# data[].attributes.body
Agree
- Partnership approach to coaching
- Dialogue shows the gaps in our thinking
- The goal is for the best idea to win, not MY idea to win

Aspire
- finding the "why" --> taking on and understanding the role as coach
- having everyone be a teacher and learner
- Voice - open, candid, and friend-like conversations so teachers feel comfortable expressing concerns

Argue
- Choice - What to do w/ those who don't choose for help?
- Reciprocity - maybe teachers will get comfortable enough to go to ANY teacher or colleague for help rather than just those who hold it by title?
- Explain teaching practices - does adapting practices, while important for different teaching styles, affect how effective the strategy is? should we strive more to follow the strategy with fidelity first and then find ways to bend ourselves to it?

# data[].attributes.body
Agree-
It was a reminder of how we should be interacting with each other. The 7 principles stuck out to all of us. We agreed on acknowledging the value of the teacher identifying what they need to work on versus the top-down approach. It has to be meaningful for the teacher.

Argue-
There are times when choice isn't an option because there are certain things that are mandated & need to be implemented. The ownership gets taken away but it has to be done at times.

Aspire-
I want to do it all & do it well! Praxis is something that is being conscious of. The instructional coach making sure that they are viewed as not just a content teacher. The partnership is something that is being aspired to, to be viewed as a partner & equal.

# data[].attributes.body
I am currently in the fear zone as we move through this course, while I have been teaching for a while and I see myself as a leader of students, I struggle seeing myself as an instructional leader. I am not yet to the growth zone, I'm still in the learning zone. My goals seem small as I struggle through overcoming my fears and working into a better understanding of myself as a leader.

# data[].attributes.body
My greatest fear/growth experience in my career was transitioning from instructional coach to principal. My most current, however, has been this past school year. This year, I felt a lot of fear after a summer of reading and learning about the Science of Reading research. I knew that as a leader, I couldn't ignore the research, but I was rocked to my core. The research challenged many of the practices and assessments that were firmly rooted in my teaching of reading. I was VERY uncomfortable not having the answers or knowing how to lead my staff through something that would challenge us all. Our staff has embraced inquiry, and have moved into the "learning" zone together. We questioned our previous techniques, learned new strategies, and are implementing what we've learned via PLCs. It's exciting that we're starting to see the results now in our students. Just today, Joy was sharing how she was reading with a 4th grader who verbalized what she'd been learning in class and how she was using it to decode. :) As for the zones, I think we're now drifting back and forth between learning and growth. We're celebrating our successes but still learning as we do.

# data[].attributes.body
I've been in the fear zone many times over the years! In particular, I was in the fear zone when I first became an instructional coach. I found that I just had to keep my head up and keep pushing forward. There were days when I wondered if I had made a huge mistake. As the job expectations and description became a little more defined, I was able to gain confidence. I can't imagine not being a coach now. I hope to always be dancing between growth and learning. If I end up back in the comfort zone, it will be time to move on.

# data[].attributes.body
I always enter the fear zone when state test scores come out. Going into the test, I normally feel good about what I did with my classes, but when scores are not as good as I hoped, I lose self-confidence. It takes time to process the scores, then move to a better place in which I can see the positives and find ways to improve the weaknesses.

# data[].attributes.body
Most recently, I've moved through these zones while trying to support a student with severe behavioral challenges. I still find myself moving back and forth between the fear zone and learning zone. In many situations, I have a lack of confidence and fear that I will fail at finding a way to successfully support the student. I have also been stretched to think creatively, ask for support, and be willing to try different strategies, knowing that they may or may not work.

# data[].attributes.body
This is a "stage fright" one, but in high school I admired the kids who could get up on stage and perform in plays. That was my comfort zone, and my fear zone was getting up and doing the same. The fear of getting up in front of others and not being good enough could be crippling. Once I got the courage up to audition, supported by my friends, and realized that I wasn't the only one on stage, that I didn't have to know it all from the beginning, things got easier. I still was and am scared of it, but I learned some strategies to make it easier on myself and have the fun that I could others were having.

# data[].attributes.body
I moved from the fear zone to the learning zone when I joined Crossfit. I was incredibly uncomfortable about not knowing anyone and being out of shape. However, after going there more consistently I felt more confident about learning new exercises and knowing how to do things.

# data[].attributes.body
Coaches always say that athletics develops leaders, but I don't always think those same coaches do anything to increase their athletes' leadership capacity. I used to be one of those coaches. I was in my comfort zone of just focusing on coaching the sport. I have now moved on to hosting a leadership series over the summer to help them learn more skills. It was a difficult leap for me to take on that aspect but we are now starting to see the positive effects.

# data[].attributes.body
Going from a classroom teacher into the coaching role I can definitely relate to the phases of going from the comfort zone to the growth zone. Teaching in the classroom was 100% my comfort zone. When I stepped into the coaching role, I found myself in the Fear Zone lacking confidence and being affected by others' opinions. Now, I feel like I'm in a combination of the learning and growth zones in this role.

# data[].attributes.body
I look back to the times where I went from a special education teacher to an instructional coach or from an instructional coach to a specialist at our sped co-op as definite times of being in the growth and learning zone. The most recent I would say is when I moved from the elementary realm as a coach and became a coach at the middle school level. I always told myself that I would never be at a middle school, and here I am- year 2. I had a lot of time in the fear zone at the beginning, and while I can say for the most part, I am out of that zone, I still go between the learning and growth zone. I have definitely acquired new skills and gone out of my comfort zone.

# data[].attributes.body
When I became the instructional coach at Sommer, I was in the fear zone. The first year, I really lacked the self confidence I needed. I had to build my communication skills and become more extroverted, since I was very much and introvert. I am still in the learning zone and growing zones.

# data[].attributes.body
The time that I went from the comfort zone to the learning/growth zone was last September with my church. We had just fired our youth minister & my pastor asked myself & 3 other ladies to take over the ministry. At first, it was VERY overwhelming with correcting past mistakes & not feeling adequate due to not having biblical training. However, now that over a year has passed, we have many students baptized & each month I teach, I feel more confident. I have deepened my relationships with my church students & Christ due to this experience. I'm glad I stepped out of the "I'm not qualified" & am now training a 5th person to come on board.

# data[].attributes.body
My PEERS goal is to increase ownership in the classroom of spiral review centers through pre- & post- assessments, peer tutoring, & differentiation of material.

# data[].attributes.body
My PEERS goal is to get 12 of my medium to low students in Science B to give specific lab data to support their conclusions from lab work

# data[].attributes.body
To determine the high and low state of mind of the three people I spoke with, I listened to their voice and looked a their facial cues to see the things they were passionate about, which helped clue me into their high state of mind, but it also helps you see what they are dispassionate about which kind of directs you to their low state of mind.

This gave me insight for one of the people to help direct their anxiety in a positive manner, for another person it helped me to slow down and listen to their needs (both spoken and unspoken) to help encourage them, for the third person it helped me to understand their point of view and while we may not agree we were able to have a civil discussion about a topic and both learn from each other.

# data[].attributes.body
My PEERS goal is to set PEERS goals with 4 teachers I'm currently working with through observation feedback cycles by the end of tri-2.

# data[].attributes.body
I was able to determine the State of Mind of the people I interacted with by paying close attention to their body language, tone of voice, and the feelings and emotions they were exhibiting.

I think the biggest insight is that it has allowed me to slow down and really consider how I react and respond to each person I'm in conversation or conflict with. I've become much more aware of how intently I listen to others and how quickly I am to respond before really analyzing their state of mind and what they're trying to communicate.

I find it so interesting how often we, as leaders, will need to switch our response strategies daily depending on the states of mind of the people we are working with!

# data[].attributes.body
My PEERS goal is to have each of my first & second-year teachers (3/3) set a PEERS goal following their next observation.

# data[].attributes.body
Having a deeper understanding and awareness of the five states of mind has definitely improved the effectiveness of my interactions with others. Watching body language, listening closely, and paying attention to emotions and behaviors provide powerful information. Being able to identify another person’s state of mind has helped me be able to more accurately determine whether the person may need support shifting onto a different level of thinking. This information also helps guide the conversation to be more productive and strengthen my rapport with others.

# data[].attributes.body
I was able to determine the State of Mind by closely listening to what was said, watching body language, and emotions being portrayed.

Having the insight about what State of Mind people are in is very beneficial as I continue to collaborate with colleagues. It has helped me to better navigate the conversations with each individual person and develop better working relationships.

I find it interesting how the States of Mind can change depending on the situation and/or comfort level of the individual.

# data[].attributes.body
Increase student A’s letter sound knowledge by 6 sounds through multisensory opportunities such as using a megaphone, shaving cream,  fine/gross motor skills, songs, sand, etc. by the end of Trimester 2.

# data[].attributes.body
Craftsmanship was the high state of mind of the first person.  He is very detail oriented and wants to do everything that he can to make sure he is doing to correct things.  Knowing this about him, I know that he is always looking to get better even if it means he is making things too complicated.  He and I work together to make sure that he does not let this overwhelm him as he strives for perfection.

The second person I worked with has efficacy as a high state of mind.  He knows that he is in control of the classroom and that his decisions determine how well the students achieve.  He is optimistic that he can improve the situation in his room through his hard work and dedication.

The last person I spoke with has a high state of mind of interdependence.  He understands that decisions affect the collective and that knowing this allows us to make the decisions that will improve our team. This also comes through in his decision making approach because he is always looking for ideas from other people and relies on the strength of the team.

# data[].attributes.body
Being able to determine a person's state of mind is very beneficial when coaching and working through something with someone.  Knowing how to approach a conversation through examining their body language or listening carefully to what they are saying helps me to understand them better.

One individual I encountered had a low state of mind in flexibility.  This particular person doesn't handle change well, and how I talk to this person about change, I have to go in very carefully, so they are comfortable and not overwhelm this person.

Another individual that I had a conversation with had a high state of mind consciousness.  This person is very focused and the conversation went very well and a lot easier than the previous individual.

The final individual that I spoke with had a high state of mind of craftsmanship.  This individual takes pride in her work and her classroom.  She lets everyone know what is happening in her classroom and set high expectations for herself and her students.  This individual is very hard on herself because of the high expectations that she sets upon herself and often can't accept that something are out of her control.

By getting to know a person's state of mind, I can become a better listener and communicator, and strengthen my coaching ability.

# data[].attributes.body
At least 24 out of 27 students will be engaged/on task during my reading lesson.

# data[].attributes.body
I was able to determine the individuals' states of minds based on what they said to me or others, their body language, and their actions. Knowing their state of minds (low or high) helps me to understand what's important to them, what questions to ask them, and how to better support them.

One individual I spoke with has low flexibility. I know with him it's important for me to listen and for him to feel heard. I can offer ideas but I understand that change for him is going to be slow and subtle.

Another individual I spoke with had high efficacy. She was very busy with work but was excited with some of the changes that had been made and the projects she was working on. With her, the conversation was much easier, I could ask her questions and even if she didn't have an answer she enjoyed brainstorming with me.

# data[].attributes.body
My PEERS goal is to set PEERS goals with at least 3 out of 5 first year teachers by the end of the second trimester.

# data[].attributes.body
The first time I went through the 5 states of mind, I was a bit overwhelmed maybe a little confused.  After going through it a second time, it seemed to make more sense to me.  While we were engaging in our exercise, I was starting to identify teachers and their states of mind.  Teachers that are easy to work with, those that are not so easy to work with, and all in between.
When I am working with teachers and thinking about their states of mind, I look at how they approach questions, how their body language is towards me or other staff members. I think about those teachers that volunteer for everything and those that stay to themselves. By looking at these finer details, I can use what I know about states of mind to help build relationships and hopefully get them out of their comfort zones.

# data[].attributes.body
My PEERS goal is to have my students ask more meaningful (DOK levels 2-4) questions of the texts they read, as evidenced by 80% or more of students moving from asking one to asking three "open-ended" questions per text to propel conversations in small groups.

# data[].attributes.body
Thank you for the image, Nikki!  It was very helpful when I went back to review the different states of mind in my notes and the slides from the last meeting.

When I stopped to think about the states of mind of some of my colleagues (and admittedly, then, myself), I found it easier to parse through everything if I already had a rapport with them - if I knew their default level of sarcasm, their "normal" posture or body language, etc.  If I had that as a baseline, I could tell much easier than peers I didn't know as well if they were acting out of character, being guarded, etc.  I was surprised, though, how often some sentiments were directly stated.

The one that comes to mind had Flexibility as the High State of Mind.  In this conversation, as well as previous ones, the academic goal never changed, and the teacher was always open to trying new things to get there.  Sometimes they would come out and ask for advice; other times, like the most recent one, I gathered from other comments - what the questions and conversation kept circling back to - that they were looking for an idea or two, and that made it easier to  troubleshoot.

The same conversation showed Efficacy as being the Low State of Mind -- not on the academic goal, but more on the behavioral.  They directly stated that they were unsure what to do, and there was body language to support that it wasn't just sarcasm.  My reaction at the time was to try and offer advice; however, my Chapter 3 reading has me thinking that maybe I shouldn't have done that.  It might have been a better time to just listen and let them emotionally process the situation before trying to move forward with anything.  (In hindsight, my logical suggestions were like the rider trying to control the emotional elephant -- lopsided and unlikely to work until the elephant was calm.)

# data[].attributes.attachment_caption
This picture really helped me with more character traits for each of the states! 

# data[].attributes.body
I was able to determine the state of mind over a few conversations & body language while talking. Below is an example of one of the individuals, which will help make more sense for what I mean :) ! This exercise helped me tremendously because I picked 3 people that I don't interract with on a daily basis or haven't had to in the past but am now. This will help my professional & personal relationships with them.

Example of one person studied-
High = Craftmanship- this person has many "to-do" lists to help them stay organized & wants to succeed in the correct order of operations, for a lack of better words. With conversations, they are constantly stating "what's next", "what do I need to work on next" & so forth. Their outward body language is very "I have my life together", even if that might not be the case at all times.

Low = Consciousness- this person is unable to make decisions on their own & is wishy washy with expectations. It will come over time with the trade but for now, I see a lack of decision making for even the smallest details. The body language is frantic at times when multiple things are happening, even though they still want you to believe they have it all together as previously stated. The conversations are very "what do you think I should do" versus "I am going to do this...". There is definitely a dependence on someone else for basic things. It's not a "I want to bounce ideas off of you". It's a "I'm not sure what to do with this."

# data[].attributes.body
My PEERS goal is to engage students in Math more effectively by implementing review stations three times a week.

# data[].attributes.body
My PEERS goal is to increase student risk taking when engaging with new material in math class.

# data[].attributes.body
My PEER Goal is to increase my students' collaboration time during small group instruction, to minimize my teacher talk.
By video taping the lesson, I will record the number of times the students collaborate during the small group to get a base line, and increase the number of opportunities to 2 more times during a small group lesson.

# data[].attributes.body
I feel like I am strong in Reflection. I often spend the whole car ride home thinking about how things went for the day and what I can do going forward to continue growing and continue the growing of others. I think I am able to step away from the "activity" of whatever is going on and spend time simply reflecting while not in the moment.

I feel like I want to work on Voice. I think in the new role I am in, often people feel like they can't use their voice with me. I am working on building relationships that allow others to feel that their voice is valued while still maintaining the professionalism required in my role.

# data[].attributes.body
11- I’m in a good place. However, I still am relying on my team for support as they are me.
20- I would like to feel like I have it all together.

# data[].attributes.body
18 - Glad to be here with my team
12 - Hoping to grow stronger as a team and be a partner regarding the improvement of instruction in our school.

# data[].attributes.body
I am a 1 because it’s a hectic with week with lots of daily challenges. BUT I’ll be a 20 at the end of the week because things always work out!

# data[].attributes.body
14-I have been in free fall working on all the things

# data[].attributes.body
I am 4 on the tree blob. Trying to catch falls but I miss a few. I am trying to see who/what needs help and is it the right time to intervene. I would love to be 9.

# data[].attributes.body
Tree blob- Morgan

I am number 1. This is a very busy week with conferences and family commitments. I am hanging on but feeling a little stressed.

I would like to be 9. Number 9 looks like he’s having fun and is care free.

# data[].attributes.body
Today I am 3. I didn’t sleep well, but I’m trying to get going. I could probably use a bit of help from another friendly blob.
In the future I’d like to be 10, arms wide open and ready for whatever comes my way.

# data[].attributes.body
15-feeling confident enough to be out of the building today and that I can let go with one hand but still hanging on a bit.

20-I want to be able to just be able to pause and admire the work done around me and just celebrate success.

# data[].attributes.body
#1 - Hanging on to the beginning of the trimester, trying to balance a new schedule and the holiday season.

#10 - Ready to cheerfully take on everything..."with arms wide open" (thank you Creed).

# data[].attributes.body
I would say that right now I am number 1. I am feeling a bit overwhelmed but still in there. I would like to be 15. Much more relaxed and moving forward.

# data[].attributes.body
Today= 14 because we have conferences this week & all the holiday rush makes me feel like I'm falling off the branch.
Future= 15 because all the craziness will be over 🙃

# data[].attributes.body
Today, I feel like 13 because I am trying to work through something but don't feel like I am getting anywhere. I would like to be 16 to help other rise up.

# data[].attributes.body
7. I’m still holding on but also wanting to help others.
10. Looks content but also has a little farther to go.

# data[].attributes.body
I think the Partnership Principle I currently do well is Reflection.  While I like to think I'm reflective in my own individual practices (albeit, perhaps not as timely or quickly as I could be), I can credit PLCs with giving me the opportunity to parse through student data with colleagues, identifying discrepancies, brainstorming possible causes, and then deciding on changes for next time based on those data.  I can personally reflect to the point of paralysis if not I'm not careful, so engaging in the team reflection helps me stay moving forward, too.  (I guess in that way, reciprocity is a valuable thing for me, even if I don't know it as it happens.)

This principle is definitely not the only one I need to improve on, but the one that sticks out to me the most, maybe because of the Jim Knight article we read, is Praxis.  It's one thing to reflect on an idea and think it's great; it's another thing to actually and repeatedly put it to practice to try it out.  I think what usually stops me is fear.  It's honestly fear of a lot of different things, but I think it's mostly fear of never having done it before and losing the control and confidence I have with things I've tried and trust.  On the flip side, I am more than happy to go out of my way to help others try new things, so perhaps that's good for coaching, but when it comes to "coaching myself," I'm a bad partner in that respect. How can I improve? I think sometimes, for my own fears, it's that I don't have a good image of what something really looks like in practice, so I build up "perfection" in my head and know I can't meet it; if I have a realistic idea of what a strategy or practice looks like, meaning I've seen it action rather than hypothetical or theory, that could help me get over my own fear. As a coach to help others with their own praxis fears, making sure I've created spaces to actively try out a practice before it "gets published in class" for the first time could help, too.

# data[].attributes.body
I believe the principle I'm currently doing well is Choice. Our staff culture is fostering greater trust and safety. I don't want there to be a sense of top-down power, but one of authenticity and choice. I'm intentionally approaching interactions and conversations as partnerships, positioning staff as collaborative thinking partners, and allowing each person's ideas and thoughts to be valued. The goal is for teachers to realize they have meaningful choices about their students' learning and their own. They are experts and have permission to be decision-makers, who choose their goals and decide which practices to adopt and how to interpret data.

As my next step, I'll also focus on the principle of Equality alongside Choice. I'll continue to act in a way that communicates that I don't see myself as having a higher status than those who work with me. We each have different roles, but can share ideas and make decisions together for the best of our learning community.

# data[].attributes.body
The partnership principle I do well with is equality. I feel like I help my team to share ideas and make decisions together. I listen well to what my teams needs are, both spoken and unspoken. I feel like right now I struggle with reflection. I find that I do not take/make time to sit down and think about what I need to do to improve and grow as an educator. Maybe I start small by writing down twice a week two or three sentences about what has worked and not worked as a educator, while I do this I need to shift the focus to my actions not what the students did/did not do.

# data[].attributes.body
The partnership principle that I believe is a strength is reflection. As teachers, we always reflect on lessons, tests etc. to understand what worked and what didn't. However, I feel that sometimes my reflections are not based on concrete facts, but more on 'feelings'. This may only be true for English teachers. PLC and data collection has helped reduce this, and requires me to look at what the data shows, not just what I 'feel' to be true. This then leads me to my greatest weakness, and that is praxis. Over the past few years, I feel confident in my ability to analyze the data and identify areas of weakness, but I am not always good at identifying how to use this knowledge to improve instruction. I know I need to do something, to change something, but I don't always know what I need to do specifically.

# data[].attributes.body
The principle I feel is more of a strength for me is dialogue. My grade level partner and I have a great partnership. At our weekly planning meetings, we are both very open in sharing ideas with one another and asking questions. I love to hear what my teaching partner has to say and find our weekly planning meetings to be very valuable.

The principle I feel I need to improve upon is praxis. We have had some awesome PDs this year on using decodable readers and giving mini lessons. I want to be more intentional with applying what I’ve learned in the classroom. This will require setting aside time to plan out instruction based on what I’ve learned and being consistent in following through each week.

# data[].attributes.body
Currently, I feel my strongest partnership principle is dialogue.  My director of student services and I spent a great deal of time with some department heads individually discussing our schedule for next year.  A large part of that conversation was all of us reflecting together and asking questions of one another regarding our instructional philosophies and beliefs and trying to push the conversation to focus on what data is needed to drive our decision making.  The conversation felt genuine and all seemed to feel heard from my perspective.

I wish to improve upon praxis.  I’m great in chewing the fat with others, but setting up the scenario with clear cut goals in how to engage other educators in having a plan to change their practice is a place I fall short.  I can do it for myself, but must grow in sparking that change in others if I’m to be truly effective.

My steps are establish a clear and specific goal for a staff member or department.  Next is to identify the strategies and resources needed to achieve that goal.  Last, is to develop a plan that addresses helping support that educator in believing they can achieve that goal.  This plan will require consistent feedback mechanisms throughout the process, as well as space to celebrate victories, no matter how small.

# data[].attributes.body
My strongest partnership principle is reflecting.  I have to really reflect on my practice of coaching daily.  How I am engaging with my colleagues, is so important, and as I am learning more and more this year, I am reflecting more and more.  I am asking more reflective questions in our meetings.

Area I still need to work on is voice.  Trying to find that open and candid conversations can be tricky for me.  I feel that some of my colleagues are not, as willing to open up and express themselves, because they haven't viewed me a sounding partner and but are looking at me, as an evaluator, which I am working on building that trust.

# data[].attributes.body
My strongest partnership principle would be reflection.  I think the only way to improve is to put purposeful thought into what you are doing.  You have to constantly reevaluate what you are doing and if it is currently working.  Adjustments will need to be made, but that will require thought reflection.

The principle I struggle with is choice. It can be difficult at times to not steer others in a particular direction. It is an urge that I have to better about resisting when coaching other teachers.

# data[].attributes.body
When looking at The Partnership Principles, I would say my strongest would be reflection.  Just recently, I developed questions for our departments to review together at the end of Trimester 1.  The questions were directed towards their curriculum maps and the PD we worked on this trimester.  I was able to sit in each meeting with the departments, and every group had meaningful and productive meetings.  They were open and honest about the past trimester and all seemed to leave knowing where to go next.
A practice that I struggle with is dialogue. In some instances, I can have an engaging dialogue with my peers. At other times, I need time to process what is being said, and I don't always have something to come back with right away, and I think that is expected of me sometimes. If I don't have an answer or a comeback right after my peers speak to me, I feel that I am being inadequate.  I need to be able to think quicker on my feet and not take as long to respond.

# data[].attributes.body
The principle I feel  the strongest in is voice. My co-workers and I  often have conversations about best practice, data, student behaviors, etc. During these conversations, we seek the advice of each other and share our ideas. We feel safe to be  vulnerable and honest about our struggles but can celebrate our successes.

The principle I struggle with the most is reflecting on what I learn and new strategies that I implement. I feel as though I sometimes rush through things and try to get as much done as possible without taking the time to reflect. Without reflecting, I can sometimes lose focus on the task at hand. I need to make sure I take the time to reflect on my own teaching as well as help those I work with reflect on theirs.

# data[].attributes.body
I feel that I do well with the principle of reciprocity. My teaching partner & the district 4th grade team have a great working relationship. We often bounce ideas off each other, while making each other feel heard. We see each other as equals and strive to become better educators and learners for our students. At the building level, my partner & I collaborate with our special education department to make sure that all student needs are being met.

The principle I feel I struggle with the most is praxis. I enjoy learning new things. I enjoy attending professional development but when I get back to my room, I often don't take the time to delve deeper into what I learned. I have multiple ideas to try with my class, it is just finding the time to actually apply what I've learned. I will work on this weakness by taking the day after I return & coming up with an action plan.

# data[].attributes.body
For me, I think the principle I use most effectively is reflection.  When I'm working with a teacher, I frequently ask open-ended questions that require reflection. Additionally, I try to model the reflective work I do as a learner myself to show others that I value the thinking that takes place during when learning and growing.

I would like to work more on the principle of choice.  I occasionally find myself asking questions that guide someone's thinking, even sometimes leading them more towards the "choice" I think will be most impactful/efficient/appropriate in regards to meeting our school's goals.  What I would like to do more of is to encourage more teachers to take ownership of their own decision-making process.  That process includes considering options, possible outcomes, predicting the impact of the decision on school's goals, and reflecting on what was learned from that decision.  I hope that will foster teachers efficacy that they are capable decision-makers, and not just rule-followers.

# data[].attributes.body
I think the principle in which I am the strongest is dialogue. I believe I give others a chance to voice their opinions and ideas, through questioning and active listening.
I would like to work more on the equality principle. Sometimes while working with new teachers, it's easy to fall into the trap of giving more of my own opinion and experience, rather than making decisions as equals. To create a more equal partnership, I need to focus more on the reflective and reciprocity principles. By co-creating ideas, as stated in the book, I'll be working along side a teacher, giving that teacher the opportunity to learn, grown, and feel empowered.

# data[].attributes.body
Agree:
Equality- being a partner with the person your working with as apposed to them feeling you are above them.
Weave professional learning and coaching throughout the school culture and people will choose to seek that out themselves.
Argue: You have to know the readiness level of some teachers and some teachers need to just be given more directed coaching on what to do.
Aspire: To be a partner in teacher learning. To listen and ask questions more and talk less.