Wednesday Mar 06, 2024

Safe and Civil Schools CHAMPS and STOIC: Tricia Skyles

Tricia McKale

Show Notes:

-Preparedness meets lucky opportunities - Middle school teacher turned Instructional Collaborator via Jim Knight. 

-Working with adults with a lot of trial and a lot of error. Found that the behavior management system was getting in the way of us doing instructional coaching. Behavior is where my life is at and I was a Tier 3 student in school.

-C.H.A.M.P.S. - Conversation. Help, Activity, Movement, Participation, Success.  Think about different modes of learning throughout the learning day. That is one portion of a really comprehensive behavior management plan is your expectations for instructional activities. 

-Moving toward and a real emphasis on the S.T.O.I.C framework. S.T.O.I.C. is a culmination of all the variables of some level of power and control over. How do we set up a system of observation to provide feedback to children? An umbrella under which C.H.A.M.P.S. belongs.

-All the acronyms - We need to clarify and unpack all the packages of those acronyms for our new teachers and all of us. We need to find a  way to navigate through them fluidly to best serve the needs of our kids and educators. 

-Creating a system or framework of support for all staff. We want teachers to apply it in order to have an unmistakable impact. Truly MTSS as leaders and coaches- comprised of both evaluators and nonevaluators to create that for staff. Let leadership teams proactively build that staff support. 

-Behavior support is an underpinning to good instruction. However, if you have good instruction that may eliminate many big behavioral issues within your classroom. How to leverage Coaches within Tier 1? Where are we having system challenges? Systemic change is the key to change over time. 

-Interdependence between honoring your administration, your system goals, and your educators, “How do we navigate this system-rich environment?” How do I actively engage this group of kids?

- Can you create a sense of urgency without a sense of overwhelm? Is that possible?  What are the small steps? What were the expectations not being met?

-If you were to coach someone who was going into coaching and you could only say what you could say,  what would you say? 

-Lets look at the system in which coaching was occurring.

- If you were to say someone was headed into coaching and they had one hard thing to face, what would you tell them?  How do you find the interdependence between balancing administration and system goals while honoring them,  as well as the teacher in front of you, and respecting the finesse, and nuance to help each other all see each other’s perspective and build that remarkable synergy?

-Validate all entities, and rock the boat, while staying in it. What are our true beliefs? What are those really big challenges? How might we master the communication challenges to make that happen? We have much more in common than we have in different. Shut off the advice monster.

-You have to suspend the idea that you have all the answers to push forward.

- We do the best we can. Of course, it is difficult to receive constructive feedback of any kind”: we have to stop thinking of ourselves as perfect  entities. If we think of ourselves as “goodish entities” then we are on the right path!”

-Stop solving, start asking, efficacy! Our goal is to bring out the efficacy in others. Stop solving, start asking.

-STOIC Screener in the book to help provide that data as a third point in a coaching conversation. How to coach various coaching situations. 

-It is not us, it is always them. You took the tools, ran, and put them into place. Small changes made such a huge difference. Use a solid research-based approach through a coaching dialogue. 

-Holding the individual and the system all in one is pivotal.

-Meet attack with inquiry.

-We tried. Master the starfish effect. Make a difference to that one. The day-to-day wins have to be enough to sustain you. 

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