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are there more NDs in different spaces coming on to support the transition/changes?

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are there more NDs in different spaces coming on to support the transition/changes?

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When will these changes be shared with JA offices?

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Who are the attendees in market meetings?

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Who are the attendees in market meetings?

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As SLs are being asked to step back in responsibility/support/accountability in regards to the new CX launch teacher relationship, SLs can't put off teachers too much while they wait for answers from CXs in larger markets as some of them might be close to capacity with their new role responsibilities. I'm concerned that some of our launch teachers won't feel as supported next year having already lost one support person (IS) and now their onsite support person (SL) is telling them to hold on while we wait for an offsite 3rd party to answer that question or provide that resource, and this might lead to a drop in enthusiasm and buy-in for the model.

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When is 3DE having these conversations with the district?

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What is the role of the MP?

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CXs gotta stop being so amazing

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Will MPs and DIs no longer be a part of market meetings (our market has one weekly currently)

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Will MPs and DIs no longer be a part of market meetings (our market has one weekly currently)

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How feasible is it for a CX to have 2-3 touchpoints per case cycle at multiple schools (and grades) in a market.

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How feasible is it for a CX to have 2-3 touchpoints per case cycle at multiple schools (and grades) in a market.

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SLs have more defined roles in the new lens, and have certain areas to go to for support. This will help with ownership or the roles and school maturity

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With the move to district alignment with ID---will a portion of our PLCs be focused on aligning 3DE to specific district initiatives/strategies?

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What is the expectation of my role as a CX and how I interact and support the school site's IC?

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Helps me think strategically about my school's current path to maturity.

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One of my schools is rotating launch teachers each case amongst the core teachers.  This is going to hamper LT development throughout the year.  What does this system look like for a CX at a school where every teacher is a launch teacher?

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Help build launch teacher capacity (teacher/3DE certification), build relationships with AMs, better explained how SLs will be helping schools reach maturity

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Help build launch teacher capacity (teacher/3DE certification), build relationships with AMs, better explained how SLs will be helping schools reach maturity

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this helps me to feel more confident in my understanding of my role and how it impacts the overall work

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CX are charged with working with LTs and ensuring that they are brought along and implementing the model with 3DE. Our responsibility is focused on the LT

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Building capacity for teachers, students, administrators AND of functional roles. Clear roles allow for clearer communication of needs and priorities.

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there is work to be done about building relationships with existing districts

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there is work to be done about building relationships with existing districts

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I think, really broadly, it keeps SLs thinking high-level about school maturity rather than getting bogged down in the weeds

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Building the confidence and capacity of teachers and admin to take on model maturity 

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Building the confidence and capacity of teachers and admin to take on model maturity 

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My role as a CX is hyper-focused on the launch teacher and implementation of case fidelity in the launch class. LOVE THIS. This empowers the LT in owning their role and confidence in the model, moving toward maturity, and helping core-teachers do the same.

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Each role helps to build capacity within schools and districts

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What needs to happen moving forward to build stronger relationships with district and 3DE personnel.

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My role helps establish model fidelity through the lens of the launch teacher. Building effective launches and launch teacher ownerhsip.

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The CX role helps by being the support, thought partner, etc. for the launch teacher and leads the launch teacher to maturity.

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The CX role helps by being the support, thought partner, etc. for the launch teacher and leads the launch teacher to maturity.

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Roles and relationships are being adjusted in the future, but there are clear delineations and partnerships established to move schools toward maturity.  CXs are mainly responsible for attending to launch teachers and moving them toward becoming a strong teacher who are ready to complete 3DE teacher mastery certification.

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Clarify on roles and expectations

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Role clarity and prioritization.

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A foundation for our work

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Shows me where my school is in the maturity cycle.

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it helps transfer ownership and increases accountabilities of all stakeholders

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It clarifies my role and is super helpful, but what happens to my role when I "work myself out of a job" as a CX?

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It clarifies my role and is super helpful, but what happens to my role when I "work myself out of a job" as a CX?

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Specific and clear priorities to get to school maturity - the GOAL.

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understand role clarity and support areas

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understand role clarity and support areas

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What to prioritize

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Clear guidelines for how to move forward toward maturity with focus on role clarity.

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Outlines the end goal of what a successful integration of 3DE looks like in a school and stakeholders that should be involved

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The 4-box helps us hone in on areas of strengths and growth, to be more intentional in our next steps / long term strategy.

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The 4-box helps us hone in on areas of strengths and growth, to be more intentional in our next steps / long term strategy.

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It helps me to see what my responsibilities are within each component and which stakeholders also have ownership in the cycle.

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It helps me to see what my responsibilities are within each component and which stakeholders also have ownership in the cycle.

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It helps clarify roles and how each role helps work towards school maturity. 

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It helps clarify roles and how each role helps work towards school maturity. 

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It allows for clarity across the board (roles) and what we can expect for school maturity to look like as we grow our campuses

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Provides clarity surrounding the intended outcome for our schools and what needs to be done to get there.

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Provides clarity surrounding the intended outcome for our schools and what needs to be done to get there.

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Helps me understand where my school is at in the process.

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Helps me understand where my school is at in the process.

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It provides much-needed CLARITY in the processes and intentions.

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Helps us better understand what school maturity looks like (vision) + clarity in roles

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Role clarity and support school maturity 

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Role clarity and support school maturity 

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Clarity in role, functions and expectations

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Clarity in role, functions and expectations

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Clear metrics around measuring school maturity- we go from theoretical to concrete

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Clear metrics around measuring school maturity- we go from theoretical to concrete

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It gives us tangible benchmarks to strive for in order to reach maturity.  "Maturity" has an operational definition now.

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It provides a guideline of expectations. It details what school maturity looks like.

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I understand what is expected not only of me, but what I need to help others understand about their role.

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These enablers provide clear cut responsibilities, expectations, and priorities for schools to achieve maturity.

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Helps me to understand my specific role and responsibilities as it pertains to helping my schools reach maturity. 

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Helps me to understand my specific role and responsibilities as it pertains to helping my schools reach maturity. 