April 16, 2023 • 17 mins
In this episode, Becca and Nicole S. Turner (Founder of Simply Coaching and Teaching) discuss steps to implement a simple coaching cycle for instructional coaches. Becca and Nicole talk about how to be intentional when reflecting in coaching cycles and specifically what to reflect on as a coach to increase your effectiveness. Barriers to completing coaching cycles are discussed and a specific framework is given that you can implement immediately to strengthen your impact during coaching cycles. This episode will also leave you empowered with a checklist model and increase your confidence in the steps you are taking with your teachers to complete successful coaching cycles.
Simply Coaching and Teaching Summit
Register for the 2023 Virtual Simply Coaching and Teaching Summit coming up July 11-13 HERE
Resources
[FREE E-BOOK] Download my 17 Coaching Tips Ebook
[FREE EMAIL SERIES] Teacher Growth Mindset Series
[PAID PROGRAM] Whole Educator Foundations
(*previously* The Whole Educator Membership)
[LIVE WORKSHOPS] List of current workshops
[FREE WEBINAR] Happy Secret to Building Buy In
[PAID PROGRAM] The Whole Educator Academy
(*previously*Principal-Coach Alliance)
Sponsor:
Sibme Coaching Toolkit [FREE}
Let's Stay Connected!
Website | Instagram | Twitter | Linkedin | Facebook | Contact Us
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Becca Silver (00:00):
Hello coaches and leaders. I am so excited to have
my coaching friend Nicole Turneron today. So I wanted to welcome
you on and I'd love you to sharewith the listeners, what do you
do?
Unknown (00:16):
Hey, hey, welcome.
Thank you so much for letting mejoin you on the home educator
podcast. I am so excited to behere today. So, as Becca said,
my name is Nikolas Turner, and Iam an author and a speaker. And
I work with and coachinstructional coaches and
schools and districts toimplement a simple plan for
(00:38):
instructional coaches. I've beenin the field for about 18 years,
I've been a classroom teacher,what's the classroom teacher and
instructional coach, a districtcoach, Assistant Principal Dean
of Students, I kind of did alittle bit of all. And I've
worked at the Indiana Departmentof Education for the as a school
(01:00):
improvement and turnaroundspecialist. So I've did a lot of
school improvement coaching todistricts across the state of
Indiana where I am from so a lotof my work isn't turned around.
And I worked in advanced adgroups in, you know, just a
bunch of different study groupsand been really involved in the
implementation of coaching andthe coaching model. In Indiana.
Becca Silver (01:26):
One of the things I love about your work and my
work is I feel like they'rehighly complimentary. You know,
do you do a great job ofsimplifying things, you're like,
look, here's steps 123, right.
My, my job or my job, my work israrely steps. I'm rarely giving
people steps on how to do stuff,because it's not appropriate for
the work that I do. It'smindsets and motivations, right?
(01:49):
So it's like, gotta do the workfirst. It's so it's a lot of
reflection. Experiential, right,like, try thinking in this
different way. And so I justlove talking to you, because you
help me think about things in adifferent way. And he literally
help like, you know, meet melearn new things, new knowledge.
And I think we enjoy talking toeach other because it's like,
(02:12):
oh, I never thought about itthat
Unknown (02:14):
way. Yeah, that's exactly what I say. Because when
you speak, I always have toprocess it. I'm like, Okay, how
does it make sense? But how do Iput all of that together. And
then I try to pull it together.
So that because I am one ofthose people who kind of just
needs that black and white, thatstep by step process. And so
just making sure that I have away to do things with my ADHD,
(02:37):
and you've experienced this, myADHD, I could be all over the
world if I cannot follow aprocess. And so I do get that
opportunity to reflect, which Ilove. But it's within a process
that I have, I have to spendthat time at a specific day in a
specific time and a specific wayto do that reflection that you
(03:01):
would want me to do I just haveto pull it into that piece.
Otherwise, I'll be reflectingall day and never get nothing
done.
Becca Silver (03:10):
Right. And you know, I actually want to I think
this is great advice. Becauseyou and I are also so different.
And I'm like I'm reflecting allthe time. And you have to put it
on your calendar practicallyright? You have to say there's
there is this hour or this halfan hour that I'm going to
reflect? And I think you know,even if the people listening
don't have ADD, but they're justreally busy people, right and
(03:31):
pulled in a million directions.
Yeah. You know, the reflectingis important. Yes, right. And so
definitely, we want to put thaton our calendar, if we are not
taking the time to do thatthroughout our days. We want to
put that on our calendarintentionally do it because as
coaches, you can't be aneffective coach, unless you're
reflecting
Unknown (03:50):
period. Exactly.
Because, you know, one of thebiggest things is that we always
have or we ask teachers toreflect on their practice. But
if we're asking teachers to dothat, why would we, as coaches
not do that, we need to makesure that we also reflect on our
work, working with thoseteachers and coaches and then
working and reflect on on ourprocesses, right? And the way in
which we implement a lot ofthings I love when I have a
(04:14):
coaching conversation with ateacher and I sit and I think
about what I could have saiddifferently, what I could have
said better. And then I alsowant to know not just what I
could have did better. But whatdid I do great. Like what what
did I do great in thisconversation that I can utilize
(04:35):
down the line when I'm workingwith other teachers like what
was great about that, becausewe're always good at reflecting
about what we negatively Yes. Orwhat it is that we did not do
and we don't ever sit back andrelax. I mean, sit back, relax,
recognize right? All of the goodthings that are happening. We
(04:55):
always want to go to thenegative things to say When
doing this right, this isn'tgood. This isn't that. And so
even with teachers, when I'mworking with teachers, I have
them to reflect on the greatthings that are happening. This
instructional strategy worked.
It did great. Let's reflect onwhy it worked. And let's start
to do more of that. You know,instead of like, oh, well, this
(05:17):
did work. And, you know, that'sthe only fear that I have. And
you know, the drama, like, no,let's look at what we did,
right? Y'all,
Becca Silver (05:26):
I want to say something, you actually said,
Let's like, relax and reflect.
And I actually I do want toshare, like the brain science
around relaxing the needactually to relax when you're
reflecting. If we are insurvival mode, and we are
reflecting out of surviving, Ifeel like I'm drowning, and, you
know, I'm trying to reflect ourbrains are actually not
(05:48):
accessing the part of our brainthat's able to critically think
and analyze a situation whenwe're in survival mode, we're
accessing our amygdala, which islike, I'm gonna get you out of
this situation. And then it. Soif you're in survival mode, you
are, you are thinking, like, incontext, like it's black and
(06:10):
white, it's us versus them,you're much more prone to
blaming and being a victim to asituation versus if you are able
to relax, and get thatprefrontal cortex online, that's
when the actual reflection isable to happen.
Unknown (06:28):
Well, that's interesting.
Becca Silver (06:31):
Sounds like oh, yeah, people do need to relax, I
never
Unknown (06:33):
do. But I do make people relax, I'd be like, hands
down. Yeah, we're gonna take adeep breath. And that's one of
the biggest things that I havethem to do and why I quote
unquote, set the stage rightinside of my coaching room, you
know, I make sure I have thelights down, and I'm playing
some type of relaxation, music,I'm really trying to make sure
(06:54):
that I have the teachers toreally relax, like, break down
that wall. They're not in theirlife. You know what I'm saying?
But like, really, to relax, andI do it more. I didn't think
about it from the scientificperspective, but I just do it
more based on our relationship,the more that they feel more
comfortable in the environmentthat they're in, the more that
(07:16):
they're shared, the more thatthey're talk more that they can
think about and reflect on whatit is that's happening.
Becca Silver (07:22):
Yeah, I love it.
So okay, I want to shift intoour conversation today. So I'm
very excited to hear what youhave to say about this. So we
you and I were at the ASCDLeadership Summit, and I was
hanging out in your session. Andone of the things that you said
that has still stuck with me tothis day, is you asked the
group, you said what's the mostimportant part of a coaching
cycle? And I was like, I don'tknow, I was really grappling
(07:44):
with it. Like, I don't know, itwas a board bar. And then you
said that you complete it? Yes.
And I was like, yes, you'reright. Right. And I appreciated
the productive struggle withthat question. And I wanted to
ask you, in your experience,what are some of the common
things that get in the way ofcoaches completing their
(08:07):
coaching cycles?
Unknown (08:09):
Yeah, so I think one of the major things that gets in
the way is the length of thecoaching cycle. So we always
have like, Okay, here's threeparts, and we're talking about,
okay, there'll be a three week,there'll be a six week, there'll
be an eight week, you know, ofthat coaching cycle, right. And
so, several years ago, I startedto implement Midways, where we
(08:35):
would, instead of having so atthe beginning of the year, I
will have teachers to set anoverarching goal. For me, that's
a goal for the entire year, thatgoal would be aligned to
whatever our school improvementis for that year. So if we're
looking at, say, for instance,our school improvement focus is
(08:56):
on math, and implementing mathgroups or math centers, right?
If that's it, and I'm workingwith teachers, and so I have
them to create their overarchinggoal around that. And what I
found is that we needed to takethat overarching goal. And we
needed to backwards design,y'all know how we do it with
curriculums, right, we take thebig standard, then we look at
(09:19):
the skills that we need, andthen we map them out. So we need
to still do that same processwhen it comes to goals and
implementing that way. And sowhat I do is, is that I teach
coaches to work with teacherswho I work with teachers on
creating trajectory goals. Andwhat that is, is that we take
the overarching goal, break itdown into three different
(09:39):
benchmark goals. And so afterquarter one, quarter two,
quarter three, because quarterfour, we should be at that
overarching goal, right? Andthen when we look at those
smaller benchmark goals, then wesay what are the steps that I
need to take this first quarterthat will get me to that first
benchmark. And so as I To startto look at that, it may be four
(10:02):
steps, it may be three steps.
And so when I start looking atthose three steps, then I start
to plan this coaching cyclearound the first step, the next
coaching cycle around the secondstep, the next coaches, so I go
around the third step, and thenby the end of that quarter, we
should be at that goal at thatfirst benchmark. And so making
those trajectory goals and thentaking it and each one of those
(10:24):
small coaching cycles, I callthem power cycles, but power
cycles are, they stand for threethings. The first is to plan.
And so I call it pre planningand practice. In your plan, I
always have teachers to workwith me, we're either doing a
content planning session, we areplanning something we're
(10:47):
planning, we're talking aboutit, but I also have co teachers
to practice. And so we're goingto practice together, if they're
going to implement a specificinstructional strategy, we're
going to be in their room, and Iwant them to actual practice
teaching now, is it gonna beperfect? Absolutely not. But if
the teachers already did itonce, and you practice it,
(11:08):
you're gonna be way morecomfortable when you go into the
classroom to do it, right, whichleads to the next component of a
power cycle, which is act, the Astands for Act, which is
implement and observe. And sothey're going to implement, I'm
going to observe, so that partthe action is happening. That's
why it's called act. And then wego into the ER, which means
(11:29):
reflect, right? And so in thatwe're going to debrief, and
we're going to analyze, so we'regoing to debrief what happened,
when we implemented andobserved, right, we're going to
debrief what happened, and thenwe're going to analyze it, did
it make a change? Did it do whatit is that we said that it was
going to do? Did we actually didthe lesson work? And so doing
(11:53):
those three steps, we can getthat done in like three days?
Yeah, for sure. Three weeks,because we're only focusing on
one or two things, which is somuch better. And so that's what
we're doing with a power cycle,we're doing small coaching
cycles, one step at a time, onefocus at a time, that at the end
(12:14):
of the day, we're going to hitthat end of the year goal. And
so that's pretty much kind ofhow that all works.
Becca Silver (12:23):
I love this, this is so great. You know, I think
about when I'm in schools,working with coaches and
teachers, so much stuff can getin the way, right? Yeah, and a
fire drill, you have a, you havetests only testing, that's been
a big thing lately, right? Youare testing, and three weeks, so
many things can get in the wayof absolute cycle that you just
(12:43):
don't have any control over. Andso I love I love this idea of
like three days versus threeweeks, and making tiny tweaks.
Unknown (12:51):
And so that's why I created a trajectory framework.
And it's called the court thesimple core four. And what it is
that it's four pillars in whichteachers need to kind of master
before you get to the morecomplex things in the classroom.
It's kind of just that baseline.
And so the first pillar isorganization. And so we're going
to work with teachers on youknow, just organizing the
(13:15):
classroom, looking at thoselogistical patterns, making sure
that we know how to contactparents, making sure that we
know how to just put things awaythat we know how to organize
just, you know, simple thingsthat have happened in the
classroom. And then onceteachers have like, went through
the simple like the organizationpillar, now we can move into
(13:37):
talk about management andculture. And that's when we
started talking about buildingbehavior management systems. And
we're starting to build culture,and teaching students about how
to conversate with each other,and how to, you know,
communicate. That's thatbuilding of that culture piece,
right. And so then that's whenthose content planning sessions
(13:58):
meetings happen. And, you know,we started to focus on unpacking
the standards and unpacking theskills and all those things. And
then we can get to thatinstructional execution.
Becca Silver (14:08):
One, I want to say some of those because I'm loving
this, I feel like this is soempowering this kind of
checklist model of being able tosay, look, we got to do this
first and then this and thenthis, and here are the steps to
get there. Right?
Unknown (14:21):
Yes. And it definitely give the coach a way to say,
hey, this, these are thefoundational things here that
will help them make thatbehavioral change happen. You
know, that's the good thingabout about that approach.
Becca Silver (14:36):
I love it. You are such a wealth of knowledge. I
love this love of service. Thankyou for sharing all this great
information with the
Unknown (14:42):
listener problem. No problem. Yeah, I would love
Becca Silver (14:45):
you to share where can they find out more about
your work?
Unknown (14:49):
Oh, sure. So you can go to the website simply coaching
and teaching.com and then if youare looking for any professional
development around the simplecore four or the power cycles.
There is a hub and it's calledthe simply coaching hub, and you
can kind of pick and choosedifferent facets of professional
(15:10):
development that meets you whereyou are.
Becca Silver (15:13):
Love it. So thank you so much for being on the
podcast with me.
Unknown (15:17):
No problem. Thank you for having me.
Hello coaches and leaders. I am so excited to have
my coaching friend Nicole Turneron today. So I wanted to welcome
you on and I'd love you to sharewith the listeners, what do you
do?
Unknown (00:16):
Hey, hey, welcome.
Thank you so much for letting mejoin you on the home educator
podcast. I am so excited to behere today. So, as Becca said,
my name is Nikolas Turner, and Iam an author and a speaker. And
I work with and coachinstructional coaches and
schools and districts toimplement a simple plan for
(00:38):
instructional coaches. I've beenin the field for about 18 years,
I've been a classroom teacher,what's the classroom teacher and
instructional coach, a districtcoach, Assistant Principal Dean
of Students, I kind of did alittle bit of all. And I've
worked at the Indiana Departmentof Education for the as a school
(01:00):
improvement and turnaroundspecialist. So I've did a lot of
school improvement coaching todistricts across the state of
Indiana where I am from so a lotof my work isn't turned around.
And I worked in advanced adgroups in, you know, just a
bunch of different study groupsand been really involved in the
implementation of coaching andthe coaching model. In Indiana.
Becca Silver (01:26):
One of the things I love about your work and my
work is I feel like they'rehighly complimentary. You know,
do you do a great job ofsimplifying things, you're like,
look, here's steps 123, right.
My, my job or my job, my work israrely steps. I'm rarely giving
people steps on how to do stuff,because it's not appropriate for
the work that I do. It'smindsets and motivations, right?
(01:49):
So it's like, gotta do the workfirst. It's so it's a lot of
reflection. Experiential, right,like, try thinking in this
different way. And so I justlove talking to you, because you
help me think about things in adifferent way. And he literally
help like, you know, meet melearn new things, new knowledge.
And I think we enjoy talking toeach other because it's like,
(02:12):
oh, I never thought about itthat
Unknown (02:14):
way. Yeah, that's exactly what I say. Because when
you speak, I always have toprocess it. I'm like, Okay, how
does it make sense? But how do Iput all of that together. And
then I try to pull it together.
So that because I am one ofthose people who kind of just
needs that black and white, thatstep by step process. And so
just making sure that I have away to do things with my ADHD,
(02:37):
and you've experienced this, myADHD, I could be all over the
world if I cannot follow aprocess. And so I do get that
opportunity to reflect, which Ilove. But it's within a process
that I have, I have to spendthat time at a specific day in a
specific time and a specific wayto do that reflection that you
(03:01):
would want me to do I just haveto pull it into that piece.
Otherwise, I'll be reflectingall day and never get nothing
done.
Becca Silver (03:10):
Right. And you know, I actually want to I think
this is great advice. Becauseyou and I are also so different.
And I'm like I'm reflecting allthe time. And you have to put it
on your calendar practicallyright? You have to say there's
there is this hour or this halfan hour that I'm going to
reflect? And I think you know,even if the people listening
don't have ADD, but they're justreally busy people, right and
(03:31):
pulled in a million directions.
Yeah. You know, the reflectingis important. Yes, right. And so
definitely, we want to put thaton our calendar, if we are not
taking the time to do thatthroughout our days. We want to
put that on our calendarintentionally do it because as
coaches, you can't be aneffective coach, unless you're
reflecting
Unknown (03:50):
period. Exactly.
Because, you know, one of thebiggest things is that we always
have or we ask teachers toreflect on their practice. But
if we're asking teachers to dothat, why would we, as coaches
not do that, we need to makesure that we also reflect on our
work, working with thoseteachers and coaches and then
working and reflect on on ourprocesses, right? And the way in
which we implement a lot ofthings I love when I have a
(04:14):
coaching conversation with ateacher and I sit and I think
about what I could have saiddifferently, what I could have
said better. And then I alsowant to know not just what I
could have did better. But whatdid I do great. Like what what
did I do great in thisconversation that I can utilize
(04:35):
down the line when I'm workingwith other teachers like what
was great about that, becausewe're always good at reflecting
about what we negatively Yes. Orwhat it is that we did not do
and we don't ever sit back andrelax. I mean, sit back, relax,
recognize right? All of the goodthings that are happening. We
(04:55):
always want to go to thenegative things to say When
doing this right, this isn'tgood. This isn't that. And so
even with teachers, when I'mworking with teachers, I have
them to reflect on the greatthings that are happening. This
instructional strategy worked.
It did great. Let's reflect onwhy it worked. And let's start
to do more of that. You know,instead of like, oh, well, this
(05:17):
did work. And, you know, that'sthe only fear that I have. And
you know, the drama, like, no,let's look at what we did,
right? Y'all,
Becca Silver (05:26):
I want to say something, you actually said,
Let's like, relax and reflect.
And I actually I do want toshare, like the brain science
around relaxing the needactually to relax when you're
reflecting. If we are insurvival mode, and we are
reflecting out of surviving, Ifeel like I'm drowning, and, you
know, I'm trying to reflect ourbrains are actually not
(05:48):
accessing the part of our brainthat's able to critically think
and analyze a situation whenwe're in survival mode, we're
accessing our amygdala, which islike, I'm gonna get you out of
this situation. And then it. Soif you're in survival mode, you
are, you are thinking, like, incontext, like it's black and
(06:10):
white, it's us versus them,you're much more prone to
blaming and being a victim to asituation versus if you are able
to relax, and get thatprefrontal cortex online, that's
when the actual reflection isable to happen.
Unknown (06:28):
Well, that's interesting.
Becca Silver (06:31):
Sounds like oh, yeah, people do need to relax, I
never
Unknown (06:33):
do. But I do make people relax, I'd be like, hands
down. Yeah, we're gonna take adeep breath. And that's one of
the biggest things that I havethem to do and why I quote
unquote, set the stage rightinside of my coaching room, you
know, I make sure I have thelights down, and I'm playing
some type of relaxation, music,I'm really trying to make sure
(06:54):
that I have the teachers toreally relax, like, break down
that wall. They're not in theirlife. You know what I'm saying?
But like, really, to relax, andI do it more. I didn't think
about it from the scientificperspective, but I just do it
more based on our relationship,the more that they feel more
comfortable in the environmentthat they're in, the more that
(07:16):
they're shared, the more thatthey're talk more that they can
think about and reflect on whatit is that's happening.
Becca Silver (07:22):
Yeah, I love it.
So okay, I want to shift intoour conversation today. So I'm
very excited to hear what youhave to say about this. So we
you and I were at the ASCDLeadership Summit, and I was
hanging out in your session. Andone of the things that you said
that has still stuck with me tothis day, is you asked the
group, you said what's the mostimportant part of a coaching
cycle? And I was like, I don'tknow, I was really grappling
(07:44):
with it. Like, I don't know, itwas a board bar. And then you
said that you complete it? Yes.
And I was like, yes, you'reright. Right. And I appreciated
the productive struggle withthat question. And I wanted to
ask you, in your experience,what are some of the common
things that get in the way ofcoaches completing their
(08:07):
coaching cycles?
Unknown (08:09):
Yeah, so I think one of the major things that gets in
the way is the length of thecoaching cycle. So we always
have like, Okay, here's threeparts, and we're talking about,
okay, there'll be a three week,there'll be a six week, there'll
be an eight week, you know, ofthat coaching cycle, right. And
so, several years ago, I startedto implement Midways, where we
(08:35):
would, instead of having so atthe beginning of the year, I
will have teachers to set anoverarching goal. For me, that's
a goal for the entire year, thatgoal would be aligned to
whatever our school improvementis for that year. So if we're
looking at, say, for instance,our school improvement focus is
(08:56):
on math, and implementing mathgroups or math centers, right?
If that's it, and I'm workingwith teachers, and so I have
them to create their overarchinggoal around that. And what I
found is that we needed to takethat overarching goal. And we
needed to backwards design,y'all know how we do it with
curriculums, right, we take thebig standard, then we look at
(09:19):
the skills that we need, andthen we map them out. So we need
to still do that same processwhen it comes to goals and
implementing that way. And sowhat I do is, is that I teach
coaches to work with teacherswho I work with teachers on
creating trajectory goals. Andwhat that is, is that we take
the overarching goal, break itdown into three different
(09:39):
benchmark goals. And so afterquarter one, quarter two,
quarter three, because quarterfour, we should be at that
overarching goal, right? Andthen when we look at those
smaller benchmark goals, then wesay what are the steps that I
need to take this first quarterthat will get me to that first
benchmark. And so as I To startto look at that, it may be four
(10:02):
steps, it may be three steps.
And so when I start looking atthose three steps, then I start
to plan this coaching cyclearound the first step, the next
coaching cycle around the secondstep, the next coaches, so I go
around the third step, and thenby the end of that quarter, we
should be at that goal at thatfirst benchmark. And so making
those trajectory goals and thentaking it and each one of those
(10:24):
small coaching cycles, I callthem power cycles, but power
cycles are, they stand for threethings. The first is to plan.
And so I call it pre planningand practice. In your plan, I
always have teachers to workwith me, we're either doing a
content planning session, we areplanning something we're
(10:47):
planning, we're talking aboutit, but I also have co teachers
to practice. And so we're goingto practice together, if they're
going to implement a specificinstructional strategy, we're
going to be in their room, and Iwant them to actual practice
teaching now, is it gonna beperfect? Absolutely not. But if
the teachers already did itonce, and you practice it,
(11:08):
you're gonna be way morecomfortable when you go into the
classroom to do it, right, whichleads to the next component of a
power cycle, which is act, the Astands for Act, which is
implement and observe. And sothey're going to implement, I'm
going to observe, so that partthe action is happening. That's
why it's called act. And then wego into the ER, which means
(11:29):
reflect, right? And so in thatwe're going to debrief, and
we're going to analyze, so we'regoing to debrief what happened,
when we implemented andobserved, right, we're going to
debrief what happened, and thenwe're going to analyze it, did
it make a change? Did it do whatit is that we said that it was
going to do? Did we actually didthe lesson work? And so doing
(11:53):
those three steps, we can getthat done in like three days?
Yeah, for sure. Three weeks,because we're only focusing on
one or two things, which is somuch better. And so that's what
we're doing with a power cycle,we're doing small coaching
cycles, one step at a time, onefocus at a time, that at the end
(12:14):
of the day, we're going to hitthat end of the year goal. And
so that's pretty much kind ofhow that all works.
Becca Silver (12:23):
I love this, this is so great. You know, I think
about when I'm in schools,working with coaches and
teachers, so much stuff can getin the way, right? Yeah, and a
fire drill, you have a, you havetests only testing, that's been
a big thing lately, right? Youare testing, and three weeks, so
many things can get in the wayof absolute cycle that you just
(12:43):
don't have any control over. Andso I love I love this idea of
like three days versus threeweeks, and making tiny tweaks.
Unknown (12:51):
And so that's why I created a trajectory framework.
And it's called the court thesimple core four. And what it is
that it's four pillars in whichteachers need to kind of master
before you get to the morecomplex things in the classroom.
It's kind of just that baseline.
And so the first pillar isorganization. And so we're going
to work with teachers on youknow, just organizing the
(13:15):
classroom, looking at thoselogistical patterns, making sure
that we know how to contactparents, making sure that we
know how to just put things awaythat we know how to organize
just, you know, simple thingsthat have happened in the
classroom. And then onceteachers have like, went through
the simple like the organizationpillar, now we can move into
(13:37):
talk about management andculture. And that's when we
started talking about buildingbehavior management systems. And
we're starting to build culture,and teaching students about how
to conversate with each other,and how to, you know,
communicate. That's thatbuilding of that culture piece,
right. And so then that's whenthose content planning sessions
(13:58):
meetings happen. And, you know,we started to focus on unpacking
the standards and unpacking theskills and all those things. And
then we can get to thatinstructional execution.
Becca Silver (14:08):
One, I want to say some of those because I'm loving
this, I feel like this is soempowering this kind of
checklist model of being able tosay, look, we got to do this
first and then this and thenthis, and here are the steps to
get there. Right?
Unknown (14:21):
Yes. And it definitely give the coach a way to say,
hey, this, these are thefoundational things here that
will help them make thatbehavioral change happen. You
know, that's the good thingabout about that approach.
Becca Silver (14:36):
I love it. You are such a wealth of knowledge. I
love this love of service. Thankyou for sharing all this great
information with the
Unknown (14:42):
listener problem. No problem. Yeah, I would love
Becca Silver (14:45):
you to share where can they find out more about
your work?
Unknown (14:49):
Oh, sure. So you can go to the website simply coaching
and teaching.com and then if youare looking for any professional
development around the simplecore four or the power cycles.
There is a hub and it's calledthe simply coaching hub, and you
can kind of pick and choosedifferent facets of professional
(15:10):
development that meets you whereyou are.
Becca Silver (15:13):
Love it. So thank you so much for being on the
podcast with me.
Unknown (15:17):
No problem. Thank you for having me.
Popular Podcasts
Stuff You Should Know
If you've ever wanted to know about champagne, satanism, the Stonewall Uprising, chaos theory, LSD, El Nino, true crime and Rosa Parks, then look no further. Josh and Chuck have you covered.
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Special Summer Offer: Exclusively on Apple Podcasts, try our Dateline Premium subscription completely free for one month! With Dateline Premium, you get every episode ad-free plus exclusive bonus content.
On Purpose with Jay Shetty
I’m Jay Shetty host of On Purpose the worlds #1 Mental Health podcast and I’m so grateful you found us. I started this podcast 5 years ago to invite you into conversations and workshops that are designed to help make you happier, healthier and more healed. I believe that when you (yes you) feel seen, heard and understood you’re able to deal with relationship struggles, work challenges and life’s ups and downs with more ease and grace. I interview experts, celebrities, thought leaders and athletes so that we can grow our mindset, build better habits and uncover a side of them we’ve never seen before. New episodes every Monday and Friday. Your support means the world to me and I don’t take it for granted — click the follow button and leave a review to help us spread the love with On Purpose. I can’t wait for you to listen to your first or 500th episode!