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Is this to replace our current Coaching Studio? I just want to frame my thinking

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The prompts (components, skills) seem aligned to the IPIs.

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I wonder what the “other” pathway looks like?

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I like that this is connected to our IPI as that has been a staple to coaching for a long time- easy to think about student-centered goals using this.

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I wonder if the prep could be more digital as opposed to a PDF.

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I wonder if a teacher has to do all of this prior to each session or just the first session

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I like the teacher is sent these ideas prior to the coaching session so they can preview and come with questions.

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How it prepares the coach for the conversation, allowing the teacher to feel heard and understood.

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As a teacher, I'd like the coach to pull up an example based on an upcoming lesson, module, workshop... I expect my coach to really know my program.

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I wonder if there is guidance for the teacher about picking one choice as priority.

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I really like this! I wonder how it will be used when coaching a group of teachers synchronously.

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I really like this! I wonder how it will be used when coaching a group of teachers synchronously.

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I wonder what happens if the teacher doesn't make a selection (or, reply when the coach prompts...)

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I wonder what happens if the teacher doesn't make a selection (or, reply when the coach prompts...)

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I really like how the prep sheet is both a session guide AND a takeaway! 

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I really like how the prep sheet is both a session guide AND a takeaway! 

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The commit is so important. I love it. Let's make sure there's enough time to do that if the sessions are 30 minutes long.

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After the strategies are implemented, what is the metric for results or measuring improvement from this session?

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I have enjoyed the many resources from our current coaching pathway for preparation, conversation, and session structure. I wonder if we will still have access to these resources for or if they are being incorporated into these prep guides? 

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I have enjoyed the many resources from our current coaching pathway for preparation, conversation, and session structure. I wonder if we will still have access to these resources for or if they are being incorporated into these prep guides? 

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Program Coaching transition from implementation Level 1, Lovel 2 to Practice

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Program Coaching transition from implementation Level 1, Lovel 2 to Practice

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Would we every consider initial program coaching being focused on Ed, planning, and getting to know a specific component and then go to the pillars?

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Will a teacher have a visual of what the district/school goal is to have a metric to guide the autonomy based on the T's need?

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I like the prep sheet as a tool, not the total "answer".

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Should we look to research verbs/nouns/phrases that are Mindfulness, etc. vs. language that teachers do not want or may cause them to think being evaluated such as "Based on our discussion today, the expectation between now and next meeting..."

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I wonder how this process is impacted if teachers don't/cannot upload artifacts?

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is the summary customer facing or internal?

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I wonder if the AI follows up with this question if there is an implementation plan in place - and all sessions have been scheduled? 

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I wonder if the AI follows up with this question if there is an implementation plan in place - and all sessions have been scheduled? 

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I like the use of AI to support the coach, creating less work for the coach, but still supporting the experience.

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I like the use of AI to support the coach, creating less work for the coach, but still supporting the experience.

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Can the coach choose what the AI sends after the session so if they've set a date, it doesn't repeat what's already been decided? In other words, can the coach customize the prompt to the teacher between sessions?

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Can the coach use the AI to support them in identifying what will best support the teacher?

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Can the coach use the AI to support them in identifying what will best support the teacher?

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I like that it still appears to align with our coaching philosophy based on this presentation.

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I wonder how this will work if a teachers just has a few touchpoints- many districts split their sessions up and sometimes teachers only get 1 or 2  30 minute sessions.

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I like that the potential to narrow the focus prior to the session so the time on the session can be maximized in the best way for the teacher's progress.

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I wonder what happens if the teacher doesn't respond to the initial question set? Do they get another prompt? And, is this taking the place of initial communication from the coach, or is it in addition to?

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feels like we go really quick to instructional practice vs. transition from Teacher Success Pathway

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I wonder how the AI would create a cohesive response/support for teachers& coaches working with more than 1 content area....thinking like, resources for facilitating discussion - be that in literacy, science, math etc.?

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Can the coach see in the AI communication what year the teacher is in with the program since some of the generic responses would not be helpful to a veteran user who needs to go more deeply with students. Curious the level of detail to the coach in term of levels needed to appropriate prep for the session.

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If a teacher isn't sure what they want/need to focus on, can there be an option like "I would like the coach to help me decide on a focus, based on my CFU, formative assessments, or assessment data in my Ed platform."

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I like that you've thought of the teacher who doesn't know what to say they'd like help with.

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I wonder if that question is just right or too broad.

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I wonder if a coach could potentially get too many I don't know's vs. easier to start. A coach having to check in, then that is more prep for them to be ready for guiding to get answers

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I wonder if we should look to have criteria/guidelines for the volume of text and reflection given on a PDF that the App would send.  (Less is more- bite size so that the coaching session is something to look forward to)

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I like these 1 pager strategies sheets. This is a great way to "get started" with a new concept. Supports the coach with planning, and supports the teacher with a just in time/right sized strategy.

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I like these 1 pager strategies sheets. This is a great way to "get started" with a new concept. Supports the coach with planning, and supports the teacher with a just in time/right sized strategy.

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i wonder about the suggested strategies on the prep sheet and the amount of overlap in those suggestions based on the variety of responses.

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I wonder if we start with prompts like the Literacy example AND add option for "write-in" for a teacher who may have a unique need.

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I wonder how we can reduce the number of "other" (literacy) and "I don't know" (math)

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I wonder how we can reduce the number of "other" (literacy) and "I don't know" (math)

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This seems to occur with the coaching menus currently (or, teachers suffer from choosing all so "I like that there is a single choice", too!)

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I wonder if this is phone app access only or available on desktop for HMH coaches...reimbursement for phone (if only accessible by phone) and budget is floating in my head about potential possible expenses.

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Will the "strategy thinking and understanding" frame be part of the literacy coaching, too? 

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Will the "strategy thinking and understanding" frame be part of the literacy coaching, too? 

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If so, would you make it an editable document, not PDF?

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How can we ensure our materials are asset-minded and not loaded with deficit language? weaving in what we know about culturally responsive practices, CEID and belonging, etc., and how we frame teachers, students, and coaches?

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I wonder if coach can drag/drop recommendations so it is specific to the session vs. general. If I'm Trent and I couldn't decide what to ask, how will I narrow between 2 or 3 suggestions?

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I wonder if a gaming environment can be incorporated to heighten teacher engagement in the coaching process, beginning when they sign up for coaching and/or answer the AI questions, and then following through into their experiences in the Coaching Studio for asynch support. For example, they choose a "Mission" or "Adventure" based on their how they answer the initial questions, and are able to "earn" (points, shout-outs, badges, etc.) for participation (replying to the Coach's prompts, posting follow-up questions, responding to a colleague's question, uploading an artifact, checking in, submitting an exit ticket post session, setting a goal, trying a new resource, adding feedback about what they tried, following through on goal steps, getting through an entire coaching cycle, initiating a new cycle...). All of these could be "pieces" of a coaching cycle, building from the simple to more complex participation. (Kind of a Waggle for teachers ;-)

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I like how - especially for 6-12 teachers, the support & coaching on instructional strategies could be immediately applied to a single class or context, but also extrapolated to be meaningful in other classes as well....like figuring out how to handle something in period 7, would also help me out in other class periods as it comes up

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Personal Data during Teacher Success Pathway

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Personal Data during Teacher Success Pathway

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I wonder if next iteration of Teacher Success Pathway includes teacher self-recorded readiness that feeds into Ed and AI for districts that purchase 1:1 coaching

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I wonder how a shift if pre-scheduling services might not be the future motion, impacts services OKRs and key metrics.

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How will we educate district leaders to understand our value propositions shift toward "coaching for all"/executive coaching mindset?

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How will we educate district leaders to understand our value propositions shift toward "coaching for all"/executive coaching mindset?

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For the record, I like this - a LOT. Have we polled leaders? Will they invest in this to "retain" teachers or grow their teams?

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I'm excited about the idea of the coaching being personalized for individuals. One issue I had with the 30-minute online group sessions this past SY was that the attendance was very spotty. There were a few teachers that attended regularly, but often I was working with a different group within the "group" each week, and asynch participation would wane in between sessions. This makes goal setting and continuity difficult, and leans more toward a customer service resource for on-demand help than true coaching. Also, teachers who "enroll" in coaching are much more likely to engage and follow through than when they are just added to a group. However, I do think group coaching can be powerful with a team that is working together toward common goals, for example for a lesson study cycle. So perhaps that can be considered as something to consider down the road.

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Help us think through potential issues that a teacher may want to talk through with their coach. We will use this info in our Sprint 14 storyboards. THANK YOU!!

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I wonder if you can use the commit to do that (measure effectiveness)... you document the tasks and then have them check them off

I know it refers back to Sibme goal setting but hopefully our UX would be more seamless

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My school wants me to teach to the top and I don't know how to continue to develop my students who are performing below grade-level.

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My students did not meet their success targets on their most recent benchmark assessment. How can I continue to cover what's coming in my curriculum while also addressing the gaps in student understanding demonstrated on the assessment for last trimester's learning?

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Are we including or documenting accessibility requirements?

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Students continue to make basic grammar and spelling mistakes in their writing. The focus of my daily instruction is on more complex writing skills. Students have already learned those basic skills but when they type, they don't make it into their published work.

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What supports are available to me for my students with IEPs?

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Making drag and drop accessible can be tricky. Not impossible but something to keep in mind! (Joslyn)

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I like the initial drag and drop on the ratings. It doesn't feel permanent but captures a moment in time and pairs nicely with growth. (Shefali)