Seven Norms of Collaboration by Patrick Pyle

2023-12-06 19:53:50 UTC

"Let me restate what you said so I can ensure I understand..."

Using "I wonder" statements

ephinney1 — 2023-12-06 19:53:59 UTC

Discussing Data

2023-12-06 19:54:23 UTC

It's important for the teacher to understand how to pull data that is actionable. If the data does not help tell the story or inform instruction, it's just numbers.

Pose questions about the content; allow teachers to talk through what they know as well and build from their knowledge

ephinney1 — 2023-12-06 19:55:34 UTC

2023-12-06 19:55:54 UTC

"How did you do/create {activity}?" Asking open ended questions, basically.

Helps to paraphrase!

2023-12-06 19:56:27 UTC

Paraphrasing has helped me on many occasions to get specifics from the teacher on an idea or an issue.

Pausing is helpful because we can be intentional with listening and trying to understand as opposed to just blurting out the next thing in our mind.

jmaldonado22 — 2023-12-06 19:57:19 UTC

pausing helps with being an active listener

2023-12-06 19:57:41 UTC

2023-12-06 19:57:45 UTC

We should ask the question, what did you see? Maybe the teacher is viewing or intervening but not seeing the root cause. Allows us to guide the conversationfor Self Discovery.

2023-12-06 19:57:49 UTC

Pausing to review notes on observations and goals and taking time to make sure comments and questions are aligned to the desired outcomes.

2023-12-06 19:58:31 UTC

Allows the teacher to walk through their view point of what happened

Have some strategies!

2023-12-06 19:58:42 UTC

Teachers who are newer to the content or to teaching don't always know how to move forward to their goal. It's helpful to have 1 or 2 ideas/strategies to offer. Sometimes, that's all it takes to get teachers thinking and moving the conversation forward.

Posing Questions

2023-12-06 20:01:02 UTC

What did you feel was successful implementation of your lesson?

2023-12-06 20:01:08 UTC

Discussing strategies with the teacher and then modeling the strategy, the teacher makes observations and takes notes, then set specific goals.

Meet them where they are at...

2023-12-06 20:01:13 UTC

Teachers have more on their plate than ever and it all needs to be documented. It's good to help teachers to get in a good "head space" before getting to the heavy lifting.

Pausing to reflect before I paraphrase

2023-12-06 20:02:08 UTC

This is the one that gets difficult sometimes

2023-12-06 20:02:33 UTC

When we presume positive intentions, we go in with a fresh asset-based attitude for when we have to have critical conversations with teachers needing to grow. We know they are here to help kids so no matter where they need to grow, we remember our "why" and stay student-centered.

What I hear you say was....did I get that right?

2023-12-06 20:02:39 UTC

What do you feel like you did well?

2023-12-06 20:03:26 UTC

Data will help teachers continue implementing the different strategies and interventions discussed within the coaching session.

2023-12-06 20:04:08 UTC

Saying, "I assume you wanted students to understand..." and "I see you tried to get them there by doing..." sets a foundation of trying to understand good intentions.

ephinney1 — 2023-12-06 20:04:11 UTC

In my experience I had this kiddo that and this is what worked for him/her

2023-12-06 20:04:21 UTC

Read the room

2023-12-06 20:04:41 UTC

We have to be aware of whether or not the teacher is ready for a move. Watch body language, facial expressions, and mind your Ps and Qs