Learning for All

“When teachers stop learning, so do students.”

The Coaching Cycle

Building and Developing Relationships

In Practice, This Helps Me Build:

• student/teacher and teacher/teacher relationship success

Building/Developing Relationships: Skills

• strong communication skills
• open-mindedness
• conflict resolution

Building/Developing Relationships: Knowledge

• building and protecting trust
• respect the gravity of interpersonal relationships
• understand the facets of a positive, inclusive classroom environment

Building/Developing Relationships: Attitudes

• Commitment to teamwork
• A belief in synergy

Supporting Adult Learning and Professional Growth

In Practice, This Engages Me to:

• Challenge each other to learn
• Model best practices

Supporting: Skills

• Believe in my partners
• Tap into the resource that is my highly-developed learner-partnership

Supporting: Knowledge

• Professional learning cycles that impact change
• Acknowledging the learning styles of my partners

Supporting: Attitudes

• Building practice on a day-to-day basis can be overwhelming, but it is attainable and worthwhile

Connecting with Improvement Planning

In Practice, This Challenges Me to:

• Align professionals to meet student needs
• Constantly re-evaluate my own learning in relation to the evolving canon of educational literature

Connecting: Skills

• Educators coming together at all levels to affect positive change, re-think practice, and monitor progress.

Connecting: Knowledge

• Affecting a culture of change
• Researching and recommending assessment tools

Connecting: Attitudes

• Staying committed to the IDEAL ("Inclusion, Diversity, E(quity), Achievement, and Leadership." Paraphrased - University of Oregon)
• Commitment to all the people involved in the process

Leading Instructional Practice

In Practice, This Demands:

• Constant research
• Truly knowing the learner (previously learned schema, voice, experiences) and helping them move above and beyond
• Assisting partners with assessment tools and options

Leading: Skills

• Knowing what assessments are working and adjusting as necessary, giving relevant feedback (for learning, as learning)

Leading: Knowledge

• Emphasize the importance of evolving teaching practice with research, technology, and Ministry initiatives

Leading: Attitudes

• Sharing my enthusiasm for life-long learning...and keep it contagious!

"Members of inclusion-oriented schools are never complacent; rather, they are in a continuous cycle of reflection and improvement."