I agree with this, the balancing of the support while developing capacity is difficult as they have a classroom as well. Systems within the school need to be in place to have a strong mentorship program for new teachers. The ideal will be to have a schedule for mentor teachers to support their mentee, the need to know their role and how does it look like and sound lilke. What is the difference between a site based coach and a mentor? Not all can rely on the mentor teacher.

In our district we had ALT that is a committee that needs to be involve in our academic work and decision making among other committees, however we need to reestablish how these they work, what are the norms and responsabilities and create a collective teams to lead with purpose and intention.

Here is where the true collaboration lives! you have all stakeholders connecting to create a plan for our professional learning all grounded in data and school goals.

Core practice 2: Learning intentions and Success Criteria when implementing a new curriculum and teachers are in year 1, they are getting to know the modules and lesson design. Teachers must unpack this modules and lesson to connect to the priority standards and how that takes into place within a vertical progression as well. With learning targets guiding daily lessson and success criteria leading the why on How this will be unpack during the day. The core practices offer a guide to focus on studnets learning.

Elevating this piece as this year, I will be in classrooms more as a coach. One big aspect of what we are building capacity is to take action on data. This can support the intentional planning and instructional strategies teachers need to support core and the MTSS process. As we bring new people onboard, I need to think of ways to create a systematic way of collecting data, analyising and take action.

Although I have heard this before, it is increible how true this statement is. This connect with the idea that if we as a collective efficacy allow for people to always go against the vision, more can be joining this thinking. It is so important to go back and bring the growth mindset and allow for people to understand what collective efficacy is, what is trust, and having better conversations.

I know I have chosen the first quote, but this is important to elevate. Principals must believe in the power of collective efficacy and I know when we build capacity, delegate tasks, communicate and build trust. Teachers and staff will rise to the occasion. We are in this job/ passion together, and without everybodys persepective and current reality we can' t move forward together in within out school goal or vision. We all are leaders.

This resonates with me as I have noticed that we tend to lean into how are we different instead of how we are similar. This has been a barrier for creating collective efficacy in our PLC or team meetings. I know that is on my mind with a specific person, however this year I decided to start thinking on how are we similiar so I can take away that feeling of avoidance.

We have a vast and diverse years of experience in our field of education. This resonated with me because as a leader who has been in education for 22 years, it is important to always take something away no matter if I have seen it all. This is how I like to coach, to always take away something that will make me better or make them better in their instructional practice or with their education career. I appreciate this reminder, after attending district meetings.

Collective Efficacy has a big size effect in terms of bringing success to schools. Systems need to be in place, with progress monitoring how is it going and refine as the year continues. We must know if students are learning by creating cycles of monitoring and refinement. Creating spaces for all learners and targeting their needs is eminent for their success. This all start with leadership!

This statement resonated with me as, I work in a title I, dual language school with an influence of newcomers from South America. This statement makes me think about the new curriculums that we have adopted in our district, and we started in our school last year. We were mandated to use it with fidelity, yet I challenged the status quo, we can just teach the curriculums as it is, we need to look at our diverse population and bring the best practices to support our students. We must be advocates for our students who are sitting in front of us to provide what they need in order to be successful; a cookie cutter curriculum will not make miracles, is all about the coaching of teacher, the collaboration, the instructional practices and getting to know the learners.