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Love the differentiated coaching focus on short cycle coaching. Goals we have previously had throughout the school year will need to be adjusted as teachers experience new things.

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I noticed Whetstone and how goals will need to be adjusted.

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Thought about how we may need to adjust support based on who is staying remote/who is in person.  Also thought about how to let teachers have breathing room/space as they figure this out, while also remaining supportive and holding everyone to an expectation. 

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Thought about how we may need to adjust support based on who is staying remote/who is in person.  Also thought about how to let teachers have breathing room/space as they figure this out, while also remaining supportive and holding everyone to an expectation. 

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I noticed that their was alot of consideration on how coaches will be affected and changes that may need to be made in order for the coaches to support all the teachers on their caseload.

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What structures can we put in place on a leadership level to ensure that we have a space to constantly review and revise practices within the hybrid model and coaching through the transition?

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It made me think about what teachers goals will need to be changed in order to better support them in the hybrid model.

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Lifted up differentiation.  Making sure we are looking at the needs of all of our teachers to ensure we are supporting them in what they really need support with.

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Lifted up differentiation.  Making sure we are looking at the needs of all of our teachers to ensure we are supporting them in what they really need support with.

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Should we step away/shorten the curriculum for a few days to revisit how to do school? This time will be used for routines, procedures and ice breakers. It's very much like the first day of school again. Is this appropriate for remote students?

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Prioritizing Novice and in person teachers

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I am looking forward to diving into the short-term coaching cycles. My teachers have made progress with our IP and I am looking forward to adjusting their previous cycles/goals to accommodate for hybrid learning

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I am looking forward to diving into the short-term coaching cycles. My teachers have made progress with our IP and I am looking forward to adjusting their previous cycles/goals to accommodate for hybrid learning

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I wonder how to best support teachers in finding a balance between SEL, building community, and grade level curriculum.

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in remaining responsive, there is a question about how to monitor what is happening and working well both logistically and in terms of student achievement.

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Making me think about adjusting coaching caseloads and schedules to prioritize support for our novice teachers first, in person veterans second, and all remote third. How might we shift coaching more to classroom environment, routines/procedures and relationship building for the first couple of weeks of February.

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How to support teachers around the different teaching models, routines, etc. when in-person vs remote. (reset of class expectations in person vs. remote, entry procedures for simultaneous teaching, etc)

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A next step should be making a protocol for reviewing what is going well and what changes need to be made

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Supporting teachers with instructional priority

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Coaching schedules and caseloads will need to be adjusted

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I wonder what procedures will be put in place for coaches supporting multiple in-person teachers and following CPS guidelines around pods.

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WONDER- In planning for instructional models, how will we really know what works until we do it? How can we prep for the strain on wifi? How can we be as helpful as possible without truly knowing how these models will work.

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WONDER- In planning for instructional models, how will we really know what works until we do it? How can we prep for the strain on wifi? How can we be as helpful as possible without truly knowing how these models will work.

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The focus on priority standards and pacing. The importance of working with teachers to choose the most important curriculum components in the lesson due to the changes in instructional minutes.

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We will have to be responsive to teachers' individual needs as we  transition to hybrid. Every teacher is at a different place instructionally and emotionally.

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Timing will be critical with scheduling of restroom breaks, lunch, recess, handwashing breaks etc.

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How can we get the most out of planning for Q3? Just looking at priority standards does not assist with making critical decisions about the curriculum?

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What elements of professional learning can remain flexible in anticipation of the need to respond to observed challenges?