly learning from one another and every experience serves as an opportunity for growth for both partners.

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Building relationships so that communication is comfortable and balanced between the two partners is needed to establish dialogue.

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If it is a true partnership, everyone benefits! Learning from those we coach is not always about the content. The learning can be about ourselves and how we need to grow.

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As coaches, we should ask questions about what the teacher is doing so we can learn from them as well. Give shout-outs to teachers and ask them to share their knowledge with the group.

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Having an open ear for everything (including personal concerns) is crucial. Where is the balance when people are in personal crisis.

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Treat others the way you want to be treated. Learning from others. Asking teachers for help and ideas (technology). Putting it out there that we also have needs and need support sometimes.

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Make sure teachers are exploring what you are sharing and are applying it within their instruction or classroom. (application of new knowledge) When teachers need more additional  support in the application this also becomes a partnership which leads to modeling and co-teaching opportunities. 

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Make sure teachers are exploring what you are sharing and are applying it within their instruction or classroom. (application of new knowledge) When teachers need more additional  support in the application this also becomes a partnership which leads to modeling and co-teaching opportunities. 

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Gradual release - work together to build confidence so that they are willing and excited to try the practice on their own.

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Gradual release - work together to build confidence so that they are willing and excited to try the practice on their own.

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We don't have all the answers. We are learning side by side and together. Making teachers feel like an expert and having faith in each other is valuable. We believe in them. Acknowledging others is powerful and showing that you are learning, too, is important.

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We learn everyday from others around us. Sometimes it reinforce lessons we already knew, or gives us a different perspective. Other times, we learn what not to do. We all want to continue to learn as we become better coaches. We should never stop learning.

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Being willing to learn from others is important

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Everything that I've learned over the last 25 years came from observing and working beside students and teachers. We are equally important to each other.

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Being willing to model and do the work in action with them. Having teachers ask for modeling and peer teaching. Feedback on watching each other teach and using the learning but possibly changing it or adapting it.

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Relevant and applicable right now. How will this help you in your classroom? Helping teachers vocalize the why and give them time to reflect and implement.

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We are learning from those that we coach by creating partnerships that provide opportunities for growth for us all. 

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We are learning from those that we coach by creating partnerships that provide opportunities for growth for us all. 

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When we model and discuss what they are observing, we should be able to see the coachee doing the practice in action, making sure we are really clear what it looks like in action and how it will impact the classroom. Giving time to do this and practice these skills is important. This is where the appreciation of differences can come in.

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Having humility is so important. Making sure that both partners have equal opportunity to share. Make sure one person isn't dominating the conversation. 

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Having humility is so important. Making sure that both partners have equal opportunity to share. Make sure one person isn't dominating the conversation. 

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Learning occurs anytime conversations happen. Coaches rarely have experience in all grade levels, so watching and listening to a variety of levels and personalities can be enlightening.

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Coteaching and modeling helps with hands-on learning. Getting into the classrooms is important. Coaches need to help put theory/trainings into action by supporting the coachee. Coteaching/modeling allows the coach to stop and explain to teacher importance in strategy.

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Having a hey let's try this approach rather than giving teachers a "presrciption" for teaching

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PDs should not just a sit and get. They should be able to put into action what is being presented. Provide a bring back component for teachers to bring an artifact of the practice they put into action.

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Ask relevant questions that allow teachers to think and decide.

Allow teachers to inform their own decisions, then ask follow-up questions that lead to self-reflection.

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Partnership. Teachers need to have relevant information that is applicable to them. Sometimes they need to realize they need it before it's useful. "WHY?" is this relevant to me?

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Must get into the classroom. Make noticings, helping them engage students and helping them become active learners. Advice isn't effective if the coaches are not part of the classroom.

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Being humble is important to be able to capitalize on reciprocity. Always enter into a classroom knowing that our way is not always the best way. This is a great way to prove that you are a member of the partnership with the teacher. 

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Being humble is important to be able to capitalize on reciprocity. Always enter into a classroom knowing that our way is not always the best way. This is a great way to prove that you are a member of the partnership with the teacher. 

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Sometimes we have to agree to disagree but it is important to help come up with solutions rather than identify problems.

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Sticky notes-having written conversations. Looking to learn from the teachers. Goes back to having strong relationships and having trust. Goes back to past experiences.

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A lot of people get the most bang for their buck when they see it done. Being told how to do something doesn't mean much when you've never seen it done.

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It can be hard to give up control. Letting teachers make mistakes and learn from them is beneficial and a necessary part of growth. The learning comes from the reflection and dialogue of how it will be done differently next time.

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Questioning and listening is to understand the teachers view point. It's about learning about the teacher and where they are coming from. This leads to knowing how to support them in their work. It's a balance.

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Coaches should provide relevant professional learning experiences that include modeling and collaboration. This should be an on-going process that is applicable to instructional practices. 

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Coaches should provide relevant professional learning experiences that include modeling and collaboration. This should be an on-going process that is applicable to instructional practices. 

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Co-teaching is a great opportunity to engage in Praxis with coachees. Modeling and then allowing the coachee to execute the practice in a safe environment is Praxis. The process often begins with "Hey, let's try this."

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Co-teaching is a great opportunity to engage in Praxis with coachees. Modeling and then allowing the coachee to execute the practice in a safe environment is Praxis. The process often begins with "Hey, let's try this."

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We should all go into a conversation as a learner. We shouldn't be just waiting on our turn to talk. We should speak to the silence, so that everyone's opinions and ideas are heard and shared. Dialogue is important because we can learn from each other.

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This is so crucial however, it's often overlooked due to time limitations. Using creative ways to make sure this happens is crucial.

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Goes hand in hand with reflection. Love the mindset of a learner rather than a judger. It is important to not ask yes/no questions. Plan questions to be more open ended. Allowing the teacher to begin conversation allows us to be more responsive rather than directive. Holding your opinion to listen to their thoughts and reflections first is important.

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Allow coachee to lead the reflective conversation

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Allow coachee to lead the reflective conversation

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Dialogue must be open, nonthreatening. Sometimes dialogue is just as important as modeling a lesson or giving advice.

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Rather than giving an opinion, restate what you have heard to allow time for reflection.

Sometimes it is okay to share the silence.
It is important ask relevant questions that encourage dialogue.

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Dialogue is not dominated by one person's voice.

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Using strong, open-ended questions, having the coachee identify strengths/weaknesses, and making sure to give the coachee opportunities to express their thoughts FIRST will encourage reflection. Being a reflective practitioner means not being judgmental and being sure the coachee feels that they are in a safe space.

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Dialogue begins with inviting personal connections first. Then, we allow them to initiate the need for support. Following their dialogue will lead to growth. 

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Dialogue begins with inviting personal connections first. Then, we allow them to initiate the need for support. Following their dialogue will lead to growth. 

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Shifts the power dynamic. Gives teachers a sense of control and autonomy. Allows teachers to process their thinking. Allows for relationship building and understanding of backgrounds and experiences.

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Foster reflective mindset by using "What are you noticing, How could we have done that differently to reach the outcome you desired?" Help teachers become reflective first.

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Have a conversation with teachers and dialogue instead of assuming they know

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Dialogue comes naturally for many coaches. It should be a balance of listening and speaking on both parts. It is difficult, yet important to try to maintain a positive dialogue when coaching.

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Dialogue comes naturally for many coaches. It should be a balance of listening and speaking on both parts. It is difficult, yet important to try to maintain a positive dialogue when coaching.

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An ultimate goal would be for teachers to believe that we think with them, not for them. Reflection is hard. People don't like to think they are wrong in doing something. It is hard to think of what else you can do.

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Giving teachers time to reflect on their practices and then discuss their needs and wants. Having a conversation. Teachers send notes when they have needs- personalized sticky notes.

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A lot of learning can happen through verbal reflection. What went well? Make it a priority to ask for teacher's reflection or input. Purposefully planning for reflection is important.

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Tone is very important in voice. It is also important to know your audience/the individual. How or what you say to one person may not be the taken with the same intent as others. It is also important  to be sure to understand what others are asking or saying and clarify any misunderstanding. 

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Tone is very important in voice. It is also important to know your audience/the individual. How or what you say to one person may not be the taken with the same intent as others. It is also important  to be sure to understand what others are asking or saying and clarify any misunderstanding. 

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Allowing teachers to vent is important. Take the conversation back to the focus point by using good guiding questions or simply patience.

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Active listening is difficult. Giving additional time and being careful not to connect it to my OWN personal teaching experience can be hard. Using open ended questions/statements such as "Tell me more" can help really understand what someone is telling you. Restating what has been heard can be a great way to demonstrate what you understand is another way to make the coachee feel heard.

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Coaches must be strong listeners to allow teachers to feel heard. Teachers must also be able to discern when is the best time to input advice or ask questions.

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We share our personal reflections and model that process. We must provide that time for collaboration and support. 

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We share our personal reflections and model that process. We must provide that time for collaboration and support. 

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Allowing people to complete their thoughts and just listen. Summarize their thoughts and then ask the person permission to offer suggestions. Watch facial expressions.

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Reflection is where we grow. Asking questions and asking for reflection helps teach the process. Sometimes time constraints make this process difficult.

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Teachers and coaches need to bring things to the table. Coaching isn't a one sided activity. It involves more than one mind and ability to be successful.

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Allow teachers choice in what goals they want to set to improve their instruction.

Respect that it is the teacher's classroom, and they have the choice to do what they feel is best for their students.

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Your feelings matter. What you say matters.

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We need to listen to teachers and what their needs are before assuming what they need.

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This is hard at first. Reminded us of the information from Chapter 2 about types of coach. You need to know the type of coach you want to be and what works best at your school. Some teachers may need a different kind of coach at different times.

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As coaches, we must truly listen to our teachers. We must respect their opinions and give processing time before responding. 

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As coaches, we must truly listen to our teachers. We must respect their opinions and give processing time before responding. 

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To ensure that I understand, use phrasing, "So what I hear you saying is..." Have more of an ask, don't tell mentality. Give teachers the opportunity to have a voice and validate their thinking. Trust is built when there is an intent to listen and understand.

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Reflection ties back to voice. Allowing the teacher to share before giving feedback causes them to reflect on their practice. The teacher should be guiding the reflective conversation. 

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Reflection ties back to voice. Allowing the teacher to share before giving feedback causes them to reflect on their practice. The teacher should be guiding the reflective conversation. 

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Guiding teachers toward a better choice is challenging at times. Allowing the teacher to explore their own choices can help the coach learn as well.

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Giving choice gives the coachee purpose, meaning, and buy-in. Encouraging coachee's to choose things that interest them, will benefit their students, or an area that they want to strengthen makes it more beneficial. A coach needs to have the ability to make a connection between the coach's road map and the choices made by the coachee.

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Offering advice isn't necessarily always the answer. Sometimes just listening and supporting is best. A lot of coaches give advice, even when not asked to.

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When you insist, they resist. We are expected to enforce the expectations. The more we push the mandates, the more teachers become resistant.

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Providing teachers with choice and relevant content creates buy-in.  Time is often a factor in allowing teachers to choose and participate in professional development.

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Provide various resources and strategies; what works best in your class.
What benefits you and your students?
Respect others opinions and ideas and setting norms that everyone agrees upon.

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Creating positive relationships allows choachees to feel valued.

Choachee's feedback and background knowledge is essential in the partnership for learning and growth.

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This is difficult as a coach to be patient and listen before guiding the conversation. It is important to let others feel that they are being heard before you respond.

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This is difficult as a coach to be patient and listen before guiding the conversation. It is important to let others feel that they are being heard before you respond.

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Providing the "why" for district initiatives that do not provide choice, so that the teachers have an easier time choosing to buy in to programs.

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Providing the "why" for district initiatives that do not provide choice, so that the teachers have an easier time choosing to buy in to programs.

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choice is important for teachers to be willing to learn

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Allow teachers to make their own choices and learn through their own mistakes and celebrations. Teachers may have ideas that are different from ours and we can both learn from one another. Ownership allows learning.

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Teachers are given a voice in decision-making and professional learning to provide choice. 

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Teachers are given a voice in decision-making and professional learning to provide choice. 

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Give ownership and allow them to make the choice. Guide them to the right decisions. 

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Give ownership and allow them to make the choice. Guide them to the right decisions. 

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Starting with compliments. Letting them know that you learned from them. Goes back to the generational differences. Giving them choice in creating their goals and what they want support with.

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All people are much more willing to follow advice if given choices. Choices don't feel mandated, they give options to both parties.

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Choice is important because it leads to ownership. Allowing the coachee to guide the conversation causes them to be more invested in the partnership. 

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Choice is important because it leads to ownership. Allowing the coachee to guide the conversation causes them to be more invested in the partnership. 

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Coaches are establishing a culture where trusting relationships are built. This leads to an understanding that they feel respected and valued. We are doing this through collaborative conversations and just being present and supportive. 

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Coaches are establishing a culture where trusting relationships are built. This leads to an understanding that they feel respected and valued. We are doing this through collaborative conversations and just being present and supportive. 

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Using the partnership approach, rather than the top down approach, makes coachee's feel equal because we are right alongside learning with them. The coachee's feelings are evident by allowing them to give input and come up with solutions and suggestions themselves.

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Staying at the same school...in a new role....it hard to establish equality with "old teacher friends".

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Teachers should feel empowered. They are the experts of their classrooms.

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Teachers should feel empowered. They are the experts of their classrooms.

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Experiences are valuable and allow all voices to be heard. It gives them a safe place to share their thoughts and concerns. We celebrate with them when things go well.

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Past experiences have made coaches "reading cops" to a lot of teachers and made it challenging to see coaches as equals.

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Past experiences have made coaches "reading cops" to a lot of teachers and made it challenging to see coaches as equals.

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We should be viewed as equals, but we are often on the line between line and coach.  This causes us to not always be viewed as equals.

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As a coach, it's our job to make sure we aren't positioning ourselves above teachers, but working as partners.

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As a coach, it's our job to make sure we aren't positioning ourselves above teachers, but working as partners.

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Seeing one another as equals and not telling someone else what to. 

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Seeing one another as equals and not telling someone else what to. 

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Both members of the partnership bring knowledge to the table. Both members should be respected and valued! It is important to always start a partnership with something positive.

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Both members of the partnership bring knowledge to the table. Both members should be respected and valued! It is important to always start a partnership with something positive.

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Everyone should feel that they can share strengths. Celebrating strengths. Teachers may not see the equality. It may be hard to focus on. Need to share our roles at the beginning and get feedback.

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Equality is important to make teachers feel more comfortable and to not feel judged. They are more receptive when they feel that their voice and experience matters. Taking the time to get to know them and ask them about their experience is important.

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Coaching is equality! Teachers feel appreciative to get feedback and and willing to accept advice.