Dawn Cottnair

EDAD 543
Assignment 6
Framing a Complicated Situation using a Teaching and Learning Stance
Developing your Coaching and Mentoring Skills
My Learning Standards - AWSP Criterion 1
1.1 Develops and sustains focus on a shared mission and clear vision for improvement of
learning and teaching
1.2 Engages in essential conversations for ongoing improvement
1.3 Facilitates collaborative processes leading toward continuous improvement
Key learnings from my interviews of an administrator, TOSA, and teacher involved in a District
level team
Standard 1.1
Build a common vision and mission with group from the beginning
Ensure the information that goes out asking for committee
members clearly communicates the purpose of the group and the qualities of
team members involved
Communicate the why - the mission at each session and
at each crucial step
Communication with everyone involved is crucial
Must communicated the short and long term goals of the
team and be prepared to adjust based on the feedback of the team
Emphasize how the current work fits into the
longer timeline and supports the vision/mission of the team
Regularly communicate with the team - follow up emails
with summaries of what was accomplished and what the next steps are; check
- in emails with team members when longer distances between meetings to
remind them of next steps
Check in face to face to demonstrate enthusiasm and that
you value their opinions, also a chance to read their body language and
enthusiasm levels
Standard 1.2
Communicate one on one to maintain dignity, and ensure participants
feel heard individually
Co-create norms for the group that allow for accountability of action and
professional behavior by all since they were apart of the creation of them
Dont be afraid of the difficult conversations when one or
more of the team members break the norms or begin to sabotage the group
Keep students at the forefront
Standard 1.3
Plan time for the group to get to know each other - even if people have
taught in the same building/district for years
Build community and group commitment to the work at
hand

 Create group accountability and ownership of the work

Validate the vast experience in the room and cater to
everyones strengths and support peoples areas of weakness
Celebrate even the small steps towards the larger goal - create a sense
of accomplishment - especially if there are no tangible outcomes from hard work
In planning pro-d/committee work, carefully plan your questions and
how they are addressed
Treat teachers as students
let them engage in the learning and the
research
Scaffold as necessary
Some teacher will need you to
prepare them ahead of time
Some teachers need an
avenue to process information verbally, while others need time to
process internally - respect and plan for the needs of the people
in the room
Do certain questions warrant whole group, small group, or
individual reflection? Which method of reflection will serve the greater good of
the group and the mission?
Consider the approach, the audience, the presenter, and
the mission
Sometimes a group needs a outside voice
Sometimes a group needs to build capacity
for change - they need lead learning not only on the content of the
group, but on leadership or being adult learners
Sometimes the group isnt ready and you
need to step back a few steps to move forward again - dont be afraid to
do this if things start to go off course