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1. We look to other teachers to provide guidance and support for newer or struggling teachers

2. We encourage teachers to pair students together or create opportunities for students to work together to build relational connections.

3. Coordinate with existing support structures in the district

4. Foster connections among teachers and between community members through activities and discussions in trainings and in community building activities.

5. Skilled at looking at each person's strengths and building on those and relying on one another

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1. We collaborate with other support staff in schools to support them and/or coach.

2. Everything we do is through collaboration and feedback

3. Co-trainers

4. Team meetings/coaches meetings/supervision

5. Help teachers collaborate with each other through trainings, workshops, etc.

6. Partner with teachers on regulation strategies

7. Collaborate with community agencies, funders, partners, etc.

8. Collaborate with other teams within the agency

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1. We meet teachers where they are and use coaching to help them feel more empowered to make choices to help regulate themselves, ask for what they need and to work through struggles in the classroom.

2. Allow coachees to drive coaching sessions and content

3. Lots of participant talking in training

4. Help coachees understand how they can allow their clients, students, etc. to drive the conversation

5. Encourage student voice and choice

6. Teaching about relevance, respect, reward, and relationship in training, also teaching them about agency and control as a means of lowering the stress response

7. Collaborative Problem Solving

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1. We work with teachers and staff individually to help them meet their goals.

2. Working with participants and schools to adjust to their specific needs and solve relevant problems

3. Coaches can deliver resources, and coach in the modalities that work best for them as individuals

4. Reflective supervision

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1. Coaching and training are embedded in the existing school community

2. Sustainability

3. An integral part of the school community through being present

4. Part of the network of community supports in Franklin County

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1. We have goals to increase the use of the 6 Rs in the classrooms and school to create optimal learning environments.

2. Collecting and Reflecting on data

1. Survey of Current Practice

2. Training Feedback

3. Coaching Hours Log

3. Cycles of continuous improvement

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1. We are strength based when coaching teachers and staff by connecting their strengths to the 6 Rs. This helps them better understand the 6 Rs.

2. Encourage providers and teachers to stay curious about the strengths of their clients and students and to build on them

3. Utilizes individual coaches and team members strengths

4. Curiosity and strengths based is a theme in training.

5. Resilience factors= Strengths

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NOTE: We strongly encourage the agency to consider shifting this language to something like "Cultural Responsiveness"

1. We talk with admin about discipline numbers, disaggregated data for discipline to point to and discuss disparities.

2. Utilize race conscious examples in training

3. Encourage training participants and coachees to stay humble and curious about the unique backgrounds of their clients and students

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1. We are persistent in building relationships with our school staff.

2. We are always adjusting to the unique needs of our schools, organizations, and partners

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1. We work with PBIS and other teams in the schools to provide group coaching.

2. Work within existing teams in schools and communities

3. Decisions are made in teams

4. Diversity of opinions and experiences make our work richer