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Each of the mindframes can be directly applied to instructional coaching.
I would love to do a better job of helping teachers find ways in which they would like to grow and to challenge themselves beyond their comfort zones.  This is something that might also be a little bit uncomfortable for me, so it's definitely a way I can grow as a coach.  If I'm not truly challenged, then I'm not learning or growing.
~Emily

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Livesay-How can I use the 10 Mindframes with my coaching?

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Livesay-How can I use the 10 Mindframes with my coaching?

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Modeling! Modeling these mindframes will be a huge way to try to show people how this looks and also gives specific, intentional goals to work on that are high quality. Crafting and/or asking high quality questions that prompts thinking around these mindframes will also be valuable/critical.

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I believe we, as a coaching team, are already implementing many of the the 10 mindframes while coaching.

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I believe we, as a coaching team, are already implementing many of the the 10 mindframes while coaching.

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Staff will not follow your lead if you make excuses, are untrustworthy, pay no attention to results, and create conflict.

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Of course each mindframe is extremely important.  Today, a piece that stands out to me is reminding teachers and students that learning and growing can be uncomfortable at times.  Discomfort is a good thing because  it means that our brains are expanding.  There are many district initiatives that our staff are still in the thick of learning.  They are slowly becoming more comfortable with them but they have not yet reached perfection in their minds.  As educators, this is an uncomfortable feeling.  I want to focus on being an encouraging voice who reminds staff that discomfort is okay and that it equals growth.  - Hilary

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“I STRIVE FOR CHALLENGE RATHER THAN MERELY ‘DOING MY BEST’”

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The mind frames all target school improvement efforts-which connects to instructional coaching.  I think the best way to apply them is to be knowledgeable of them and where they fit into those conversations...ie monologue vs dialogue.  

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The mind frames all target school improvement efforts-which connects to instructional coaching.  I think the best way to apply them is to be knowledgeable of them and where they fit into those conversations...ie monologue vs dialogue.  

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~Jess

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#10 "I focus on learning and the language of learning."

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#10 "I focus on learning and the language of learning."

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#7-"I engage in as much dialogue as in monologue." 

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#7-"I engage in as much dialogue as in monologue." 

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~Livesay

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Dialogue vs. Monologue - Visme is the Swiss Knife for creating Awesome Visual Content and effective story telling.

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I see the 10 Mindframes as all dancing in the Change Agent category.  Change can be difficult and sometimes unpopular, however when you know it is needed, make it happen.  When Googling the top 10 people who changed the world (spoiler alert, I am NOT on the list!!!) the list includes people who were loved, and hated.  Be the Change Agent who gets others to improve!

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The 10 Mindframes provide a way for coaches to focus our efforts to maximize student success. Each has a unique perspective on what should be truly important to us as educators. If we begin to have  encouraging dialogue with our staff, I believe we can inspire a shift in our thinking about learning. ~ Joanne

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#4 "I am a change agent and believe all teachers/students can improve."

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#4 "I am a change agent and believe all teachers/students can improve."

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#4 _I Am A Change Agent and believe all teachers_students can improve._

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Mindframe 1 - Visme is the Swiss Knife for creating Awesome Visual Content and effective story telling.

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Applying the 10 mindframes starts with familiarizing yourself with those mindframes and consciously putting those mindframes into practice. As coaches, it is our responsibility to not only familiarize ourselves with these mindframes and use them ourselves, but we must model, teach, and provide feedback with our staff on how to best implement each mindframe. By doing this, we are becoming more effective and efficient educators that are working on maximizing student growth. - Jen

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According to Knight (2019) "Instructional coaching is about improving instruction to improve outcomes related to both student learning and well-being" (p. 10). The 10 Mindframes represent the goal we, as an instructional team, are striving to meet.  Our MTSS process helps us diagnose, intervene, and evaluate growth. We use CFA's, Guided Reading data, and Math assessments to make decisions about next steps.  We collaborate with our colleagues, students, and families to challenge students, encourage learning, and seek continual improvement.  Through Conscious Discipline we are learning to build trust and relationships with students, families, and each other. At SCE, we are currently working on shifting the mindset from teaching students to a focus on student learning and success.  Much of this has been done through modeling, but we’ve also had some tough conversations we backed up with research.  We still have a lot of work to do, but we are on the right track and together, we will get there!

Knight, J. (2019). Instructional coaching for implementing visible learning: A model for translating research into practice. Education Sciences, 9(2), 101. Retrieved from https://www.mdpi.com/2227-7102/9/2/101/htm

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In the current state of schools and with our reorganization, I feel how we give and receive feedback (#6) as well as the engagement in dialogue vs. monologue (#7) is pivotal to the relationships being built within our new school families.  Taking time to listen and have discussion will help every team member know that we can have different views and experiences but still work towards a common goal and purpose.  Modeling that I personally value feedback then will help build trust in the coaching process.

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The 10 Mindframes illustrates how it takes all of us to make a great admin team. While we all identify or believe in the 10 Mindframes, some of the qualities come more naturally to each of us. We can stretch and grow together when our  driving force is "What's best for kids?"

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I believe I'm doing "choice" well. I respect the teachers and appreciate their individual goals. I'm there to support/guide them not tell them what to do and how to do it.
I believe I could improve in the area of reflection. I'm often go, go, go and don't prioritize reflection. I need to set aside time to reflect with the teacher as well as time to reflect on my own or with another coach about my coaching journey.

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A strength for me would be equality-I do try to partner together and reach decisions together in a collaborative way, and not an administrative/directive approach.  An area I would like to improve on is reciprocity.  I want to improve on making time for partnering with them through the learning process so I can learn alongside them as well.  

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A strength for me would be equality-I do try to partner together and reach decisions together in a collaborative way, and not an administrative/directive approach.  An area I would like to improve on is reciprocity.  I want to improve on making time for partnering with them through the learning process so I can learn alongside them as well.  

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I originally thought that the principle of Voice was my strength, but then I realized that I have built relationships with teachers who are easy to get to know and connect with.  Being an ISFJ, it is often difficult for me to build new relationships, but when I do, people know that I am one who can be trusted, and I am a "safe space."  With all of that being said, I need to continue to work on Voice with teachers that are resistant or more difficult to build relationships.  As a coach, I feel like one of my greatest strengths is equality.  As recently as 1 year ago I was still in the classroom, and I was living through the same initiatives that FT teachers are still working to successfully implement.  I am fortunate in this respect, because the teachers I work with know that I am an equal, and they are coming to me for support with the knowledge that I can absolutely relate to the challenges they are currently facing.

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I originally thought that the principle of Voice was my strength, but then I realized that I have built relationships with teachers who are easy to get to know and connect with.  Being an ISFJ, it is often difficult for me to build new relationships, but when I do, people know that I am one who can be trusted, and I am a "safe space."  With all of that being said, I need to continue to work on Voice with teachers that are resistant or more difficult to build relationships.  As a coach, I feel like one of my greatest strengths is equality.  As recently as 1 year ago I was still in the classroom, and I was living through the same initiatives that FT teachers are still working to successfully implement.  I am fortunate in this respect, because the teachers I work with know that I am an equal, and they are coming to me for support with the knowledge that I can absolutely relate to the challenges they are currently facing.

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I enjoy engaging in dialogue.  Being in those conversations gives me a pulse on the situation of how I can help or how I can help them clarify what they need help with at that time or if they just need someone to listen.
Choice is where I struggle.  I want to get things done and get it done ASAP.  I know there are times that I miss the emotional component of the person when I act too quickly.  Instead of letting them come up with a solution or pick a solution, I jump in and make it for them.

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I feel my strengths are Equality and Reflection. I am constantly reflecting, tweaking, changing, and growing.  An area I have been working on since becoming a coach is dialogue. I am working on trying to step back and let the teacher or staff member take ownership of their growth and struggles instead of trying to solve their problems with my solutions. Sometimes this is appropriate, but I am working on having more teacher led dialogue and discussions. I want my teachers to grow in their problem solving abilities and their creative and critical thinking skills.

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I would say my strength is reflection.  My mind never seems to stop thinking about how I reacted in situations. Did I add or remove energy? I reflect on the words I said. Did they build up or tear down? I reflect on hard conversations I have with parents. Did I bring them hope or just leave them empty?  I often make notes to myself that remind me how to improve. My weakness would be dialogue. At times, conversations I have turn into monologues.

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I would say my strength is reflection.  My mind never seems to stop thinking about how I reacted in situations. Did I add or remove energy? I reflect on the words I said. Did they build up or tear down? I reflect on hard conversations I have with parents. Did I bring them hope or just leave them empty?  I often make notes to myself that remind me how to improve. My weakness would be dialogue. At times, conversations I have turn into monologues.

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A strength of mine at this time is the principle of Voice.  I have worked very hard to build personal and professional relationships with all of my teaching staff last year and this year as well.  I will continue to walk through life with them in order to be considered a trusted friend.  I want all staff to feel like they can come to me when they need support on personal and professional levels.  It is always my hope that I can be trusted in a way that they will challenge themselves when needed, per advice I may give them.

I need to work to show growth in the area of Equality. At times, it feels like staff members look at me in a way that I am on a different level than them. It is tricky to wear the hat of an Administrative Intern because at times, I do need to support on a level above. But other times, I need to stay at an even level with a teacher in order to coach them and/or support them. Finding balance and mantaining trust is something I must always work on.

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Which one are you doing well currently? Where is your strength?Which one do you need to focus on and improve upon? What could be your next steps?

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I am struggling to determine my strength because I think I have a lot to learn. One area I know I need to work on the most is Dialogue. I'd like to think teachers see our relationship as equal, but I know through the last activity, and after some reflection, I do not allow others much time or space to share their own ideas. I want our conversations to be more back-and-forth instead of: "you've got a problem, yo! I'll solve it!" Using the conversation mat will be helpful as I try to get better at this moving forward.

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reflection is a strength; area to improve is tying them all together for reciprocity. I need to continue to use these principles to help coach teachers. 

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reflection is a strength; area to improve is tying them all together for reciprocity. I need to continue to use these principles to help coach teachers. 

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My strength is voice and choice. I want teachers to feel that I am a trusted friend that respect their knowledge and allows them to creatively choose what works for them in their classroom. I need to focus on praxis. I always want to improve my knowledge base and be able to model that for teachers. ~ Joanne

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My strength is voice and choice. I want teachers to feel that I am a trusted friend that respect their knowledge and allows them to creatively choose what works for them in their classroom. I need to focus on praxis. I always want to improve my knowledge base and be able to model that for teachers. ~ Joanne

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I think of the principles, that reflection is a strength when given the opportunity to do so. I engage in personal reflection frequently and when given the opportunity, try to build in those opportunities due to the high value of that practice. I think that an area that I am trying to refine is that reciprocity due to simply trying to find ways that are not "scary" to build more authentic relationships with teachers. I think sometimes that mindset of coach or instructional leader as the "expert" can deter some of these authentic partnerships. I am hoping with time that I am able to continue building relationships with people so they truly believe that we are working alongside one another.

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The one I tend to do best on is Equality.  I value the teacher as a partner and professional.  I know they bring expertise to the conversation and I truly value what they have to offer their team and the building as a whole.  I also think I listen well and try to understand their perspectives in the conversations.  I know I still need to work on Choice.  Even though I value teachers and their professional views, I can jump to wanting to fix problems quickly and efficiently.  Because of my administrative role I often have initiatives that I need teachers to do regardless of what either of us feel so it makes it more challenging to be open to different choices.

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The one I tend to do best on is Equality.  I value the teacher as a partner and professional.  I know they bring expertise to the conversation and I truly value what they have to offer their team and the building as a whole.  I also think I listen well and try to understand their perspectives in the conversations.  I know I still need to work on Choice.  Even though I value teachers and their professional views, I can jump to wanting to fix problems quickly and efficiently.  Because of my administrative role I often have initiatives that I need teachers to do regardless of what either of us feel so it makes it more challenging to be open to different choices.

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The planning conversations weren't as awkward as I thought they would be.  They go much more smoothly when the teacher has already developed a concise plan to implement in the classroom.  One of the teacher's I worked with really appreciated our time together.  She said it made her more mindful of the types of questions she should be asking herself as she is planning lessons for her students.
~Emily

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These conversations stemmed around teachers reflecting on what happened in a previous lesson and planning for next steps.

1. Thinking ahead about some things that I thought would be helpful for them to consider was worth the time. By thinking ahead about what questions I could ask to get them to talk themselves through/identify certain pieces really allowed for them to “discover” what they would like to do next without me having to give them concrete examples.

2. The ideas that they came up with ended up much richer than what I had in mind that I would have shared in a more traditional setting. When this happens, I feel much more successful in the conversation because it shows that the teacher is really being thoughtful and present in the moment and making good moves for kids.

3. There were times where I had to bounce between the coaching types due to being asked directly about what to do. I feel like this will happen more in those interactions where you are looking back to look ahead versus planning for a completely new learning experience/lesson.

I really feel like this approach is the best because the teachers in the moment with their students really have the best lens and know the students the best, so if we can facilitate an opportunity for them to be truly reflective, they will come up with great ways to support them.

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1. My 1st conversation happened the day after our cohort training. I visualized the reflection conversation memory mat to provide questions to guide our conversation. I found myself not as present in the conversation mid way so I needed to refocus my attention in order to make it a productive meeting. It reminded me to stay present and work hard to avoid distractions (radio and phone going off).
2. My second planning conversation was more difficult as the teacher was not really looking for a solution-she wanted to be heard. I utilized paraphrasing frequently in the conversation as well as posing questions to help guide her into some solutions. In the end, we scheduled another time to meet and I gave her some things to think about. When we met again, she was in a place where she was ready to find solutions. I noticed that sometimes teachers want to be heard and other times they are looking for solutions-its our job to ensure we are supporting both.

3. Reflecting on another planning time-these planning sessions need to be intentional and positive.  This is a great way to help coach teachers and staff.

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My first planning conversation occurred within the same week of our last meeting. It was very impromptu in which a teacher who is struggling with classroom management was seeking advice. She likes to have you "fix" things, but she does not typically try your advice. I tried the new approach with her and it went better than it ever has before. She did most of the talking and we did not leave the conversation with a goal....rather some thoughts for her to think through. It turned out that she found me later in the day to celebrate that she had figured out how she was going to work to move forward with a plan for the management situation. Since then, I am conscious to spin most of my conversations like this with her in order to get the most out of our conversation. I will continue to do this with her. I do need to continue to practice the sheet however, because I find that I have missed components. As I practice, this will become more natural.

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I met with several teachers that are new to the RISE program. They will be implementing RISE with students starting next week. I went over the program and started the lesson planning process with many of them.  Teachers became more engaged and excited when we discussed the research behind the program and the results their peers were seeing with their students.
Having teachers set goals really got teachers engaged and increased teacher participation in the process. When they were able to "see" where students would be at the end of the semester if they met their goals, they were really excited to get started with the process. When the conversation focused on student growth and achievement it was much more likely to be productive and solution based than if it was focused on teacher adherence to a template. I posed questions instead of stating the answers and tried to have the teacher lead most of the discussions.

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1.  Call on your resources
One of our newer PE teachers conducts the BOTVIN life skills training.  The upcoming lesson was on coping.  This teacher wanted more information on how to support students properly.  We planned a meeting with our counselors and they assisted the teacher in planning the lesson, but they also made a "cameo" in class to talk about their role and availability in the coping stages of life.
2.  Make it a 10!
In post observations with teachers I stole from the book!  What would your students being doing differently to make your lesson a 10?  This has been a great conversation starter and has allowed me to sit back and listen, instead of talk!
3. What are you learning today?
Pre conferences teachers know I am going to ask their students "What are you learning today?"  They also know I am going to ask this to the kid in class who doesn't know what day of the week it is, however I want to see, in the student's mind what they are learning for the day.  This has defined the "I can" statement for the day in classes.

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Each month I meet with principals at their buildings for ~ 2 hours.  During this time we do CWTs.  We pick a focus prior to the building visit and move in/out of classrooms (example~ essential questions, vocabulary, following yearly pacing guide).  After the CWTs I ask what the principal noticed.  I let the principal talk through what he/she noticed and they very quickly conclude what next steps are needed. They decide what kind of support is needed, how they will continue to move their teachers forward that are proficient or how to build teacher leadership capacity.

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Joanne ~ Planning Conversation Reflection

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Joanne ~ Planning Conversation Reflection

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I met with two teachers that were needing to plan guided reading grouping for new students joining their virtual classrooms from another school. Both teachers' virtual class sizes basically doubled after the 1st 9 weeks. They brought their exisiting student data and groupings along with the new data and student profiles. I met with each teacher separately and asked them what concerns they each had and how they planned to address those concerns.

Both felt time and joining so many new students into existing groups along with becoming familiar with these students' needs would be a challenge.After listening to their concerns.  I asked them to describe their current schedule and what each thought would work best to accomplish these goals. Both teachers came up with their own plans for how to meet with the new students individually and then introduce them to their new classmates during Brain Smart Start.

I then asked how they would like to set up their new groups. We created a basic grid for their groups using the data they had, each teacher designed what was a starting point for their new groups.  Listening to what the teacher felt worked best for their schedule and student data, we then reworked groupings until they felt comfort to try out that plan.

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I was able to engage in planning conversations at the end of a few post conferences.  These conversations were meaningful because it provided teachers with the opportunity to really reflect and develop/narrow/clarify their goals for the next nine weeks.  The conversations also allowed me to listen and paraphrase to steer the thinking toward establishing a personal learning focus.  I would like to move forward with ending my post conference conversations with planning conversations to spark continual thinking and reflection~ Jess

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I was able to engage in planning conversations at the end of a few post conferences.  These conversations were meaningful because it provided teachers with the opportunity to really reflect and develop/narrow/clarify their goals for the next nine weeks.  The conversations also allowed me to listen and paraphrase to steer the thinking toward establishing a personal learning focus.  I would like to move forward with ending my post conference conversations with planning conversations to spark continual thinking and reflection~ Jess

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1. I planned to try this out when we returned from fall break, but ended up covering a classroom we didn't yet have a teacher for.  Even though our conversations were more informal and mostly in passing, I made a conscious effort to listen instead of talking or sharing.
2.  One take away from this is realizing how often teachers come to me to vent. I need to set aside specific times to follow the planning mat format and move teachers towards an end goal instead of it always being a passerby moment of venting.
3. I did have a conversation with a new teacher after school today. She is one of our SPED teachers and was asking for help in aligning her IEP goals to Guided Reading, so she can teach GR during extension. My paraphrasing could use a little work, but I think we clarified the goal and set a time to meet on Thursday to continue this work.

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Like Mr. Smith, I used the planning conversations in pre-conferences before long observations with our new teachers. I noticed a few things as I did these. Paraphrasing what the participant said really made the teacher feel heard and brought their nerves down a stories. Paraphrasing also helped me listen more, focused the conversation, and brought clarity to conversation. During the part of the conversation when we discussed what success will look like, it was hard for me to not take over by suggesting how I would do it. I never had time for the reflective part of the conversation. We would often run out of time and I didn't make it a priority. - Matt

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One conversation was with a teacher who was going to have an upcoming observation.  She had gone through the topics that she was planning to teach online and expressing some of her concerns with how the session would go.  Since she was new to our evaluation system, she was nervous about the mode of instruction being able to hit all the indicators.  Reflection… (1) I asked her to clarify her concerns and share with me her plan through pausing and questioning.  I felt like I used paraphrasing effectively here.  (2)  As she went through her lesson structure I asked questions about how these could touch on the rubric elements.  (3) I did not do as much guiding as I should have to help her connect her own planning to the rubric and probably made too many suggestions.

Another session was with a teacher to discuss an upcoming lab activity in her room that would be happening during her observation.  She was concerned about behaviors and the participation level of a difficult student who had just been the focus of a parent meeting with multiple teachers.  Reflection… (1) I felt like I posed questions well and paused to listen, (2)There was good dialogue back and forth, but (3) I still offered more suggestions than I probably needed to.

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One of the reflecting conversations I had was with a young teacher who is working on classroom management. She has recently begun to build a better relationship with on particular student in her classroom. This teacher chose to move the child's desk one evening without thinking about the repercussions. Our reflection conversation came after she chose to move the child's desk back to where she was comfortable. I know that I need to keep practicing this method. I did not have my mat with me when we talked and I forgot a couple parts. But overall, it was good to allow her some leadership in the conversation. She was glad that she made the decision to move the child's seat back to its original spot and she came to the conclusion that she will think desk changes further before placing them wherever she wants. The reflecting conversation allow the teacher to talk more and me to talk less. It allows them to own their decisions and I love that. - Hilary

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I have been working closely with one of our virtual teachers recently.  She is becoming a leader but she does not believe this about herself.  I want to help her realize it so that she become more empowered.

Her High state of mind is interdependence because she has wanted to work on her own rather than helping to support her team. This is because her low state of mind is efficacy. She does not believe she has much to offer. - Hilary

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I was able to have a reflecting conversation with the same teacher with whom I conducted a planning conversation.  We were able to discuss how her lessons on identifying and comparing authors' purposes went with her class.  It was really neat to see everything come full circle and to help the teacher make some realizations about her teaching practices and student learning without me really saying anything or providing guidance!  Through our conversation, this teacher was able to come up with a way that she can reteach the skill so that more of her students will have a better understanding.  She realized that her students didn't have as much experience with comparing texts as she thought they already did.  In her reflection, she realized that she needs to "go slow" before she can "go fast" so to speak.  Her plan is to reteach the skill starting with texts that are below grade level to help ensure that the students have a firm grasp on comparing and contrasting different authors' purposes before moving on to more complex grade level texts.   This teacher is excited to implement her new approach to reteaching the skill.        ~Emily

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I was able to have a reflecting conversation with the same teacher with whom I conducted a planning conversation.  We were able to discuss how her lessons on identifying and comparing authors' purposes went with her class.  It was really neat to see everything come full circle and to help the teacher make some realizations about her teaching practices and student learning without me really saying anything or providing guidance!  Through our conversation, this teacher was able to come up with a way that she can reteach the skill so that more of her students will have a better understanding.  She realized that her students didn't have as much experience with comparing texts as she thought they already did.  In her reflection, she realized that she needs to "go slow" before she can "go fast" so to speak.  Her plan is to reteach the skill starting with texts that are below grade level to help ensure that the students have a firm grasp on comparing and contrasting different authors' purposes before moving on to more complex grade level texts.   This teacher is excited to implement her new approach to reteaching the skill.        ~Emily

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This was really a difficult exercise for me.  First, it was difficult for me to choose the person upon which I wanted to reflect.  Then it was difficult for me to determine this person's high and low states of mind.
I settled on a teacher that has been difficult for me to get to know.  This teacher seems to have put up a barrier between the two of us, and I'm not sure why.  I have tried to build a relationship with her, but she doesn't seem to want to have anything to do with me, including just saying hello and smiling in the hallway in the morning.
As I thought about what I know about this teacher, I first focused on what I see as her strengths.  This teacher has taught for many years, she seems to have good relationships with her students, and she works well with our English language learners.
I ultimately identified craftsmanship as her high state of mind.  I think she believes that her practices and methods are what are best for students, even if she is continuing to do what she has always done with pretty average results.  I don't think this teacher sees that there are many ways that she can grow, because she feels what she is already doing works.
This teacher's low state of mind is flexibility.  This teacher is very resistant to change.  When we started a new intervention this year, I could tell by her attitude and demeanor that she felt it was a waste of time.  I also feel like she tip toes around district initiatives, picking and choosing the parts she wants to do because they fit easily into what she wants to do or has always done in her classroom.
This school year has brought many challenges, and now more than ever, teachers need to be flexible.  This has been very difficult for this teacher.  I really want to work hard to focus on supporting this teacher and helping her to become more flexible, especially now that we know we will be 100% virtual beginning November 23.  I hope that she can see that I am here to support her, and we can begin to break down the wall that she has built between us.
~Emily

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My reflective conversations I had with a new teachers this past week about her classroom management during math stations. She has recently changed grade levels and schools which has added to her stress/anxiety levels while also working during a pandemic. She shared that she feels confident with the teaching and classroom mangement of reading but not math. She was able to reflect on the challenges she is facing with math lessons compared to reading.  She shared several hunches that she had about what could be causing the classroom mangement of math stations vs reading. She came up with her own plan for how to address these challenges with behaviors during math stations. She seemed relieved to have someone to talk through her concerns and excited to have a new plan to be successful with math stations in the future.
~ Joanne

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One of our new teachers has taken some time to get acclimated to a new school, new team, and is slowly beginning to build relationships. Her high state of mind is craftsmanship. She sets high expectations for herself, strives for continued improvement, and uses data to improve and fine tune her instruction.

Her low state of mind would be interdependence. She has not been open to sharing and working collectively with her team. She does meet with her team but doesn't feel comfortable dividing and conquering. She has shared that her anxiety and trust issues make it hard for her to rely on others. Her need for control is evident. With the 2nd Covid shut down upon us...she will need support in learning to trust her team. I was pleased that she came to me for a coaching reflective conversation and is beginning to trust me along with her team. Hopefully, one good thing to come from teaching virtually for the next few months...will be her improving in the area of interdependence.
~Joanne

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1. For both meetings with beginning teachers, I started with asking how they felt the lesson went and held back making statements  or suggestions when I felt like I could have.  It does take more self-discipline to hold back at times.

2. When I asked them how they were feeling about their new position/school both of them were more honest than I thought they would be and, again, holding back my response and allowing for some silence helped them extend their response and reply with deeper thoughts.

3. In each reflective conversation, using the mat felt unnatural.  I had written three questions down in a notebook that I wanted to ask and tried to pull the mat a couple times, but went back to more casual questioning that felt more conversational.

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A teacher I have been working with had a recent conflict and wanted to just let the situation pass without addressing it with a colleague.  After some extended conversations with both parties involved, I felt like I could see how the teacher’s high state of mind was “flexibility” because they were so willing to adapt to what was needed to heal the situation once we had a discussion to understand all points of view.  The person’s low state of mind would have been “interdependence” because it took a while for the person to understand how the conflict, if left unaddressed, would have hurt the greater community of people working in our building.  Responding professionally wasn’t being seen as a growing and learning opportunity but something that would hopefully just go away.

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A teacher asked me to make a follow up phone call to a parent.  From the teacher's perspective, the conversation from the previous phone call did not go well.  I was able to have a reflective conversation with the teacher as we reflected on the different pieces of the conversation. I was able to pose questions that led to the teacher empathize with the parent's side.  This was not a young teacher, but more a teacher who is set in her ways and sometimes needs encouragement on mindfulness.
-Jess

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I chose to reflect on one of our teachers who is new to our school family.  This is very difficult for me to pinpoint a definitive high and low state of mind because of things I've seen in all of the categories---She is higher in flexibility, but I wouldn't necessarily categorize it as a HIGH state of mind...Her low is definitely efficacy.  Problem solving is not approached as a mentality that this is an opportunity.  She definitely believes that her ways of doing things are what's best and our initiatives do not align with developmentally appropriate milestones (she is always letting us know this).  This impacts school culture in so many ways so this is why I viewed this as the low state of mind.

-Jess

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1.Some of the reflecting conversation questions are very natural. When reflecting on lessons with teachers, it makes sense to ask them how they felt their lesson went. I am always pleased with how much teachers usually have given when asked this question. It really helps you to see which areas are most important to them from the get go.
2.I like the posing questions because it really does help you keep yourself and your own opinions from entering the conversation. It really turns it back to them to think through the components of what is being discussed and working toward that end goal for what they want to take away from the experience. With them talking through it without a coach “interjection”, their “take-away” has much more room to be more personal and meaningful. One teacher, she was very fixated on an element that had been discussed in a prior observation, and it was hindering her from focusing on the current lesson. Asking how that element would have impacted this lesson, made her realize that maybe there were some other items that were more important and the conversation was able to move forward.
3.When I asked a teacher at the conclusion of our meeting what I could best do to support them at this time, she said that simply breaking down the lesson and thinking through all of these parts is very helpful. And this is a common thing to hear. It is very helpful for teachers to have the opportunity to just talk it out and reflect on what happened, what those implications are for students, and how they want to take what they learned and use it moving forward. As educators, we should be consistently refining our practice and true reflection is such a strong way to do that.

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I chose to identify a high and low state of mind for a person that I felt seemed very “on their own” with things and I wanted to really take some time to consider what that meant. I reread the descriptions of the different states of mind and tried to really think about the interactions I have had with this person to help me identify these areas.

My ultimate conclusion about the high state of mind for this person is EFFICACY. I believe this because this person is so confident in themselves and their methods that they use and the impact that they can have, they rely little on any outside influence.

As far as the low state of mind, when I was reviewing the different states of mind, many of them jumped out as potential low states of mind, so the challenge then became really trying to consider which one was THE one. I landed on INTERDEPENDENCE. I think this person is aware of their impact but doesn’t necessarily care too much, or at least doesn’t show it, but there are glimpses of that consciousness piece. I can’t say that this person is not flexible at all or doesn’t value craftsmanship because there have been hints here and there that would suggest otherwise. That INTERDEPENDENCE however, is noticeably absent in many scenarios. This isn’t really NEW information, just kind of solidifies some things. Continuing to think about how to help this person see value in that INTERDEPENDENCE and facilitating opportunities to incorporate that into practice more often will definitely still be on my radar as far as a growth target.

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The reflecting conversation I had allowed me to take a back seat and really listen to the teacher. By letting the teacher drive the conversation, I was able to be more present in the conversation and the teacher was able to have ownership in the process. The conversation reflected on the teacher's decision to begin using the comprehension modules that focus on retelling to help her students guided reading levels increase. After we had analyzed her MOY data, we noticed a trend in the data. Students accuracy rates were not the problem. Most students were scoring poorly on the retell portion of the running record assessment, thus many students were showing poor growth. After the teacher began incorporating retell mini lessons using the comprehension modules and using these same modules at the guided reading table and during Daily 5, we met to reflect on how this was going. By allowing the teacher to drive the conversation and by reducing the amount of "advice" or suggestions I offered, this teacher now feels more confident in analyzing data and implementing changes in the classroom based on this analysis.

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A teacher I have been working closely with to help improve her guided reading levels (some of her students are showing very slow growth), has a high state of mind in interdependence. She collaborates well with others and seeks help when she thinks she needs it. Her low state is efficacy. She doesn't believe in herself and is constantly underselling herself. I believe this teacher could really be a leader for her grade level, which is in need of a leader.

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I have been working with a teacher who has been demonstrating a low state of mind in regards to Guided Reading. The teacher would say things regarding her inability to do it well. When reviewing with her, her common response was that she didn't know these things. I had to hide my frustration because she had been through the trainings, watched the videos with me, seen Dr. Carolynn's PD...everything. It was a good reminder for me in that we can be effective agents of change by helping teachers set goals, holding them accountable to those goals, and providing quality feedback.

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I had several of these conversations with teachers. I quickly found out that all lessons went exactly how each teacher planned them. They were so good, they wouldn't have changed anything. This has opened the door to some planning conversations. Most teachers had just anecdotal proof that students showed mastery, nothing concrete they could look at and discuss. Unfortunately, I never got to the last question set about what the other person learned.

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One of our first year teachers asked for help planning a mini-lesson using one of the comprehension modules.  I was able to stop in and observe her modeling the strategy and after, we had a reflective conversation about how it went. On my end, I found it difficult to stick to the planning mat, mostly because I am used to more informal talk and collaborative conversation and it didn't seem natural. This is definitely something I will continue to practice. I liked the idea someone above used for jotting a few phrases or questions down in a notebook.  I also think a checklist might be helpful for me as well. The one thing that came out of this reflection was the importance of modeling the expectation for students. The teacher noticed more students engaged in their independent work and she now sees the value of not skipping this important step.

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For this assignment, I chose a teacher I have been trying to figure out all year. This teacher is very outgoing, organized, and is seen as a leader by her colleagues. These great qualities lead me to believe the high state of mind is efficacy. This teacher truly believes their actions will have positive results on students. The low state of mind for this teacher is flexibility. Although this teacher seems excited and passionate about the work, they are unwilling to try anything "new". This reflection has given me some ideas for working with this teacher in the future.

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1. We had one individual who was struggling with committing to their application of everyday classroom management.  Asking, "How might you ensure that you maintain focus?" and then paraphrasing and asking the question again helped the teacher see he was doing a lot things to ensure focus in his mind, but he wasn't executing them with fidelity.

2. There is a question in the book "what is the most important thing we need to talk about?"  I have been using this summarizing impressions question when having pre conferences with teachers.  It has really opened up the conversation and most of the conversation comes from the teacher.  Hearing their evaluations of what has been most important has helped me focus on what I can provide support for during the next 4 weeks.

3.  Analyzing the casual factors by asking about the comparisons of how the lesson was planned to envisioned to how it was taught; I have found again puts the conversation with the teachers and you hear and see them instantly evaluating and inferring about the lesson.

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We had a teacher who didn't start teaching this year until after Fall Break due to a leave.  She is a veteran teacher who was of a secondary mindset.  Instantly, the low state of mind of flexibility was on display (still is) for wanting our school to be more of a middle school and for things to be "the way they used to be."
It has taken me a while to sift through the comments and unwillingness to adopt to the Edgewood Family to see that this teacher has a high state of mind in Craftsmanship.  Her classroom is always engaging, she makes sure her department is all on the same page, and she will share ideas with other teachers.
Unfortunately, I am seeing the inflexibility bleeding into some of the craftsmanship conversations.

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I appreciate the questions in Chapter 5. It has helped guide my pre and post conferences with teachers especially at the end of the year. Its easy to focus on the "busy" when we want to help them finish strong. I have utilized the mat several times to help guide my reflection conversations with teachers. we have used the question about what is the most important thing we need to talk about. Some conversations were tied to data while other focused on a pd we offered on word work. Some teachers felt that they still wanted to refine their word work lessons. Another reflecting conversation revolved around an IA situation with a teacher. The IA has been struggling and we needed to work together to reflect  on what is working and what changes we can make to help the IA succeed.

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I chose to focus on a new teacher to our building, but had taught previously. She has had several experiences as a teacher and worked in a small school. Her efficacy was high, but her flexibility was low. She was confident in her knowledge and teaching, but she was unwilling to adjust to our practices. This took some time to figure out as small conflicts arose with other teachers in the building with the teacher and it came down to the teachers ability to be flexible. Working together towards a common goal is important and realizing that both sides must compromise.

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- Be conscious about how you listen and clarify the adult's feelings
- Remember not to ask questions before you are supposed to
- It's okay not to get to a solution after the first meeting