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How are others using Ai to assist in their coaching?

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How are others using Ai to assist in their coaching?

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Michelle Stockdale, UCR Teacher Education

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I was sent book one and book two early in the program from RCOE. I still use them. Often they are a springboard rather than a strategy that is exactly replicated but they are an often used resource

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What is an effective strategy to re-engage a candidate that is not really analyzing deeply?

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If a candidate ask why is it important to establish relationships with the students and parents what would be a great resource to share?

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If a candidate ask why is it important to establish relationships with the students and parents what would be a great resource to share?

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Arise  The Art of Transformational Coaching by Elena Aguilar

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Arise  The Art of Transformational Coaching by Elena Aguilar

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Cognitive Coaching: Developing Self-Directed Leaders and Learners
By Arthur L. Costa & Robert J. Garmston — the foundational text on the model      https://www.thinkingcollaborative.com/cc-resources?utm_source=chatgpt.com    Search YouTube/educational channels for “Cognitive Coaching Art Costa Garmston”   https://www.thinkingmatters.com/professional-development/cognitive-coach-course?utm_source=chatgpt.com

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This framework emphasizes the importance of both  coach and coachee self-reflection, patience, empathy, and adaptability while addressing resistance and unlocking potential in challenging coaching scenarios.

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How do you help/guide candidates to tell their struggles? I have a candidate who mostly responds that everything is good, when I hear from others that it is not. 

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How do you help/guide candidates to tell their struggles? I have a candidate who mostly responds that everything is good, when I hear from others that it is not. 

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Results-Based Coaching Tool (from: The Essential Guide for Student-Centered Coaching, 2020)

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What are some ways we can approach the teacher wellness CSTP that do not sound like surface level platitudes to avoid teacher burnout?

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What are some ways we can approach the teacher wellness CSTP that do not sound like surface level platitudes to avoid teacher burnout?

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Mentoring vs. Coaching Based Feedback (CALSA 2026) (2)

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Mentoring vs. Coaching Based Feedback (CALSA 2026) (3)

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1. Coaching focuses on student learning—not fixing teachers.
Goals and decisions are grounded in student work and data.

2. Use structured coaching cycles.
Cycles include goal-setting, pre-assessment, co-planning/co-teaching, and post-assessment.

3. Start with standards-based goals and clear learning targets.
These make instruction and coaching more focused and measurable.

4. Let student evidence drive the work.
Formative assessments and student tasks determine next steps in instruction.

5. Use consistent coaching moves.
Tools like micro-modeling, thinking aloud, and noticing & naming guide effective coaching conversations.

6. Feedback is strengths-based.
Coaches build on what teachers are already doing well.

7. Measure the impact of coaching.
Use tools to track how coaching affects student learning over time.

8. Build a supportive coaching culture.
Administrators, schedules, and systems must align with the coaching model.

9. Prioritize equity.
Coaching is asset-based and ensures all students have access to strong instruction.

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Question prompts to understand beliefs and reframe.

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Question prompts to understand beliefs and reframe.

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Cultivate curiosity

https://docs.google.com/document/d/1mNQnD9HeEIgumLgk4GRAkwP51RqMyIIgDeStrHxhN88/edit?usp=sharing

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Elena Aguilar - Three Step Coaching Beliefs Tool Instructions and Guiding Prompts

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https://buzzingwithmsb.com/2024/02/coaching-teachers-who-dont-want-your-help.html?srsltid=AfmBOoqZ2KklSXrNpmjxerGUqmjGprHkT3etsyEaDyNF2IKVPxEhQaTQ

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The TK companion guide goes along with this QTEL guide that goes into detail about the qtel tasks. https://docs.google.com/document/d/1BlxzXtbbhfMZ_uT9PfFtQEtE9I0zuqAKr9UtFetlfTw/edit?usp=drive_link

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A Companion Guide for QTEL Tasks in Transitional Kindergarten

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What do you do when your candidate/client does not want your help as their coach but you are still required to meet?

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What do you do when your candidate/client does not want your help as their coach but you are still required to meet?

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4 agreements - be impeccable with your word

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4 agreements - be impeccable with your word

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Integrating the Third Agreement: Don’t Make Assumptions

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Both are weaved together.

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Four Agreements and California Standards for the Teaching Profession (CSTPs)

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Crucial Conversations from Crucial Learning

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Different types of food - Chinese, Thai, Mexican, Italian, are all diverse, but all nourishing. You don't have to be just like someone else to be a good teacher - embrace who you are (deliver the good strategies in your own way).

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Audible: The Art of Debate

Shows you great skills on how to make your point in a professional manner. It has helped me know how to demonstrate the "why"

Edweb.org : this website has a ton of webinars that you can attend to gain skills as educators =)

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I know I should let my coachee / candidate to choose their own goal / inquiry, but what do I do when I see an area that I feel would be good for my candidate to work on and it's not the direction they are heading?

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I know I should let my coachee / candidate to choose their own goal / inquiry, but what do I do when I see an area that I feel would be good for my candidate to work on and it's not the direction they are heading?

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Arise from Elena Aguilar. She has a lot of great books/resources, but this book out of all them has truly changed my coaching. Recommend audible: 

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Arise from Elena Aguilar. She has a lot of great books/resources, but this book out of all them has truly changed my coaching. Recommend audible: 

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Check out this great listen on Audible.com. In Arise: The Art of Transformational Coaching, renowned author and coach Elena Aguilar delivers a compelling and inspirational message about how to coach in the face of daunting challenges. In the book, you’ll learn how to listen expansively in a coachi…

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Thanks for the Feedback explains why getting feedback is so crucial yet so challenging, and offers a powerful framework to help us take on life’s blizzard of off-hand comments, annual evaluations, and unsolicited advice with curiosity and grace.

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The performance evaluation at work; the parenting advice from your mother-in-law; the lecture by the cop who just pulled you over; those suddenly too-tight jeans.
We get feedback every day of our lives, from friends and family, colleagues, customers, and bosses, teachers, doctors, and strangers. We're assessed, coached, and criticized about our performance, personalities, and appearance.

We know that feedback is essential for professional development and healthy relationships-but we dread it and often dismiss it. That's because receiving feedback sits at the junction of two conflicting human desires. We want to learn and grow, but we also want to be accepted and respected just as we are now. Thanks for the Feedback is the first book to address this tension head on. It explains why getting feedback is so crucial yet so challenging and offers a simple framework and powerful tools to help us take on life's blizzard of offhand comments, annual evaluations, and unsolicited advice with curiosity and grace.

The business world spends billions of dollars and millions of hours each year teaching people how to give feedback more effectively. Stone and Heen argue that we've got it backwards and show us why the smart money is on educating receivers - in the workplace as well as in personal relationships. It's the receivers, after all, who interpret what they're hearing and decide whether and how to change.

Coauthors of the international bestseller Difficult Conversations, Stone and Heen have discovered that while receiving feedback can be fraught, doing it well can be taught. With humor and clarity, the book blends the latest insights from neuroscience and psychology with practical, hard-headed advice. It is destined to become a classic in the world of leadership, organizational behavior, and education.

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Thanks for the Feedback - Bestseller by Douglas Stone & Sheila Heen

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Thanks for the Feedback, a New York Times best-seller by Stone & Heen, discusses the potential pitfalls in feedback conversations & effective conversations skills.

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App that helps with lesson planning, create an assessment, thematic units and more

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Instructional Coaching - Seven Factors for Success - Jim Knight

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Instructional Coaching - Seven Factors for Success - Jim Knight

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Top 10 De-escalation Tips for Educators from CPI: 

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Top 10 De-escalation Tips for Educators from CPI: 

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Top 10 De-escalation Tips for Educators | CPI

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Learn how to respond to difficult situations in the safest, most effective way possible.

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Reframing Behavior | CPI Training | Crisis Prevention Institute (CPI)

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Reframing Behavior is a schoolwide CPI training program designed for all educators to build a supportive learning environment and prevent disruptive behavior.

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Dr. Fajer Al-Husaini on Instagram: "Take a lesson from the jellyfish. Sometimes, you need to retreat inward, focus on yourself, and rebuild your energy to propel forward. Life’s chaos can pull you in every direction, but prioritizing self-love and personal growth is how you move forward with purpose. Take the time to recharge and watch yourself thrive.

#selflove #personaldevelopment #selfgrowth #focusonyourself #selfimprovement #motivation #innerstrength #rebuildyourself #selfcare #camerondiaz #inspiration"

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441 likes, 17 comments - f_alhusaini88 on November 28, 2024: "Take a lesson from the jellyfish. Sometimes, you need to retreat inward, focus on yourself, and rebuild your energy to propel forward. Life’s chaos can pull you in every direction, but prioritizing self-love and personal growth is how you move forward with purpose. Take the time to recharge and watch yourself thrive.

#selflove #personaldevelopment #selfgrowth #focusonyourself #selfimprovement #motivation #innerstrength #rebuildyourself #selfcare #camerondiaz #inspiration". 

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View this post on Instagram

A post shared by Dr. Fajer Al-Husaini (@f_alhusaini88)

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Podcast: Coaching Conversations w/ Jim Knight

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Podcast: Coaching Conversations w/ Jim Knight

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Discuss different topics, share book resources, and have several guests so you hear different perspectives.

https://www.instructionalcoaching.com/coaching-conversations-with-jim-knight/

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Coaching Conversations Podcast | Instructional Coaching Group

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In Coaching Conversations, explore better ways to have an unmistakably positive impact on the people around us.

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How do we carry on once a candidate has completed induction? Our teachers have grown from induction and now that is over, I want to support moving forward. Does anyone have programs or supports in place to continue to support their staff?

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I have shared this a few times with teachers when I notice that they are struggling with engagement or need some inspiration with slides. I also use Grok when I am struggling with coming up with questions. It is very interactive and asks me questions to reflect as well.

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Sometimes it can feel like we are just checking boxes instead of being authentic. Do you have any suggestions for this?

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Sometimes it can feel like we are just checking boxes instead of being authentic. Do you have any suggestions for this?

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-Kerry Hinsche

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Instructional coaches are a key part of a supportive and growing school. Coaches provide support for teachers and students by providing individualized feedback to educators on instructional practices.

NIET has a suite of free resources geared toward coaches, including tools aligned to the NIET Teaching and Learning Standards, as well as templates to utilize during observations and walkthroughs. Check out NIET's YouTube playlist with coaching considerations here.

Additional free resources, tools, and templates are available at NIET.org/resources.

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Instructional coaches are a key part of a supportive and growing school. Coaches provide support for teachers and students by providing individualized feedback to educators on instructional practices. NIET has a suite of free resources geared toward coaches, including tools aligned to the NIET Teaching and Learning Standards, as well as templates to utilize during observations and walkthroughs.

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As a new MTSS TOSA who is supposed to be coaching teachers as a major part of my job, do you have any strategies to begin the school year? How can I encourage teachers to work with me and invite me in their classrooms?

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How do you handle a candidate that is not as active as you would like them to be?

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With the increasing teaching challenges today, I'm finding the "just-in-time" support increases and our time on their ILP decreases.  How can I curb the conversation back to the ILP without seeming insensitive to their daily needs and struggles? Thanks.

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With the increasing teaching challenges today, I'm finding the "just-in-time" support increases and our time on their ILP decreases.  How can I curb the conversation back to the ILP without seeming insensitive to their daily needs and struggles? Thanks.

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Suggestions/resources on coaching at the end of the school year when your candidates are getting evaluated? Tools to help them reflect on their performance?

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How do you start the year off with a new candidate. I became a coach in October and my candidates already had all the begining of the year stuff done.

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Observing Equity.pdf

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Introduction

Culturally proficient coaching and mentoring support reflection on issues of equity and diversity that may not be addressed elsewhere in professional development. Classroom observations are a critical tool in equity work. This toolkit for " Two Heads Are Better Than One" provides five tools to help focus observations on the explicit and not-so-explicit dynamics that create equitable classrooms.

Essential Questions

1. How can classroom observations be done through an equity lens?

2. How can peer observations provide feedback that is non-evaluative and useful in creating equitable classrooms?

Procedure

" Five Tools to Observe for Equity "-a set of classroom observation tools detailed below-can be used by a range of educators in a variety of situations. Co-teachers and teacher peers may use them to help each other better engage specific students or groups of students. Administrators and counselors might use these tools to gather data as they lead a school-wide focus on equity. When used by mentors and instructional coaches, these tools can be shared in pre- and post-observation meetings with teachers.

Tracking Teacher's Tone

This tool has the observer track the type of feedback the teacher gives to students. It asks if the words and tone used are positive or negative. Is the teacher praising or criticizing students?

1. Use the columns to write direct quotes or note exact words used by the teacher. When possible, add the name of the student(s) to whom the teacher is speaking.

2. When the observation is complete, make a copy for yourself and give one to the observed teacher.

3. Schedule a post-observation meeting in a location that is comfortable for the observed teacher. Allow enough time for the teacher to review the data you recorded on the tool. Meeting within one week of the observation is ideal-that way, your memory is fresh. Ensure there is enough time during the post-observation meeting for debrief and discussion.

4. Complete the post-observation reflection questions together. Focus the majority of your debrief on the question: "Were any patterns observed specific to gender, ethnicity, race, language, high-achieving students, low-achieving students?"

5. Conclude the post-observation meeting by listening to the teacher. Ask the teacher to identify one takeaway from the feedback provided.

Student Engagement: On Task, Off Task?

This tool has the observer track student engagement throughout the lesson. How many students are on task? Does engagement wane throughout the lesson? Are individual students or groups of students generally engaged or disengaged? What are the consequences of engaging only some students?

1. Use the columns to track the number of students on task versus the number of students off task at select moments throughout the lesson.

2. Whenever possible, jot down student names.

3. When the observation is complete, make a copy for yourself and for the observed teacher.

4. Schedule a post-observation meeting in a location that is comfortable for the observed teacher. Allow enough time for the teacher to review the data you recorded on the tool. Meeting within one week of the observation is ideal-that way your memory is fresh. Ensure there is enough time during the post-observation meeting for debrief and discussion.

5. Complete the post-observation reflection questions together. Focus the majority of your debrief on the questions: "What might the data observed mean?" "What does it tell me about equity?"

6. Conclude the post-observation meeting by listening to the teacher. Ask the teacher to identify one takeaway from the feedback provided.

Engaging Multiple Learning Styles

This tool has the observer record specific instructional strategies or activities that meet different learning styles. How are visual, auditory, kinesthetic and verbal learners being engaged? Can the classroom be more equitable by celebrating all learning styles?

1. Use the graphic organizer to record your notes.

2. Record specific instructional strategies or activities in the quadrant of the circle that corresponds with each learning style.

3. When the observation is complete, make a copy for yourself and for the observed teacher.

4. Schedule a post-observation meeting in a location that is comfortable for the observed teacher. Allow enough time for the teacher to review the data you recorded on the tool. Meeting within one week of the observation is ideal-that way your memory is fresh. Ensure there is enough time during the post-observation meeting for debrief and discussion.

5. Complete the post-observation reflection questions together. Focus the majority of your debrief on the question: "What choices can I make moving forward to increase equity by celebrating all learners?"

6. Conclude the post-observation meeting by listening to the teacher. Ask the teacher to identify one takeaway from the feedback provided.

Classroom Snapshot

This very general tool can be adapted for a number of purposes. It may be most useful in initial observations before deciding on a focus.

1. Use the different parts of the graphic organizer to record your observations. Don't analyze or interpret what you see, hear and observe.

2. Jot down as much as you can during your snapshot. Typically, 15 minutes is enough time. This is truly a "fly on the wall" observation. Take in the sounds, sights and movements.

3. Reflect on what you observed and recorded after you leave the classroom. Try and arrive at one to three "equity takeaways" that you can share with the observed teacher. Here are a few examples: "Student work is displayed on the walls." "Students participate in writing, in small groups and as a whole class." "The seating arrangement allows for the teacher to be a facilitator."

4. List the takeaways.

5. Make a copy for yourself and for the observed teacher.

6. Schedule a post-observation meeting in a location that is comfortable for the observed teacher. Allow enough time for the teacher to review the data you recorded on the tool. Meeting within one week of the observation is ideal-that way your memory is fresh. Ensure there is enough time during the post-observation meeting for debrief and discussion.

7. Share the snapshot with the observed teacher. Allow the teacher to react and reflect. Offer your equity takeaways and have a discussion about them.

Classroom Seating Chart

This tool is a commonly used method in classroom observations. It can be used to correlate physical location and proximity with teacher-student relationships. Which students are getting the most and the best from the teacher?

1. Prior to the lesson, or immediately upon entering the classroom, sketch out the seating arrangement. Use "X" to mark where students are seated. Include their names or initials. You may also want to jot down the locations of the door, teacher's desk, board and windows.

2. Use the "O" and arrows to track the teacher's movement throughout the lesson. How often does the teacher move? Where is he or she going? Does the teacher tend to stand near certain students?

3. Use the check mark and other symbols to note the kind and frequency of attention given to individual students.

4. When the observation is complete, make a copy for yourself and for the observed teacher.

5. Schedule a post-observation meeting in a location that is comfortable for the observed teacher. Allow enough time for the teacher to review the data you recorded on the tool. Meeting within one week of the observation is ideal-that way your memory is fresh. Ensure there is enough time during the post-observation meeting for debrief and discussion.

6. Complete the post-observation reflection questions together. Focus the majority of your debrief on the questions: "What patterns or trends were observed in terms of gender, ethnicity, race, language, etc.?" "What considerations does this question raise about my instruction?"

7. Conclude the post-observation meeting by listening to the teacher. Ask the teacher to identify one takeaway from the feedback provided.

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Toolkit for "Two Heads are Better Than One"

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This toolkit provides five tools to help focus mentors' and instructional coaches' observations on the dynamics that help create equitable classrooms.

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Albert Einstein once said that if he had an hour to save the world he would spend fifty-five minutes defining the problem and five minutes finding the solution. This suggestion gets to the heart of coaching in proposing a ratio of thinking to acting in response to what we perceive as a problem. It's a reminder to slow down and deeply analyze a situation before offering suggestions to remedy it.

I often feel that 90% of coaching is invisible and inaudible to an observer; the art of coaching is the thought process that takes place in the mind in of a coach. The more complex those thought processes are, the more likely it is that what the coach says and does will be transformational.

As my coaching has developed, I've learned to watch and listen to my own thinking while I'm working with a client. What I've observed is that my mind uses a series of analytical frameworks through which I explore what I'm hearing. These analytical frameworks give me insight and perspective that I might not otherwise see if I was just looking through my default frameworks (we all have these). Therefore, they direct me to respond in a way that might open up solutions.
Mind the Gap
One of the frameworks that I rely on is what I call the "Mind the Gap" Framework: This rests on the assumption that in order to successfully accomplish a task, we need four things:

1. The skills to do it-the technical skills

2. The knowledge about content or pedagogy

3. The will-the desire, passion, motivation

4. The capacity-the mental, emotional, or physical ability, and

5. The emotional intelligence-the ability to be aware of, manage and express one's emotions and be aware of other's emotions.

So when I hear a teacher describing something he's struggling with, I think, Is there a skill gap here? A knowledge gap? A will gap? Where is the gap? Usually, if not always, there's a gap somewhere. This framework reminds me to "mind," to pay attention to, surface, and identify the gap.

Often there are multiple gaps--a skill gap can create a will gap: it's hard to want to do something that you don't know how to do. There might also be a fragment of a knowledge gap tangled up, and my job as a coach is to pull apart this complex puzzle and figure out exactly what those gaps are, and how big they are, and then how to help the client close the gaps.
Exercise Gap-Diagnosis Caution
One thing I've learned when using this framework is that sometimes what I perceive as a will gap is really a skill gap. I find this more common in working with teachers or administrators who have been in their field for some time and may have some embarrassment about the fact that they haven't acquired some new skill (say, creating Excel spreadsheets) and so it manifests as what sounds like a will gap: "I don't want to do that, we can share this data in the way we always have."

Or what I think is a skill gap is actually a gap in emotional intelligence. I might hear a lot of requests for support in developing a particular kind of lesson (group work or cooperative learning, for example) and the teacher might ask for endless kinds of support ("I've never done that, can you model it? I will need to get piles of supplies for that, I think I need to observe someone else teaching that first..."). When I dig around, what I find is that underneath what might look like skill gaps there are feelings of anxiety about losing control of the class. If I don't also coach around those gaps, then I might not get anywhere just coaching the skill gaps.

I've learned to be cautious about jumping to gap-diagnosis and to think through an inquiry lens: could this be a capacity gap? What is the capacity needed to successfully fulfill this task? How can I assess this teacher's capacity? What else might I need to ask or know before I determine that this is a capacity gap? Asking myself all of these questions leads me into a place from which I can act and speak that often gets to the heart of the matter faster.
Using this Framework with Clients
I also share this framework with clients. This can sound like, "What I'm hearing is that you have some skill gaps. That's great! Skill gaps are easy to learn--they're just skills. With my coaching support, you can acquire new skills, right?" People are often relieved when you can contain their struggles into a domain from which there are next steps. You can also say something like, "I hear that you have some knowledge gaps. Does that sound accurate? Let's get around to closing those, ok?"

Here's a glance at what happens next (at the response we take after an accurate diagnosis): at this point in the conversation, the next step is to list out what we both see as those knowledge or skill gaps. We identify the task the teacher is trying to accomplish (cooperative learning, for example) and then list out the skills she'll need to master in order to effectively do this. This is just the beginning of what the coaching will look like--but these actions emerge from a deep analysis of what's going on for the client.

By the way, I've found that knowledge and skill gaps are the easiest to close, where as capacity and emotional intelligence are harder, and will gaps are very hard to close--but true will gaps are fairly rare. Remember that these gaps are all intertwined and making movement in closing one will affect the others.

I always carry around copies of this framework, printed out in these pretty colors (the colors help our brains remember this information) and I offer these sheets to people I'm coaching. This helps them understand what they may be experiencing as overwhelming ( How will I ever gain control of my class!) and see their dilemmas in a manageable way.

Finally, I use this framework when I'm coaching myself (and I do that quite often). When I recognize that I'm struggling with something or someone, I ask myself, Elena, do you have a skill gap in working with this client? Or is it a will gap? Where's the gap? There's always a gap--perhaps I don't know enough yet about the client or his context, perhaps I don't know enough about the decision he needs to make, perhaps I don't know how he learns best or what style of coaching will be most effective with him; perhaps I'm feeling some mixed emotions about coaching her, perhaps I'm emotionally triggered by what she says about kids, perhaps I'm stretched too thin and just don't have the capacity to coach this person. When I can accurately identify the gap, I can figure out how to take effective action.

The concept that we have skill, will, knowledge, capacity and emotional intelligence gaps is just one analytical tool for figuring out what's going on with someone. I didn't develop it--and I don't know who did (it's referenced in a number of books and used in many workshops I've attended) but it's a very useful one. However, it's not the only one I use. There are several additional frameworks for analysis that my brain runs through when I'm coaching. I'll describe these in upcoming posts.

For now, let me leave you with hopefully a recognition and appreciation of how complicated coaching is! This is, however, why I love this field--it's so extensive and exciting and complex. Here's the framework again, for you to print out

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A Coaching Framework For Thinking Before Acting (Opinion)

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Albert Einstein once said that if he had an hour to save the world he would spend fifty-five minutes defining the problem and five minutes finding the solution. This suggestion gets to the heart of coaching in proposing a ratio of thinking to acting in response to what we perceive as a problem.

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Alisha Thorpe, Public Safety Academy, Coach

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Alisha Thorpe, Public Safety Academy, Coach

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I recently attended a training on Conscious Discipline and it was so inspiring and so relatable for not just the educational world but for life in general. The tools and knowledge that it practices has already helped me to better communicate with staff and students, so that we can come to a solution or support as the needs arise. the attached link is the link to the free resources for all.

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Access a wealth of free Conscious Discipline resources for educators and families! Explore videos, articles, printables, and more to support social-emotional learning in classrooms and homes.

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Elena Aguilar

CEO/Founder Bright Morning Consulting

I have used great resources from the site

brightmorningteam.com

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Everything Elena Aguilar, but her Podcast is a great way to get tips, hear coaching demonstrations, and other great coaching resources.

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Everything Elena Aguilar, but her Podcast is a great way to get tips, hear coaching demonstrations, and other great coaching resources.

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Best-selling author and coaching expert, Elena Aguilar, shares her wisdom about coaching, leading teams, and designing and facilitating transformational professional development.

Try It On: Supercharge Your Learning

Best-selling author and coaching expert, Elena Aguilar, brings weekly tips, tools, and wisdom to educators with one goal: to help you thrive.

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The Bright Morning Podcast: Best-selling author and coaching expert, Elena Aguilar, brings weekly tips, tools, and wisdom to educators with one goal: to help you thrive.

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Trish Keiller, Roots Education, Founder and CEO

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Trish Keiller, Roots Education, Founder and CEO

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How do we determine whether someone is truly “uncoachable” versus simply resisting a coaching approach that doesn’t align with their nervous system state, mindset, or lived experience?

To what extent do feelings of psychological safety, stress, or burnout impact a person’s ability to be coached? How do we recognize when resistance is actually a stress response rather than a refusal to engage?

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Once we are nearing the end of a cycle with our candidate, there is less to discuss in our weekly meetings, especially if they are a year 2 candidate. How do you keep a client engaged?