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In developing norms and collective commitment that this homework is part of the work/purpose.

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In developing norms and collective commitment that this homework is part of the work/purpose.

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Jess: following up team work with an email to check in. 

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Jess: following up team work with an email to check in. 

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Important to do this. I like that!

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Establish the "why" and "how" and be sure they have the time and support to do the work.

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Establish the "why" and "how" and be sure they have the time and support to do the work.

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Daily management of a school can be all consuming, turn to the leadership to help do this critical work so it's not all on the principal.

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Revisit the empathy vs. sympathy discussion; internal associate work

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Revisit the empathy vs. sympathy discussion; internal associate work

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Revisit what the "work" is and why we are doing this work. What is getting in the way of reaching our core work? Create a Emphasis/Less Emphasis list of priorities in doing the work.

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Make sure teams leave with an action step they have committed to at the end of the coaching session and then send that to staff and principal and check in with teams before the next visit.

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Make sure teams leave with an action step they have committed to at the end of the coaching session and then send that to staff and principal and check in with teams before the next visit.

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Check in during the visit for "aha" moments...getting team feedback/reflection on the value of certain tasks. Identifying a lead to take charge of specific actions. Create team accountability. Have team do any work not completed. Have teams create next steps so they own the work. 

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Check in during the visit for "aha" moments...getting team feedback/reflection on the value of certain tasks. Identifying a lead to take charge of specific actions. Create team accountability. Have team do any work not completed. Have teams create next steps so they own the work. 

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I agree with Sarah about breaking the work down into chunks they can manage.

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I agree with Sarah about breaking the work down into chunks they can manage.

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Meet with team leads to determine level of understanding. 

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Meet with team leads to determine level of understanding. 

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What is considered extra? What's the priority? Sometimes it requires a crucial conversation. Who has leverage? What other resources can you use? How can we inspire.

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Be flexible and notice all of the things that they are being asked to do. Communication between associates to be sure what is being asked is reasonable, build on each others work.

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Stop and do the work now and leave them with finishing it.

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Stop and do the work now and leave them with finishing it.

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Is there time during the day for them to do the work?  Is it frequent and do they have enough time in the structure?

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Is there time during the day for them to do the work?  Is it frequent and do they have enough time in the structure?

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Is this a pattern or is there a lack of clarity? Examine how you are clarifying next steps...

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Is this a pattern or is there a lack of clarity? Examine how you are clarifying next steps...

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Gain consensus on what the homework is and we build it together; check-in with teams between visits. Provide resources and support. 

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Gain consensus on what the homework is and we build it together; check-in with teams between visits. Provide resources and support. 

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Make sure the assignment is relevant and applicable to what they are teaching.

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Make sure the assignment is relevant and applicable to what they are teaching.

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Make sure to build this to establish a good working relationship, and so you can do frequent check ins.

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Empathy v. sympathy approach...yes, AND, how are we going to move forward? Get agreement on the deliverables. Confirm with email. 

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Empathy v. sympathy approach...yes, AND, how are we going to move forward? Get agreement on the deliverables. Confirm with email. 

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You absolutely must consider context. If there are major impacts on the school (e.g., staff losses, etc.)

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If teams are overwhelmed, start the work with them in those targeted areas. Be very specific about the outcome that you have in mind.

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Did the teams meet? What were the obstacles? 

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Did the teams meet? What were the obstacles? 

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More frequent in between visit check ins

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More frequent in between visit check ins

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3 Canadians plus Missy, Chris, Matt, Mona, Angie (well, she is kind of a Canadian)

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3 Canadians plus Missy, Chris, Matt, Mona, Angie (well, she is kind of a Canadian)

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1. Prioritizing/Stop Doing/Busy doing What? -Alignment, connecting the why to everything we do- what and how our work is the work. Are they overwhelmed? Have they identified true non-negotiables? They need small-bite size wins as they build common understanding.
2. What are the collective commitments? The Why: have they had the discussion and come to agreement on what they will agree to do? Do they truly know what the tight expectations are and is this work aligned to what the work should be.
3. Student Data- Examine the evidence. Evidence versus experience/emotions. Are the students growing? Confront the brutal facts.

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Work with the leadership team to discuss commitments 

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Work with the leadership team to discuss commitments 

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Determine if it is a will or skill response. Help them understand the "why" make sure they have the skill.

Move from compliance to relevance.

Go back to the letter of commitment when beginning the project.