Audio Transcript Auto-generated
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Hi E D.
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U 5 51.
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Thanks very much for taking the time to check out
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my presentation on my key learnings from our high impact
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coaching class this semester.
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While I am slightly familiar with Prezi, this new feature
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that I am using for this presentation has the potential
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to be amazing.
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Um, for me, as a teacher, thanks for your patience
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and grace as I try something new.
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So here we go.
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As I reflected on my experiences and learning in this
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class identified three pairs of words that I think really
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captured encapsulate the ideas and key takeaways from our time.
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Together, those three pairs are relationships and trust, planning in
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direction in transformation and change.
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I have also identified some practical ways that I have
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already applied and continue continue to apply principles for my
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key learning's going forward some next steps, goals and supports
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that can push my practice forward as a teacher leader.
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I don't think it is earth shattering to suggest that
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success in many areas of professional or personal life must
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include healthy relationships that are built on trust.
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I believe this to be equally true in regards to
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coaching relationships in educational settings so distilled down to its
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essence when it comes to relationships and trust.
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I think taking steps to build pathways and bridges with
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colleagues that focus on genuine concern and compassion for one
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another can set the stage for trans transformational coaching opportunities.
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When we are able to build up a healthy continuing
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to trust, we're all more open to taking on challenges,
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stepping out of our comfort zones and trying new ideas
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and approaches we haven't considered before.
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When support from improvement comes from a place of genuine
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encouragement, we are more open and able to solve tough
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problems together in a solution oriented way.
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The impact of a focus on building trust and healthy
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relationships could be enormous.
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Climate and culture can either be made or broken by
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healthy or unhealthy relationships in the building or breaking of
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trust. It is with this knowledge that I believe, um,
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coaches need to be seen as colleagues and partners that
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seek mutual improvement rather than superiors or evaluators.
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The implications of healthy relationships built on trust or a
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lack thereof are numerous, but two implications really stick out
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to me first, healthy coach and coached the relationships that
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shine brightly and produce results could build momentum with other
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teachers as well.
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No one takes chances with someone else with someone else
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without a level of trust.
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Second, we can have the most profound effect on student
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achievement on Lee if we choose to work collaboratively collaboratively
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and commit to changing ourselves for the better first.
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And I think this gets at the heart and purpose
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of what it means to coach for transformation.
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Now, my ongoing informal coaching interactions and the coaching interaction
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plan I developed and put into practice help me quickly
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identify my second key learning from our time together the
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importance of good planning and direction.
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I think any school in any school, the the buck,
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ultimately stops with principals and school leaders.
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But more frequently a leadership team of which coaches are
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apart play important roles in planning and directing professional learning
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for teachers and staff still down to its essence, planning
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for coaching interactions and cycles is both similar and different
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in certain ways.
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When you look when you compare it with how we
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instruct students, we need to have a road map for
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how, where, when and why attainable and measurable goals.
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Formative, some motive assessment that guides our decision making decision
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making with data to support those decisions.
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But adult learning diverges in many important ways, including how
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adults are motivated differently and desire, perhaps even more than
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younger students to guide and direct their own learning.
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The impact of good planning, preparation and direction is easily
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Felton seen a shift away from a one size fits
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all workshop approached.
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Professional development takes away the voice and choice that we,
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as adults, crave.
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When teachers see the practicality and usefulness of the kind
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of support high impact coaching can provide, were more likely
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to buy into a system of improvement that is more
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personalized and more impactful for all teachers.
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There are several implications we can consider in regard in
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regards to the importance of good planning and direction and
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coaching relationships, no matter which coaching model of coach or
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coach, he prefers.
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When care is taken to organize and carefully planned coaching
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cycles to address high leverage areas of potential growth for
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teachers, the likelihood of improve in student achievement will increase
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the variety of coaching tools and templates we explored in
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our activities and readings provide ready made ways to structure
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and organized coaching interactions and cycles and clear support and
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collaboration from administration also demonstrates the importance of coaching for
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all stakeholders.
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So now, moving into transformation and change.
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As Chelsea, one of our instructional coaches, put it, Best
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quote. We need to be a little uncomfortable while we
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learn and grow.
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So for a teacher to be transformed, their thinking and
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or understanding ultimately needs to be challenged and supported.
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To change is to be uncomfortable.
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In a sense, unquote, or at least the lack of
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comfort compels and propels us to change.
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I think the last key learning identified relates to the
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ways that coaching could be transformed, transformational and can precipitate
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change distilled down to its essence, Transformation should be the
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ultimate goal for our interactions as coaches and teachers, and
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this often include some kind of change.
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This looks incredibly different, from teacher to teacher team to
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team, school to school and system to system.
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Coaches need to come alongside teachers and partner with them
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in identifying areas for improvement.
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Yes, but equally important is identifying and celebrating our strengths
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as educators when we self identify both our strengths and
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areas for growth, I think we're much more likely to
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build on our relationships and see through our plans to
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fruitful fruitful conclusions.
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I think the beauty of the impact of transformational coaching
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is that the change changes can be both small and
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large. Whether a coaching cycle helps the teacher used better
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questioning strategies in class discussions or provides practical ways to
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improve classroom management or even challenges a teacher to reshape
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their way of thinking about a whole group of students
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that they have completely written off.
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Transformational coaching conserve as an impetus for positive change from
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simple all the way to systemic ways of thinking.
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It is difficult to separate the impact from the implications
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of transformation.
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And change is a big idea in our learning in
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this class, I think what I would say is that
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transformational coaches should seek and work for change in high
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leverage areas that hold the most potential for impactful positive
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change. While changes often start small and build over time,
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transformational coaches would be wise to focus on first building
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trusting relationships that provide avenues to transform teachers, teams of
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teachers and their school system.
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Now, as I continue to reflect on these key learnings.
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I can identify some current and future applications for myself
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as well as some strengths areas for growth in how
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I build trusting relationships, planned and direct improvement initiatives and
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work towards transforming myself, my colleagues in my school for
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the better.
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Now, when it comes thio trusting relationships, my ability to
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build report and trust with colleagues has already paid incredible,
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incredible dividends for me, personally and professionally.
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I have built an incredible amount of trust and made
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concerted efforts to help and support my team members before
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co vid and even Maura's.
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We have gone through this pandemic.
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Additionally, the amount of work and time put in over
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the summer to structure and support our blended learning platform
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seesaw has been incredibly impactful for our students and staff.
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I continue to see my abilities for effective integration of
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technology to be great avenues for continuing to develop relationships
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with other colleagues in my school and beyond.
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My teaching team.
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I feel when it comes to my strengths, I'm very
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outgoing, good natured and compassionate, and that place and I
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place importance on putting others before myself.
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Thes traits lend themselves to helping me be able to
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build and cultivate trusting relationships with my peers.
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I enjoy contributing my ideas and suggestions in ways that
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are supportive but not overly assertive or confrontational.
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Many ideas and improvements I have, um, that I have
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brought to the table have also produced tangible results that
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have been easily seen.
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A ZX improvements.
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So building and sustaining relationships in the time of covert
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has certainly been challenging.
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Um, and it has helped me clearly identify some areas
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for growth and improvement.
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It is abundantly clear to me that I need to
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do a better job of not taking disagreement with my
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ideas personally and need to be more open to seeing
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other perspectives and empathizing with other people's situations and backgrounds.
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This is especially true in regards to comfort levels and
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abilities with instructional technology that, I am convinced will improve
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student outcomes.
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Advocating advocating for my ideas while being sensitive to other
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perspectives will help me continue to strengthen relationships with my
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peers. Now my existing work this year with Chelsea, my
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instructional coach has provided some great benefit and increased student
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achievement in my math class room.
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Careful, collaborative and thorough planning and direction has provided me
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a great example of how this key learning can deliver
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results in creating positive change in my practice.
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I hope this, in turn, can be applied to informal
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coaching and leadership opportunities I have on my building leadership
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committee through my coaching interaction with Chelsea Onda interaction I
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did with her.
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I think I have a workable template for helping other
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teachers identify and finalize core social studies standards to be
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assessed at their grade levels.
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A definitive strength I have in planning and direction is
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an ability to see the big picture.
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Once I have identified a goal for myself, my teaching
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team in my school.
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Specific examples of this would be developing a system for
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organizing and sympathized, synthesizing data and practical and meaningful ways
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on dhe.
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Then using that to direct resource is for students.
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Another example would be identifying and seeing clearly our need
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for an effective uniforms blended learning platform to help us
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meet the needs of our simultaneous in person and remote
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groups of learners.
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A huge challenge for sure, an area for growth and
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planning and direction is similar to my identified growth area
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in regards to relationships and building trust.
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At times I am so assured that my solution is
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best, that I often fail to take into account other
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perspectives that could hone and strengthen my ideas.
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I think improving here would give others a sense of
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ownership and collective goodwill towards meeting some shared goals that
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I think are important now.
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Among many of the conversations I have had with my
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second grade calling colleagues a recurring theme is that a
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mix of many elements that I have brought to my
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team, including organization, technology, support and compassion, have greatly improved
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our team dynamic and our ability to function effectively as
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a collaborative team.
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During our initial shut down, my ideas and contributions were
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truly transformational in the way I facilitated our collaborative work
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to begin meeting the needs of our moat learners.
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Going forward, I am eager to continue contributing ideas and
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solutions for providing professional development to improve our ability to
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provide effective blended learning and identified strength in relation to
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leading transformation and change is my natural ability to lead
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by example rather than dictate.
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When teachers see the success I have had in working
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with remote learners, for instance, my colleagues have taken that
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torch and gone above and beyond what we thought possible
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in our current teaching environment.
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I am confident also in my ability to see multiple
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steps ahead of problems and plan accordingly to put teachers
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in positions where they can be successful.
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While I am confident in my ability to foresee problems
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and plan accordingly to meet those challenges, I want to
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challenge myself to beam or intentional inviting other perspectives earlier
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into that process.
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I know that I am not able to foresee all
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potential problems or pitfalls with a solution, and I'm confident
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including others would have alleviated some unnecessary problems and headaches
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along the way.
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Now I am grateful for the learning in this class
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and I am eager to intentionally put many skills and
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strategies we have discussed into action.
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I have identified a goal that will help me meet
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a pressing need A currently have as the K for
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TLC social Studies representative.
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I am responsible for providing some accountability in all grade
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levels, identifying and assessing core social studies standards as I
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have completed that process for second grade.
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My hope is to share that success with other committee
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members from other grade levels, bring in their ideas and
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expertise, improve the process and help them implemented themselves.
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Specifically, my goal would be that all grade levels would
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have five through a five to a identified power standards
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by the end of the third quarter and that those
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standards would be imported into both seesaw and infinite campus.
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Now, some specific concrete steps to help me be successful
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in this goal would be to identify the time available
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to me and to our committee toe work on this
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collaboratively identify Stuck points in our first meeting toe plan
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work in future sessions.
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Brainstorming worked closely with Chelsea are instructional coach to identify
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and gather resource is and tools to help other teachers
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organize and structure their instruction and assessment around the standards
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and building some reflection opportunities for teachers to make adjustments
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as needed.
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This process will provide me with an excellent opportunity to
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build relationships and trust with a group of teachers I
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don't often work with.
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In addition to support from Chelsea and contributions from other
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social studies representatives, I am in need of more support
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from administration, specifically timelines and benchmarks in progress.
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Meeting our goals would be beneficial as well as more
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clear guidance on what our end product for standards from
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grade to grade should look like and what level of
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flexibility each grade level has in identifying and prioritizing standards.
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I just want to say, um, thank you very much
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for your support, your camaraderie and your collaboration throughout this
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class. It was not easy.
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It was not an easy semester.
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We all know that.
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But I am grateful for our time learning together and
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just want to say happy holidays and God bless you
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in this holiday season.
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Hopefully you can maybe be with some family, but just
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hopefully that everyone stays healthy and safe.
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God bless.
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Thanks for listening.
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Thanks for your patience and grace is I tried to
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work through this new, too.