01:05:28 Peter DeWitt: With our staff, it can be our formative assessment to their understanding about an idea or initiative. 01:07:25 ashley barker, AWSP she/her: could you use this as an exit ticket to check for understanding? 01:07:45 ashley barker, AWSP she/her: and an opportunity to clarify miscommunication/misunderstanding? 01:07:49 Tiffaney Golden: Reacted to "and an opportunity t..." with 👍 01:22:49 ashley barker, AWSP she/her: the slide deck is in learning lab- would anyone like the link here, too? 01:23:02 Kim Fry: Reacted to "the slide deck is in..." with 👍🏻 01:23:04 Tiffany Blore: Replying to "the slide deck is in..." yes please! 01:23:12 Sarah Shatswell: Reacted to "yes please!" with 👍 01:23:24 Monica Chandler: Reacted to "the slide deck is in..." with 👍 01:23:27 Kevin Hampton: Replying to "the slide deck is in..." Yes Please 01:23:42 ashley barker, AWSP she/her: NLL December 2024.pptx - Make a copy 01:24:20 ashley barker, AWSP she/her: Jenni- you shared that with me- and that example was SUPER helpful- let's share that in January! 01:24:49 Pamela Pogson: What would be an example of that goal? 01:27:32 ashley barker, AWSP she/her: Reacted to "Hey Ashley - just sw..." with 👍 01:29:04 Jenni Donohoo: Other examples from teams: All of our grade 2 students will be able to recognize and extend patterns by the end of the semester. Or All of our students will be able to make inferences based on a variety of texts and cues from the text. Or All our students will be able to support conclusions using evidence from experiments. Or All of our students will be able to self-regulate their behaviour using a variety of strategies. 01:31:10 ashley barker, AWSP she/her: for those who weren't able to come last time- these are GREAT resources- I'll post them separately in the resources section for today's meeting too! 01:31:20 Jaci Washam: Reacted to "for those who weren'..." with 👍 01:31:28 Rhonda Walton: Reacted to "for those who weren'..." with ❤️ 01:31:52 ashley barker, AWSP she/her: https://tinyurl.com/32rwutyu 01:32:18 ashley barker, AWSP she/her: ^^^^ efficacy resources here too! 01:34:38 ashley barker, AWSP she/her: Looking forward to diving more into these topics at Cedarbrook! You will each get Jenni's new book with all the Enemies of Efficacy! 01:36:33 ashley barker, AWSP she/her: Collective Impact: Overcoming the Twelve Enemies of Teacher Efficacy (Discover the enemies of efficacy.): Jenni Donohoo, Glenn Forbes, Foreword by Tommy Thompson: 9798893740196: Amazon.com: Books 01:38:32 ashley barker, AWSP she/her: Reacted to "Have to leave early ..." with 👍 01:42:05 Pam Pogson: Sorry, i have to leave for a district meeting. have a great week everyone! 01:42:26 Kim Fry: Replying to "Sorry, i have to lea..." You, too! 01:43:08 Jenni Donohoo: Replying to "Collective Impact: O..." Thanks Ashley! Much appreciated. 01:54:15 Tamera Marcoe: Blame can hinder teacher efficacy by shifting focus away from solutions and growth. When faced with a challenge, reflect on what’s within your control and approach the situation with curiosity rather than judgment. Commit to one small, actionable step to address the issue, reframing obstacles as opportunities for problem-solving and growth. 01:54:16 Elena Velasquez: "As we work towards our school goals in math, ELA, behavior, and parent communication, we recognize that fragmentation—teams working in isolation or on different priorities—can weaken our collective impact. How can we align our efforts across teams to foster collaboration, coherence, and shared responsibility for these goals? What specific practices or structures might help us support each other and build greater synergy in our work?" 01:54:35 Angie Franklin: I have no sound. I'll try jumping out and back in. 01:54:40 Molly Hamaker-Teals: Can you help me with some strategies for how I can support staff to notice when something is unclear and ask for clarity (without being a jerk)? 01:55:17 Tiffaney Golden: Give me 3 talking points to discuss with a teacher who blames COVID for all student deficiencies. 01:55:51 Paula Dawson: As I work on reducing ambiguity, what are strategies that I can use to provide more clarity to school principals about the importance of collective teacher efficacy? 01:55:52 Christy Bowman-White: A group of teachers is struggling with teacher efficacy because of the magnitude of challenges at the school. Students are severely below grade level and have many needs. Teachers feel like the challenges are too big to overcome. How might the teachers take action to overcome the sense of magnitude? 01:55:54 Amy Wright: As a school district leader, I believe that effective inclusion is built on collaboration, shared ownership, and the diverse perspectives of our educators. I’d like your input on how we can make our decision-making processes around inclusion more meaningful and reflective of the realities in classrooms for teachers. 01:56:12 Skyridge Middle Team: I am a middle school principal working on gathering student voice this year and using it with our teachers. Please help me develop professional development around teachers gathering and using student voice in their classrooms to enhance student learning. 01:56:33 Tamera Marcoe: please write a prompt that supports an elementary teacher to take action to overcome blame, an enemy of teacher efficacy 01:56:35 Craig Curry: I am a middle school principal. I have staff and teachers who are resistant to new initiatives and to change in general. Some of them do not engage in my efforts to provide clarity and support. How can I take action to overcome this resistance? 01:57:34 Kevin Hampton: What are some factor that staff would have to have in order to overcome the factor of "School Magnitude"?Teacher and staff efficacy is influenced by the magnitude of the organization, planning, intentionality, and consistency. How can the size and structure of an organization impact collaboration and resource allocation? Are leadership strategies effectively fostering communication and support in larger settings? In terms of planning, how can educators ensure alignment with institutional goals? What strategies promote intentionality in daily practices and decision-making? Lastly, how can consistent approaches be maintained across staff to ensure sustained effectiveness? Action steps could include fostering collaborative planning sessions, providing ongoing professional development, and establishing clear, consistent expectations across the institution. 01:57:44 Tiffany Blore: How can I support my 9th grade science team's collective teacher efficacy in overcoming ambiguity around why so many students have F's. 01:57:48 Paulette Johnson: Please teach me 4 ways as a school leader I can overcome fragmentation so that the building can move forward for student efficacy. 01:58:01 Megan Mauro: You are a school leader. You are working to build collective teacher efficacy at your middle school with your leadership team, and you want to include routines on your school literacy goal to address one enemy of collective efficacy: AMIGUITY. Give a bulleted list of ideas to include in these categories: Routines in staff meetings (make sure these model best instructional practices), newsletter updates, and talking points/questions that you can include in your 1-on-1s. 01:59:18 ashley barker, AWSP she/her: Love that, Megan- do NOT should on each other! 01:59:22 Gina Yonts: Just say NO to Should-ing!! 01:59:31 Angela Franklin: reflecting on the exact enemies of efficacy and on how to be in front of addressing them 01:59:41 Jenni Donohoo: Reacted to "reflecting on the ex..." with 👍 01:59:46 ashley barker, AWSP she/her: Reacted to "reflecting on the ex..." with 👍 02:00:46 Paulette Johnson: The more I use AI the more important it is for me to narrow down what my prompt needs to be. 02:00:55 Peter DeWitt: Reacted to "The more I use AI th..." with 👍 02:00:57 ashley barker, AWSP she/her: Replying to "The more I use AI th..." so true 02:01:23 ashley barker, AWSP she/her: Replying to "The more I use AI th..." I find myself refining - the way it was described....less words....a better question, etc 02:02:07 Angela Franklin: There were a lot of small bits of learning that had to be addressed to engage in this task. 02:02:08 Jenni Donohoo: Tiffany’s words: “What about when I don’t know what to put in… I am still wrapping my head around how I can get AI to help me. It can help me get where I need to go…even when I don’t know where to begin." 02:02:13 Paulette Johnson: Replying to "The more I use AI th..." I keep remembering that we have to take small bites of the elephant. Can’t eat it all at once. 02:02:21 Jenni Donohoo: Reacted to "The more I use AI th..." with 👍 02:02:27 Paula Dawson: Thank you for sharing, Tiffany! 02:02:28 Jenni Donohoo: Reacted to "I keep remembering t..." with 👍 02:02:38 ashley barker, AWSP she/her: Reacted to "Thank you for sharin..." with ❤️ 02:03:00 ashley barker, AWSP she/her: Reacted to "I keep remembering t..." with 💪 02:08:36 Tamera Marcoe: I have to support arrival. Have a lovely day! 02:10:50 Paul Harvey: Keep using AI as a partner and use CE language in the prompts 02:10:55 Elena Velasquez: I will be using the AI prompt to determine next steps to bring to the BLT next week. 02:10:56 Tiffany Blore: Schedule a meeting with the science teachers to start the conversations and actions that my prompt suggested. 02:11:01 Megan Mauro: Intentionally incorporating questions to support collective efficacy into my 1-on-1s 02:11:10 Angela Franklin: Continuing to think about the enemies of efficacy and working to address them ahead of the initiative to prevent 02:11:25 Sarah Shatswell: Using AI as a processing tool for my big barriers 02:11:27 Theresa Shinn: I think I'm going to ask one teacher to go through their goal with me and AI 02:11:27 Paula Dawson: next steps- work with colleagues on clarity vs ambiguity 02:11:28 Skyridge Middle Team: demonstrating AI with our staff and how it can be used in class. 02:11:55 Kevin Hampton: Action steps: Being intentional in addressing barriers to staff efficacy. 02:12:26 ashley barker, AWSP she/her: reminder- if you haven't already- please register for Cedarbrook March 2-3....we have 44 registrants and the first 100 will stay at Cedarbrook and over 100 will stay at the Crown Plaza ;) https://bit.ly/4dVUqIP 02:13:27 Gina Yonts: Cedarbrook IS DEFINITELY a self-care moment!! Don’t miss out!! 02:13:46 Peter DeWitt: Thank you everyone! 02:14:50 Jenni Donohoo: Thanks everyone. Have a great day. 02:15:00 Paulette Johnson: Thanks for a great session. 02:15:07 Angela Franklin: Thank you everyone!! 02:15:20 Kim Fry: Happy Holidays everyone! 02:16:25 Kim Fry: AI can assist you with the obstacle of TIME 02:16:36 Jenni Donohoo: Reacted to "AI can assist you wi..." with 👍 02:16:44 Gina Yonts: Reacted to "AI can assist you wi..." with 👍🏻 02:17:23 Molly Hamaker-Teals: If you want to confirm your registration, here is the email title to search: AWSP Learning Lab: Registration Confirmation for NLL Face to Face Session 5 02:17:38 Gina Yonts: Reacted to "If you want to confi..." with ❤️ 02:17:46 Megan Mauro: Thank you for today! And the BTS coaching is SO HELPFUL! 02:17:56 Gina Yonts: Reacted to "Thank you for today!..." with ❤️ 02:18:02 Paula Dawson: I want to highly recommend the BTS coaching. The six sessions were very beneficial to me! 02:18:10 Gina Yonts: Reacted to "I want to highly rec..." with ❤️ 02:18:53 Jenni Donohoo: Reacted to "I want to highly rec..." with 👍 02:18:57 Jenni Donohoo: Reacted to "Thank you for today!..." with 👍 02:19:11 Jenni Donohoo: Warm and cool feedback please 02:19:30 Tiffaney Golden: Appreciate the small breakout rooms - relevant topics 02:19:37 Jenni Donohoo: Reacted to "Appreciate the small..." with 👍 02:19:40 Molly Hamaker-Teals: Reacted to "Appreciate the small..." with 👍 02:19:47 CVSD Team: Thank you! This work supported a great discussion with our team this morning. 02:19:55 Paulette Johnson: Warm-so much great and useful information 02:20:04 Theresa Shinn: Have a great day everyone. I appreciate hearing the thoughts of others in the amall group sessions. 02:20:11 Kim Fry: WIL Jan 31 02:20:16 Elena Velasquez: WARM: I always appreciate the time to process with the team. COOL: You are all very COOL! 02:20:26 Jenni Donohoo: Reacted to "WARM: I always appre..." with 😃 02:20:33 Angela Franklin: I appreciate the return to prior learned knowledge. This helps me deepen my thinking. We could have used a tiny bit more time in breakouts:). Thank you for your work!! 02:20:51 Kevin Hampton: Thank you!! The discussions allowed me to self reflect on specific barriers... 02:20:57 Jenni Donohoo: Reacted to "Thank you!! The disc..." with 👍