Communication

1. Understand the need to develop shared understanding of and commitment to mission, vision, and core values within the school and community;

2. Demonstrate individual and team facilitation skills;

3. Recognize and apply understanding of individual and group behavior in all situations;

4. Demonstrate an understanding of conflict resolution and problem-solving strategies relative to communication;

5. Presentations that are clear and easy to understand;

6. Respond to, review, and summarize information for groups;

7. Communicate appropriately, through speaking, listening, and writing, for different audiences, including students, teachers, parents, the community, and other stakeholders; and

8. Understand and utilize appropriate communication technology.

Artifact 1: Cognitive Coaching (Sub-competency 2)

Description:

Cognitive coaching can help teachers expand their repertoire of teaching styles, exploring untapped resources within themselves. Cognitive Coaching does not require a teacher to follow a “formula,” nor does it present a preconceived template of “correct” instruction. Instead, it supports teachers' existing strengths while expanding previously unexplored capacities.

Reflection:

I found the practices of cognitive coaching incredibly useful in my current position and in future administrative positions. The planning, reflection, problem-solving, and problem-resolving conversations praticed fit perfectly into teacher and staff observation protocols, as well as, with students and families. This process gives me starting points and paths to allow those I'm working with to explore their own capacities and strengths.

Artifacts:

Cognitive Coaching Memory Mats, Cognitive Coaching Framework

Artifact 2: Innovator's Cohort (Sub-competencies 2 & 5)

Description:

In order to provide support to teachers who are looking to try new and better things in their classrooms. We created the innovators cohort. Teachers (preK-12) were identified by principals to participate and were offered a paid day in June to get together and work on innovation and new ideas. I was able to lead this team in creating a shared definition of innovation so we were all grounded in our work for the day. Teachers were able to break into groups of various types throughout the day to talk about and plan for the next school year.

Reflection:

I think starting by creating our shared definition of innovation was key. We asked small groups to come up with their definitions, then during a break our innovation team worked to put all those definitions together. We were able to get ideas from EVERY team's definition into the shared vision. This was key to moving into the next phases of the day. Teachers were much more willing to take risks and think in new ways.

Artifacts:

June 7th presentation and the shared definition that was created.

Artifact 3: Crush Academy (Sub-competency 3)

Description:

Assisted in management of staff and students during Crush academy, a summer opportunity for recommended students for enrichment and addressing learning gaps. Helped students with class materials, assisted teachers with technology needs, coordinated breakfast and lunch and helped keep students in their assigned spaces. I also contacted parents with behavior and transportation needs.

Reflection:

I found this experience to be one of the most difficult, but valuable. In this version of "summer school", students were recommended, but not required, to attend. They were not making up needed credits toward graduation. Many students did not want to be attending or did not find it valuable. That, coupled with general middle school brain development, led to challenging times keeping students in their assigned areas.

Activities:

• Phone calls to families for attendance, behavior and transportation

• Hallway supervision and management

• Transportation and food service coordination

Additional Resources and Artifacts of Learning