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This is a Wordle of everyone's comments.

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I spread rainbows that you can see in the sky.  My power is evident with the brightly colored stars that flow from my gesturing hands. The good deeds and love that follow me wherever I go are also proof.

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K-5 Science:  I have assisted with the adoption of a great curriculum that will provide more equity of access for K-5 students...training; co teaching
TPEP: supporting and collaborating with K-12 teachers in documenting their   improvements in their practice. Also working with Administrators in their use of eVal and their communications with educators. Creation of Canvas courses.
Summer Institute: :)
Proof:  Harder to articulate other than emails; a few surveys; conversations; LITs, Late Arrival requests; individual teachers and their student data; We all build on the work of each other.

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Teacher leaders began to incorporate the three dimensions of the Next Generation Science Standards into some assessments, instruction, and their thinking.

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I have contributed by supporting and creating professional development to implement ReadyGEN.
-Teacher Leaders, LIT, individual team support/PLC's, model lessons and teacher lesson feedback, supported the use of Realize, Learning walks at 4 different schools with ELA leaders.
Currently collaborating with teachers from a variety of schools to revise rubrics and choose anchor papers for teachers to use next year.
I have worked to adjust ReadyGEN rubrics to match current grading and reporting in our district. Created and helped with pacing and planning.
Evidence: Canvas courses with TLC meetings feedback chart photos. Rubrics for 6 grade levels - 78 total revised rubrics. Multiple instruction guides sent out to instruct teachers on access and use of Realize, Pacing Guides. Slide presentations for classes and meetings. Survey results from ELA leaders. Videos of myself and others teaching ReadyGEN. Smarter Balance Scores!!! Learning Walks - Student engagement, implementation.

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I have contributed to the T&L mission by building teacher leader understanding of facilitating PLC collaboration around ReadyGEN and supporting Induction TOSAs in their work with beginning teachers through PLC work and "out in the field" coaching support. My proof: SLT meetings and feedback from T&L cohort and elementary administrators, Induction TOSA surveys and meetings

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I have contributed by coaching (modeling lessons, video and/or observe lessons followed by debrief, planning, etc) new teachers in their practice to increase student learning.

We have collected video testimonials, survey data from teachers as a collective group, teachers as individuals, and from principals. We have interviewed principals in person. I have video and transcribed evidence of improved teaching practice.

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I've provided coaching, collaborated with various secondary groups (teachers, principals, etc), consulted with directors, and provided professional development to support our secondary ELA (and sometimes social studies) programs.
Facilitated the formulation of action plans around implementation success criteria, and have consistently revisited, revised and evaluated our growth based on these action plans.
I've also collected data and surveys from various groups to evaluate effectiveness and inform next steps.

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I have provided teacher leaders with opportunities to learn and collaborate around instructional practices through math leaders meetings, subject leader workshop days, and Big Ideas
training. All departments are now using some sort of common assessment and collaborative planning.

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I have worked side by side with new 3-5 teachers to support growth in their instructional practice.  Among other things, we have worked on classroom management, curriculum implementation and lesson/unit pacing.  I have done this through observation, video recording and model lessons. I know these things have made a difference for teachers because follow-up observations have seen changes in instructional practice and growth in Danielson FfT.   We have also collected survey data from Principals and Induction teachers to measure our effectiveness.

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I have supported teachers during year two of Eureka Math.  This includes:
Facilitate the Elementary Math Teacher Leader Cohort to build leadership skills and encourage best practices in math instruction. Proof: Monthly meetings, teachers attend and share information at colleagues.
Facilitate the Professional Development team - 6 teachers who have committed to lead PD in Bethel. Proof: PD team facilitated 21 hours of training during the school year and is ready to facilitate for SI.
Number Talks: Encouraged teachers to incorporate this instructional routine into their math instruction. Proof: 60+ teachers attended, 90% are now using number talks in classrooms.
Modeled math lessons & Number Talks to support learning Eureka. Proof: Lessons!
Support Eureka Assessment by revising rubrics and EOM assessments. Proof: Test communication booklets.
Support Eureka materials by coordinating print and delivery plan and schedule. Proof: Plan! Plus order forms, updated Templates, Version 3 Eureka materials....
Facilitated Puget Sound Region Eureka Math User Group. Proof: Wiki site with uploaded resourc

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I have contributed to the foundation of our newest teachers by teaching them routines and instructional practices, modeled, and provided feedback so they have grown in their instructional practices.  They have become stronger in classroom management as a result of 1:1 work.
Proof: 30+ teachers participated in monthly Induction meetings. 15-18 new teachers worked 1:1 with me (including video taping teaching, modeling, and reflecting on classroom lessons). We interviewed 38 'volunteers' to get their feedback on "What impact has working with a TOSA had in your classroom" and created an incredble video of their responses :o)