“here.”

“here.”

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“Dan Janestra is present.”

“here.”

“present.”

“yes.”

“yes.”

“yes.”

“yes.”

“votes yes.”

“yes.”

“yes.”

“to cultivate a culture of continuous self-directed learning and growth among our staff through a coaching partnership that focuses on reflective conversations rooted in collective data with the ultimate goal of positively impacting student achievement and experience.”

“I particularly, you know, I align with that second quote about being vulnerable and reflect in ways that help them identify strengths, opportunities and for growth and actionable steps. And I always believed even in my career, my life that if I'm not ready for criticism, constructive criticism, then I will never improve. And I think that is one of the ways to identify my strengths, my weaknesses and then how I can improve. So I think that is very important.”

“I really like the reflecting on my practice. I think sometimes it's easy to get stuck in a loop of what's kind of working and I I want to hear more about the learning walks. That sounds just like a really cool open way of engaging with one another. But this just feels like an opportunity to maybe organically see what other people are doing and sort of have a conversation and it's not a like hey this isn't working fix it but more hey what could I take from what you're doing or what could you take from what I'm doing type of thing. So and I think that helps build confidence when you feel like you're helping someone else but you're also trying new things. So I really like that one.”

“I would like to reflect as well with a second statement which feels closer to me. Um, it feels like the person who left this review is trusting trusting that uh that person can be vulnerable, discuss problem what she he experiencing in order to have growth so that you you are not afraid to disclose some difficulties maybe you're experiencing but at the same time it allows you to know what else can be done at the end of the day. then it helps the student and actually it helps the teacher to be successful in profession.”

“I think when there's an opportunity because I think teaching is a a profession that is very busy and even though you may want to take time to think, you sometimes don't get that opportunity to take time away. And so having this these conversations allows you to kind of work it out and talk to somebody and talk out loud. Um, and so I can only imagine that on our students that has a massive impact, right? Like even if it's something small that you're adjusting within a classroom or or how you are relaying information to a student because sometimes and you know parents know this too is it you your kid or your student may internalize something differently than how you intend it and so being able to have that conversation with somebody else is just so useful and helpful.”

“I like the third port. Um, it basically to me it feels like there is that trusted partnership within the team and everybody is obviously expert in that area but when you start talking about it once you get the constructive feedback there are probably few I'll call it lowhanging fruits which are more impactful. So you don't have to overhaul the process. You don't have to engage you know admin but you can work it out within the given constraints if you will but at the same time make those minor tweaks and have those better outcomes. So again, it it shows the trust and working together nature within the group. So it's it's really great to see that.”

“I can see from that first quote too. I'm I'm going to go even further. That allows let's say that you learned something new and then you started practicing and then you have more questions. But with that discovery, you can come to that colleague and say, well, by the way, I tried it, but this is how it goes. So that it will allow to have continual conversation.”

“This has been an excellent presentation. Um, I found myself really reflecting on a combination of three and four, how it can produce fewer surprises when you're talking to um, you know, uh, as it lists administrators, um, and really allow you to, um, improve as well and just make those engagements less stressful.”

“What I'm seeing here is like real time feedback that's individualized for the teachers which is you know helpful for the teachers because they get then they get to practice it and again there's somebody there um that's kind of their helping them with their specific you know situation and that you know it's not just one class that they take that you know is supposed to be applicable to everyone. This is like very individualized and um seems like really good program.”

“Students were more actively engaged and reflective when we used the protocols. Using the protocol created in- the-moment or the opportunity for in-the-moment formative feedback to students versus when they were working completely individually. And then they reflected that allowing themselves to be uncomfortable and changing how they've always you know introduced that unit improved outcomes for students.”

“Teachers and students gain benefit from collaborative learning environment. They can feel free to explore and be vulnerable.”

“Weisetta educators affirm the impact of honest feedback, personal growth, and student achievement with peer coaching.”

“collaborative constructive feedback mechanism and datadriven approach that allows everyone's growth.”

“The survey results show peer coaching is effective at providing a safe space for teachers to improve the student experience.”

“As a result of the work with my peer coach, I have implemented a next actionable step.”

“As a result of peer coach process I have tried new teaching practices.”

“On that one chart where I think about 6% of um participant surveys they disagree with the approach. So, were there any other thoughts or ideas that were bounced around or why? And again, it's a smaller percentage. I totally get it, but just curious, were there any other ideas that others had thrown on the table or um anything on top of your head?”

“Um, I thought it was interesting how you phrased it. The next high leverage actionable step. Can you speak a little bit about because like Paris was saying sometimes there's lowhanging fruit and they're simple things to do but then you can also elevate it and say okay I'm going to take a bigger chunk this time around now that I've kind of hit every all the things that are right there and obvious. Can you speak to that high impact leverage?”

“I think showing teachers the staircase image and helping them really think about the ideal state um as it pertains to their goal or the the work that they're doing in their classroom or any staff in our district. I think that really helps build the high lever actionable steps because you're seeing how that gets you to your ideal state. And sometimes low hanging fruit can be high leverage. you know, I'm thinking that just because it's there and it might be obvious doesn't mean it won't have high impact for kids. So, um, wherever it's hanging could have the leverage. It just depends on that teacher and those students and that classroom environment. I think also director Katie um over the last five or six years as we've been working to align the peer coaching work with the professional learning work of the district um what you're seeing is it's it's just really exciting to see the work tied for example two of the images are CEL so that next actionable step is really the training that we've had through CEL and coaches academy and with our teachers to to be able to break down like what is the what where do we want to get you know all students no no gap Right? So what are some of those actionable steps that we can get there? Because sometimes when something seems too large, then we we don't take a step at all. Right? So really deciding what is a high leverage step. So if a building has a goal, if a district has a goal, what what can I as an individual teacher impact that? And so that's really I think the one stat I did a shift in my teaching practice to see that go up 9% is huge because that says that we're trying some of this work. So through those professional learning days, flex learning days when we are providing teachers opportunity to learn those things, they're carrying that over into action. And that's just really exciting work.”

“I remember back it was 19 or 20 years ago when I was in another district and when Q comp initially started and I can recall in the district I was in hearing about the way Wisettto was starting and it was all focused on professional learning and it deemphasized or didn't necessarily focus primarily on the additional compensation that was associated with QMP at the time and it just really became a model right at the start of this Q comp program and it's had several iterations as it's worked its way through. But I'm reminded of a thought that comes that I think about periodically about how you start matters. And I think Wisetta really started as a leader in this and it's continued and it's because it was all grounded in professional learning and I think that's been a big part of why it's been so successful. So kudos to you for continuing that tradition and keeping it moving forward in such a good way. I think it's really been a great program for us.”

“Have have these been created into smart goals yet or is that something that's going to be done in the future? And if if you have done them or if you are going to be doing them, how would you connect how would you relate the result as being the results or the achievement being a result of the peer coaching.”

“It's one piece of the puzzle.”

“Seems like just another opportunity for teachers to engage in a reflective practice independently and with their um community their teaching community and their data as they're in a PLC and having their data driven dialogue drives their moves and often times will drive the cycles that they'll do with us. So they'll be in their PLC, they'll be doing whatever their PLC might be doing to move achievement and student experience forward. And then as they're engaging in coaching cycles and again it's just one small piece of a thousand piece puzzle but uh they'll say okay this is what we're doing as a PLC now this is what I want to do to help support that work. So another supportive factor.”

“I mean, I think as I hear you talking about this, and again, I'm new and still learning all of the ins and outs of how this works, but being as somebody who's been in education, it's a kind of like parenting at times where you never really have a quiet moment. It feels like you're always around people, but you can also feel really isolated at times. And so, this just I think you can't lose the fact that all these connection points of being able to connect with your peers and other educators that is going to benefit I mean, that's benefiting the students just right there. I think if it's helping our teachers feel sup”