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Co-teaching relationships- specifically with AD

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inconsistency of support when calling for admin/student support team & needing more clarity on conduct referrals & managing student behavior (what is tier 1 vs. tier 2 and 3...what happens at each stage with consequences...how are we closing the loop on communication..etc.)

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love the grade level and collaboration

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bridge.

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Teacher reported that the only follow-up received after conduct/call for admin help is the message that bumps out from X2. This teacher requested that a focus on restorative conversations between students and teacher or student and class would be hugely beneficial in reparing relationships, putting our focus on the importance of the learning environment, and establishment of clear boundaries around our expectations in the classroom. This feedback is from a teacher who is seeking other opportunities.

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Three teachers reported a lack of visibility/support by mini-school admin and principal. One of these teachers is seeking out new opportunities.

One of these teachers elaborated to say that they felt a relationship did not yet exist that would allow them to speak openly to VP/Principal about concerns. They acknowledged that this can take time to develop and that they wanted this kind of relationship to develop.

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We are sending mixed signals about whether or not we trust our teachers. When leaders are not available for PLT, teachers are given agendas to follow and facilitate their own meeting. While we as leaders may see this as trusting teachers to carry out the work, some teachers see this is a lack of trust on our part to get their work done indepedently. Why do they need an agenda? Why can't PLT just be canceled. Inconsistent practices school-to-school. Not leading to a retention issue but was constructive feedback that was shared.

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Teacher reported appreicating the different ways we each leave feedback or notes after visiting a classroom. This teacher was able to name the different ways Shammah, Jillian, and Kate M have communicated feedback and appreicated how each individual provided feedback in a way that felt like it was authentically "them."

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A teacher reported that there is a difference in belief about entering conduct vs journal. For example, a student was physical with the teacher (kicking/hitting) but was managed by the teacher because the teacher feels strongly that she doesn't want admin coming in to manage a situation she can get under control as that undermines the teacher's auhtority in the classroom. The teacher was told that the entry in X2 must be a journal because it was not handled by an admin. However, the teacher feels strongly that physicality should always be a conduct referral regardless of who manages the situation. This teacher is planning to return.

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Music teacher wants a full sized classroom

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A teacher reported that specialists teachers need their own space for instruction. Using gen ed classrooms means the teacher is forced to look for a space to work (often challenging and results in unproductive prep time) and classrooms are not kept in the same condition (creating more work for the teacher in terms of cleaning up their classrooms).

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Teacher named having a good balance between what is 'required' and teachers having flexibility.

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Not a retention concern but teacher named that there is inconsistency in the use of bulldog bucks and incentives across the school which makes it hard for her to buy into the system.

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The K team shared that the number of 1:1 assessments is taking away from small group instruction. Almost all assessments must be given 1:1. Not a retention concern but a real obstacle in meeting kids' needs.

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Push-in SEL lessons have been successful in K! Is there a potential impact for other grade-levels?

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Starting over with a new team 2 years in a row is hard on staff and is part of the reason 1 staff member is seeking out other opportuntiies.

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A teacher who has worked in our building during the years of chaos, improvement, and turn-around reported that she felt like we are missing consistent implementation of school rules and policies. She said, "All staff have to be in at 100% otherwise it becomes ineffective." She went on to discuss hoods up as an example (while acknowlegding this is true of more than just hoods). Because it's not implemented uniformly across the school, when students transition between classes or from one teacher to another for interventions, etc there becomes a power struggle between student and teacher. How do we hold teachers accountable for upholding all school rules/policies? How do we create policies/rules that we can all uphold? (i.e. it's okay for a hood to be up during class but not in public spaces)

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In some grades students are on behavior charts that are managed only by the teacher. In other grades some students are on charts that are managed by teachers but students check-in and out at the beginning and end of day with SAC, SEL Liason, or VP. This teacher thought that consistent protocols for ramping up CICO from solely teacher managed to teacher+support person would benefit our school.

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What happened to our 1x/month school-wide PBIS incentives? Cookie parties, dance parties, bounce house, etc. Yay for bringing back Shamrock Shakes. Without the school-wide incentives, PBIS becomes a much bigger lift for teachers and students genuinely looked forward to the big school events.

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Appreciated the PD offerings this year at the district and school level. Would like opportunities to more fully develop content knowledge by attending PDs which look at specific componenents of instruction in ELA.

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New teachers have shared with veteran staff a frustration that student behaviors are being brushed off on the premise that the students in question have emotional problems so we can't do anything about it.

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Teacher expressed wanting to be able to incorporate more SEL support but not knowing where she should start.

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The teacher expressed concerns that there is not a clear follow through system that happens immediately upon a student issue. She cited two students who nearly fought in her classroom last week that she reported and still have not yet had a consequence from other staff members/leaders. By the time students get consequences they might have already forgotten what they did to earn it.

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The teacher expressed that students across homerooms and grade levels don't really know each other or have a culture of joy in the building. She named wanting more cross-grade level competitions or events that would lead to a greater sense of camaraderie among students.

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A teacher elevated that over the last two years, students' SEL needs have grown beyond her knowledge, skills, and capacity to meet their students' needs.

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Sharing inclusion

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Being in a position that teachers feel passionate about.

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This teacher recognizes that teaching staff covering recess is our best option for the smoothest recess periods. She suggested that when non co-teaching staff are the recess coverage that we schedule them into that classroom during the month of September, regardless of whether or not that teacher NEEDS the support. The purpose is about building relationships with kids, learning call and response techniques, and community interaction.