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Luckily, I am quite familiar with the Danielson approach or I would have been totally overwhelmed by the downloads! The table which links her Framework to the Standards of Effective Practice is useful, since they align so closely. My first tip for native educators is 1) The Danielson approach is particularly "Western" with its emphasis on orderliness, segmentation of instructional practice into constituent parts rather than teaching holistically, its prescriptiveness, etc. Therefore, consider alternatives: be more holistic, embrace the chaos of the classroom if all students are fully engaged in learning, follow hunches as much as tightly structured frameworks based on "science." I note the consistent research which shows there is not one single best way to teach, that those who embrace chaos theory can do as well as or better their concrete sequential peers. Tip 2: The one major assessment per year model for performance assessment linked to advancement is overwhelming and must be dealt with through guided mentoring which destresses the event and makes mentees more confident in the strengths they have rather than being more overwhelmed by fear of shortcomings. Tip 3: Even though the stages of proficiency and professional growth are often linked to terms like "novice" or "tenured" teacher, they should be ignored. In our profession, we are all lifelong learners and therefore on the same footing even if our experience makes us more or less adept at what we do. The innovative ideas and creativity of novice teachers is just as important as the saged advice of tenured teachers. In this regard, however, native educators appreciate and seek the advice of elders (whether or not they hold a degree) because life experience is always valued more than anything else (e.g. college degrees, professional status, or "booklearning"). Tip 4: Don't assume learning should always take place in classrooms where the floors are polished and seats are aligned in rows with a SmartBoard in the front. If we are to learn how to care for Mother Earth, we need to go where she is and observe what she teaches us every day of our lives.
The coaching stems are effective questioning techniques as presented, and I guess the only tip I would have in that regard is to use them!

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If I was a mentor to a new teacher, I could see myself using coaching stems when talking with my mentee. A lot of times I know what I want to communicate, but I'm not sure exactly how to say it or even how to begin to say what I want to communicate. Coaching stems guide mentors in communicating effectively with mentees.

I was not familiar with "The Framework for Teaching Evaluation Instrument" by Charlotte Danielson until now. Each domain of the framework (planning and preparation, the classroom environment, instruction, and professional responsibilities) includes teachers' responsibilities which have been shown to support student learning. A description of each responsibility is accompanied by a rubric to identify a teacher as unsatisfactory, basic, proficient, or distinguished in that responsibility. Each responsibility also includes possible examples to help a mentor who is identifying where a teacher is at in that responsibility. These rubrics can benefit both mentors and new teachers. Mentors can use these rubrics as guides for supporting new teachers in fulfilling their responsibilities at high levels. New teachers can use these rubrics for self-reflecting and developing the understanding and skills they need to improve student learning. I would use coaching stems in my conversations with a new teacher about where he or she is at in regards to the different responsibilities on the Danielson rubrics.

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I really value the coaching stems. I have used some of these before, but many are new. I particularly liked the instructional stems because they weren't "me" focused but instead framed the idea around collective knowledge and research, which gives the feedback credibility. In other words, it's better to say, "The research shows that.." then "I think.." When I first began coaching I would have stems written down for each Danielson component so that I could better facilitate the conversation. I have found that often in coachng it is about getting the sentence started in a smooth way that was the challenge. Once I had the prompt the meat of the sentence flowed more easily.  It was a matter of picking the best prompt for the discussion. I am very familiar with Danielson. I spent a year in QComp studying them and then sent this year doing more evaluations based on the components. I think they are extremely well written and thorough in their design. I think we would do a service to all teachers by educating them directly in PD sessions on these and not just through appraisal opportunities. Understanding Danielson is a great way to learn how to be an effective educator. The fact they are used for evaluation is great, but they have a larger purpose than just that evaluation. Exploring the true difference between proficient and distinguished in feedback and assessment, for example, allows the teacher an opportunity to really reflect on their practice and consider what they might do to make that step forward. But without understanding, the perception is that the difference between proficient and distinguished is more arbitrary or simply comes through years of service.

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Amany Elaraby :   I have found the coaching stems to be very helpful tips for mentors especially when conducting crucial conversations, as it provides you with a lots of ways of  effective communication with you mentor . It guides you on how to ask questions as well as it defines the purpose of asking those question , so you would be reassured that you mentor will perceive  your messages well, and that would lead to the most effective outcomes . I am also familiar with Danielson Framework , as it is implemented by my school district, I appreciate that it is laid out very well, very detailed and it is considered to be self explanatory. It is also can be used as a tool that we guide through your teaching career and it would help you to reflect on your practices  which is very valuable and can help you getting productive results . I have also noticed that the domains are  in a chronicle order as each domain has to be fulfilled in order to be able to move to the next one . 

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Amany Elaraby :   I have found the coaching stems to be very helpful tips for mentors especially when conducting crucial conversations, as it provides you with a lots of ways of  effective communication with you mentor . It guides you on how to ask questions as well as it defines the purpose of asking those question , so you would be reassured that you mentor will perceive  your messages well, and that would lead to the most effective outcomes . I am also familiar with Danielson Framework , as it is implemented by my school district, I appreciate that it is laid out very well, very detailed and it is considered to be self explanatory. It is also can be used as a tool that we guide through your teaching career and it would help you to reflect on your practices  which is very valuable and can help you getting productive results . I have also noticed that the domains are  in a chronicle order as each domain has to be fulfilled in order to be able to move to the next one . 

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The coaching stems provide a lot of different ways to ask thoughtful questions for a specific purpose and help to move forward effectively.  Asking the right questions makes all the difference when it comes to figuring out the best way to support your mentee.  These stems help the mentor understand the mentee better and make informed decisions about how to support their growth.  The stems are open-ended which provides an opportunity for both the mentor and the mentee to learn from each other and to have a shared vision.
The danielson Framework for Teaching is utilized by the district I work in for evaluation purposes. It is laid out well, easy to understand and provides self assessment and reflection. While all domains are important, some may develop before or after others. New teachers may need to focus on domain 2, classroom environment, and "perfecting" it before getting to focused on domain 3, instruction. If the environment isn't working then learning can be affected. The framework provides new teachers a guide of areas to work on and a resource for setting teaching goals.

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I appreciated the stems because they gave different ways to say something. It gave suggestions for what type of language to use to get the best results. When mentoring or coaching, the language with use can create the biggest impacts on how what we say is received by the person we are trying to mentor/coach.
Because our school uses the Danielson framework, I feel fairly comfortable discussion this with a mentee. The domains are laid out nicely, and it's easy to pick one domain to focus on for a quarter. However, there is a bit of overlap which could make it confusing to new teachers. I could share with my mentee how I struggled with it at first, but once you get more familiar with it, it's fairly easy to use to create goals and evaluate yourself.
The one thing about the Danielson framework is that I still find confusing when using to evaluate yourself is which category I fall under.  For example, in one domain, I can say yes to three of the bullet points under "Distinguished" but the other four bullet points I say no to. Where do I fall? Am I "Proficient" or "Distinguished" for this domain? Before I can help a new teacher with this, I have to find the answer to these questions myself.

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I really appreciated the coaching stems sheet because it really helps give language to use to be most effective in mentoring and coaching. We have looked at these areas in the past but really seeing how they could be used was helpful. A big part of every part of the coaching stems is guiding the mentee to their own conclusions and helping them see that they aren't alone in their growth or in how they are feeling in a situation.
The Danielson framework is one I'm pretty comfortable with since our school system uses it for goal writing and evaluation. There's definitely some overlap amongst the domains which I think is helpful and could be problematic because it could relieve some stress of trying to be perfect in all of them but also overwhelm someone to not know which domain something falls in. In coaching and mentoring I'd try to help a teacher pick a domain and specific piece of it to focus on for a time as to not overwhelm them with trying to do all of the things at once. I think the coaching language and conversations about what is going well or not well would help a new teacher choose an area to focus on. I'd also try to play to their strengths a little to give them confidence in what they are doing so I'd help them for a goal in a domain using something they are good at but help them grow in a certain area.

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My mentor project stems from the Danielson framework for Teaching. Our school system uses the Danielson framework for all teachers when evaluating them. I think the four domains are great for breaking down what areas we need to look at in teachers and the sub-areas within each domain. I do think a lot of the domains have similar sub-areas with in each domain. I enjoyed all the information that is in that folder.
I really liked the coaching stems sheet. I think that would be helpful when working with colleagues that your are mentoring are able to go into more depth with mentoring/coaching. I think paraphrasing what the other person is saying in your own words is important for you and for the person you are talking to. I helps you understand but it also helps the other person understand how you processed what they just said to you. I use that a lot when I am doing with staff members and their complaints. I also ask questions back at them to put the ball back in their own court and help make a decision. I would like to spend more time on implementing coaching stems into my mentoring program.

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We use these rubrics in my district around our QCOMP program, so I was familiar with them prior.  I feel like all four domains have a ton of value with all teachers, no matter where they are at in their careers, but I remember focusing more on domains 1 and 2 in my first few years of teaching with my coaches. Then  I started layering on domain 3.  And finally domain 4 is where I moved to do the bulk of my professional development work in most recent years (while always revisiting the other domains).  In my opinion, domain 3 (Instruction) and all the elements within are where I see most teachers struggling to bring all the components together.

I find the rubrics incredibly valuable to support sometimes tough conversations with teachers around areas to grow and develop. Also, often they are most helpful when teacher's are able to self-reflect on areas they would like to grow. A good tool all around.

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*Suggestion Stems - Using the language of "we" noticed instead of "I" or "you" noticed helps the coaching opportunity to feel like a shared experience.  I'm going to remember this idea.
*Clarifying stem - "Share an example of..." I like how this stem puts it back on the teacher to give a concrete example. Could especially be helpful for a teacher speaking in generalities like "All my students struggle with..."
*Instructional stems were new to me - but are more of that direct "told" that sometimes we want to use with teachers. I have strengths within learner and input (per strengths finders) so I like collecting information in order to share and be helpful to people. Some of these stems were a good reminder that there is a place in coaching/mentoring to share things like "The research around this shows..." or "What we know is..."