C3 Connecting, Coaches, Cognition

Matt Renwick: Leveraging Coaching as a Leader

Matt Renwick is an elementary principal in Mineral Point, Wisconsin. Previously he served as an assistant principal, athletic director, coach, and classroom teacher in Wisconsin Rapids, Wisconsin. Matt was recognized as a Friend of Literacy by the Wisconsin State Reading Association in 2020 and received the Kohl Leadership Award in 2021. His books include 5 Myths About Classroom Technology: How do we integrate digital tools to truly enhance learning? (ASCD, 2016), Digital Portfolios in the Classroom: Showcasing and Assessing Student Work (ASCD, 2017), and Leading Like a C.O.A.C.H.: 5 Strategies for Supporting Teaching and Learning (Corwin, 2022). You can find Matt on Twitter @ReadbyExample.
 
-Matt has always enjoyed coaching children and athletics. He found his way into many roles in education and fostered a strong interest in literacy as well as engagement with readers and writers.
 
-What have I learned around literacy and leadership? This is where this book was born, Leading Like a C.O.A.C.H.: 5 Strategies for Supporting Teaching and Learning.
 
-Educational Improvement- Matt used to have more of a linear approach. Coming into administration, he thought he could present an idea, then teachers would adopt them, and schools would improve. He realized everyone is coming from a slightly different angle as to what is best practice. It is way more complex than this. He has learned he has to engage with every teacher and build deep trust. Therefore, knowing where each teacher is and being able to work from there is the best starting point for improvement. 
 
-Instructional walks are powerful.We need to be leading as a learner, in a more reciprocal and mutually beneficial relationship with faculty, which has better results with everyone's learning, including his own.
 
-Leading like a C.O.A.C.H.- 
Matt likes to: Pay attention to myself and others. Be mindful of how he is feeling. Listen first and hear where they are coming from. Use paraphrasing.
Shift from giving advice and needing to know everything to asking more questions, listening deeply, and being the listener first. Allow others to solve their problems when possible.
 
C-Creating Confidence through Trust
O-Organizing Around a Priority
A- Affirming Promising Practices - noticing and naming strengths already present
C- Communicating Feedback
H- Help Teachers Become Leaders and Learners - Support self directness
 
-Building confidence and trust is always at the forefront. When we are clear on what we are working on in order to press forward together more progression is made. 
 
-Make sure we honor the difficulties and loneliness of teaching. Be empathetic and also provide perspective. 
 
-Instructional Walks - Take a photo and put it in a brief email to follow up with that educator. It is his opportunity to build context. Write down what you see and hear as a narrative. Give that feedback from an affirming stance.
- Collects the narrative and notes in a digital drive in order to show educators the wins they are having with their kids. He documents how he is in their corner, and also is able to build from moving forward. We need to recognize the good first, and then hear the feedback. We help them to create an artifact of what they do everyday and a case as to how they are effective. We share the wins they are getting with kids. Teachers also collect artifacts for themselves.
 
-If you are recognized first you are much more receptive to feedback.
 
-Get into classrooms and just start to document five or six words of what you noticed. Get to every classroom, then take the time to reflect on your own as an administrator, or with a coach around trends or patterns we are seeing. Then communicate these to staff. From there, we can design professional learning around those goals. This is where collective commitments can come into play and have tremendous power. 
 
-Leaders need to know literacy - Regie Routman
 
-Pausing is the superpower. I have never gotten in trouble or made a mistake when I did not say something. It has always been when I said something and wished I could have taken it back. 
 
Connect with Matt Renwick:
-Twitter: @readbyexample
-Newsletter: Readbyexample.substack.com

Dr. Nathan Lang-Raad: Keeping Coaching at the Core

Dr. Nathan D. Lang-Raad is an educator, speaker, and author. He is the Vice President of Strategy at Savvas Learning. Throughout his career, he has served as a teacher, elementary school administrator, high school administrator, and university adjunct professor. He was the Director of Elementary Curriculum and Instruction for Metropolitan Nashville Public Schools, as well as education supervisor at NASA’s Johnson Space Center. He was also the Chief Education Officer at WeVideo. He serves as the US State Ambassador for the Climate Action Project, a collaboration between the United Nations, World Wildlife Fund, NASA, and the Jane Goodall Institute, and an advisor for TAG (Take Action Global).
 
Nathan is the author of Everyday Instructional Coaching, The New Art and Science of Teaching Mathematics co-authored with Dr. Robert Marzano, WeVideo Every Day, Mathematics Unit Planning in a PLC at Work, Instructional Coaching Connection, The Boundless Classroom (with James Witty), and The Teachers of Oz, co-authored with Herbie Raad.
 
Nathan received a bachelor of arts degree in general science-chemistry from Harding University in Searcy, Arkansas, a master of education degree in administration and supervision from the University of Houston-Victoria, and a doctorate of education degree in learning organizations and strategic change from David Lipscomb University in Nashville, Tennessee.
 
He resides with his husband, Herbie Raad, in beautiful Maine.
 
To learn more about Nathan’s work, follow him on Twitter: @drlangraad
 
To book Nathan’s services for keynotes and workshops, contact him at drlangraad@gmail.com.
 
-Coaching is a partnership. A coach is a cheerleader and consummate listener who guides and helps to further teaching and instructional practices.
 
-Nathan first noticed the value of a coach’s role during his first year of teaching. 
The experience of trust, and non-evaluative support, helped guide him though that year, paving the way forward as he grew as an educator.
 
 
-To give meaningful feedback while staying non evaluative, there has to be a deep level of trust. The relationship has to be organic and build over time. The goals and purpose need to be clearly articulated. Establishing that coaches are working with you not in some sort of hierarchical position. 
 
-Building empathy comes from a  place of honesty and vulnerability. The coach needs to show they do not have all the answers. Every coach is still a learner, being honest about that can help with empathy building, in large ways. There is a power in numbers, and helping teachers to not feel like they are in it alone.
 
-Coaches can support effective team meetings by making sure they are extremely purposeful and well structured. Have meetings that have defined autonomy to accomplish agreed upon outcomes is key. There must be clear norms. Don’t meet unless there is a clear agenda and purpose for that time together.
 
-There is this idea of success that it is the teacher or coach who never stop working. They are go, go, go! That level of productivity cannot be sustained, nor should it be. Our well being should always be the priority, meaning taking care of ourselves at home. You have to feed your soul. Then you can come back and be more productive and creative when you return to work.
 
-”Be loyal to yourself” - Be yourself, and out of digging into yourself, you will grow and thrive in that process.
 
-Asking questions - “I have some ideas about that, but I want to hear your thoughts first.”
 
Connect with Nathan:
Social Media: @drlangraad
Email:drlangraad@gmail.com
Books: Instructional Coaching Connection
New Book out next spring: Never Stop Asking

Amanda Brueggeman: Student Centered Mentoring

Episode Notes:
-Student Centered Mentoring Book: Keeping Students at the Heart of New Teachers’ Learning
-4 Core Beliefs for Success: Empower others to grow, Learning is Process and so is Teaching, Relying on others, and Setting Goals as well as keep trying.
-Student Centered Mentoring - a collaborative approach for mentors and mentees that focuses heavily on the impact of students’ learning with layers of support.
-More focus on what students are doing as opposed to the more traditional watching of what the teacher is doing. It is less evaluative. When doing observations keep the focus on the students.
-Partnership is key, we can’t do our work alone.
-Utilize Directional supports- to help narrow down the support for the new teachers.
-Being a model of listening, another layer of support.
-Use the lens of the mentor for more tips.
-Natalie- “Question until you know, instead of faking it until you make it!”
-Tina - As a mentor she jumped in and did a coaching cycle in order to stretch her own learning. Do the mentor cycle and be vulnerable to show the learner side.
-Strength Based Feedback- thinking about how you implement it has to do with your relationship. Beware of how much clarifying you are doing. Can you celebrate? Collect good language and sentence stems to utilize in the future.
-In order to retain teachers we need to have conversations with each other around, how can we help all students learn? Do we still hold those same expectations for all students? We need teacher efficacy but also collective efficacy. These should work in tandem together. 
-With all of these things in place it helps build our belief that we can make that impact on our kids.
-To keep educators in the profession we can try out the directional supports outlined within the book. Providing many different options of support for our educators. Don’t assume, and ask the good questions.
-Keep questioning as mentors, and try to be specific with those questions of support. Try to uncover the beliefs and continually check in with your mentees. 
-”Empower others to make and impact”
-Ask questions.
 
Connect with Amanda:
Website: www.AmandaBrueggeman.com
Twitter: @ACBrueggeman
YouTube Videos - more coming soon

Elena Aguilar: Elevating Your Professional Development

-The PD Book: 7 Habits that Transform Professional Development by Elena Aguilar and Lori Cohen  The PD Book
-This book grew organically out of leading PD and reflecting on leading PD. It felt like the next thing to work on and bring to the front.
-Imagining PD like a party - wanting PD to not be draining, but instead enlivening, exciting, and nourishing. What if PD could feel more like a party or a gathering or experience when you connect with people? Where are you energized? 
-There is so much in this book and her work that is research based. When we look at conditions that are essential for people to learn, it is psychological safety. A place where you can ask questions, or discuss, elaborate, and acknowledge things. 
-7 Habits that transform Professional Development
-Cultivate psychological safety. - How do people interact?
-Accept it or fight it. 
-Use the strategies and systems from within the classroom and that honor learners as students or adults.
-Storytelling: An endless resource for connection and bringing people together. I often guide others in identifying their experiences in their lives to be able to relate to and tell.
-A story to share with listeners: Facilitating a beginning of year retreat with conversations around equity. Elena felt, “I can't do this, I can't do this, I can't do this!” I was literally on the floor and at my low as a facilitator. In some ways it helps me to see my own growth and learning. To recognize the low points and to mine them for lessons, and wisdom is huge. We share these moments so others can hear I have been there. Your growth or learning  is powerful.
-High points: when facilitating PD.
-Responsible cultivators of adult learning - 1. DeterminePurpose - why? 2. Engage Emotions 3. Navigate power 4. Anchor in adult learning  5. Design intentionally. 6. Attend for details 7. Facilitate adaptively
-Conditions necessary for people to learn and understand and strategize to facilitate the learning.
-Tell me more about what you are actually concerned about?
-#1 question: How do you deal with resistance? Only resistance if there is force in two ways. -Resistance is a mask for fear at times. 
-We can make every conversation count towards a more just and equitable world!
-Disposition is authenticity and transparency: Sometimes people are most moved by me saying, “I want to stop and I am feeling nervous. Can we hit pause for a second? And figure out how we move forwards? If I can be brief and honest, people appreciate this.” 
 
Connect with Elena:
Twitter: @brightmorningtm
Podcast: BrightMorningPodcast
Website: https://brightmorningteam.com/
Next Book Coming Soon - 2023
Art of Coaching 2.0 Book - 2023
Arise, How to Thrive as a BIPOC Educator

Michael Bungay Stanier: How to Begin

Michael Bungay Stanier helps people be a force for change. He’s best known for his book The Coaching Habit which has sold over a million copies and has thousands of 5-star reviews online. His latest book How to Begin helps people be ambitious for themselves and for the world and, find their Worthy Goal, and start something thrilling, important and daunting. He founded Box of Crayons, a learning and development company that helps organizations move from advice-driven to curiosity-led. They’ve trained hundreds of thousands of managers to be more coach-like and their clients range from Microsoft to Salesforce to Gucci. Michael left Australia about 30 years ago to be a Rhodes Scholar at Oxford University … where his only significant achievement was falling in love with a Canadian … which is why he now lives in Toronto, having spent time in London and Boston. Balancing out these moments of success, he was banned from his high school graduation for “the balloon incident” … was sued by one of his Law School professors for defamation … and his first published piece of writing was a Harlequin Romance-esque story involving a misdelivered letter … and called The Male Delivery
Episode Notes:
-Trained with CTI but also connected with coaching as a teenager with his friends as well as being a youth crisis telephone counselor. The first answer is not the only answer.
-Living in England and graduating from university, discovered ‘coaching’ - intrigued and got transferred to Boston.
-Called himself a coach despite not knowing everything about it. 
-Trained in 2000 and started a practice, didnt love coaching all the time. Then started writing books, The Coaching Habit, as well as Box of Crayons. MBS.works is also helping others be a force for change.
-At a young age, Mum told him it helps if you ask a good question when interacting with girls…may be the start of it all! 
-How to Begin’s inspiration - Stemmed from The Advice Trap, wanted to add onto the topic. How do you actually change your behavior? It is so hard.
-”We unlock our greatness by working on the hard things” - MBS.
A nice restatement of an old truth.
-When we go out to the edges of who you are and what you are, that is where you learn more about yourself and grow in your confidence and capacity. 
-How do you think about goal setting to bring out the very best in you, as well make a contribution to the world.
-Worthy goal: thrilling, important, and daunting.
-Cheeky cartoon- originally for The Advice Trap Book but it was not a good fit, but he still loved the character.  It helped him to become the obvious guide for this book. 
-It is helpful to be the strongest signal in the room. 
-Two worthy goals: stopping being the CEO, as well as launching a podcast.
-How to Begin: 3 parts, each part has three chapters
Part 1: Draft and redraft your goal - examine, poke, interrogate, and redraft it. 
Part 2:Understand what you are committing to - When you are saying yes to a worthy goal you are saying no to other stuff. Wrestle with it for a bit and get very clear on this.
Part 3: Getting you going- Crossing the threshold. What is important is that you begin the journey. Do not do it alone, and don't think it will be three big leaps and you will be there. Find support, keep working towards the best version of yourself, and keep taking small steps to make progress. 
-Find your right band and check out the pilot light appendix
-Many goals? Hierarchy to organize your life. Prioritize.
-MBS vision: Infect a billion people with the possibility virus 
-What is my best way to achieve this bigger vision or mission?
-Aspire to one worthy goal, one great project! Tactics, strategies, project, vision, and worthy goals.
- “Plans are useless but planning is useful” -Eisenhower - You are doing the planning and that is where the power lies.
-So many chapters - what do I want to accomplish within each chapter?
-Worthy Goal for this year- Write three books! - 2023-2024
-Stay curious a little bit longer, and rush to action and advice giving a little bit more slowly.
-And what else? Because the first answer is never the only answer.
-I can translate knowledge to make it feel accessible for people. Taking the abstract and translate it for you! 
Connect with MBS:
Twitter: @mbs_works
Website: MBS.works
Year of Living Brilliantly - 52 weeks
HowToBegin.com

Jennifer Abrams: The Raw Fairy Godmother of Coaching

Formerly a high school English teacher and a new teacher coach in Palo Alto Unified School District (Palo Alto, CA), Jennifer Abrams is currently a communications consultant and author who works with educators and others on new teacher and employee support, being generationally savvy, effective collaboration skills, having hard conversations and creating identity safe workplaces. 
 
Jennifer’s publications include Having Hard Conversations, The Multigenerational Workplace: Communicate, Collaborate & Create Community, Hard Conversations Unpacked - the Whos, Whens and What Ifs, and Swimming in the Deep End: Four Foundational Skills for Leading Successful School Initiatives.  Her newest book is Stretching Your Learning Edges: Growing (Up) at Work.  
 
Jennifer shares her work in other mediums as a featured columnist on growth and change for Learning Forward’s The Learning Professional journal as well as contributing to The International Educator (TIE) focusing her writing on adult development and collaboration skills. 
 
Jennifer has been invited to keynote, facilitate and coach at schools and conferences worldwide and is honored to have been named one of the “18 Women All K-12 Educators Should Know,” by Education Week’s ‘Finding Common Ground’’ blog.  More about Jennifer’s work can be found at her website, www.jenniferabrams.com, and on Twitter @jenniferabrams. 
Episode Notes:
-High school English teacher for 9 years, then a New Teacher Coach, professional developer, Education, and Communications Consultant.
-Finding your voice around what matters- her mission
-Coaching in its purest sense is I am a thought partner, a cheerleader, a raw fairy godmother, all in service to whatever goal that the people I am working with have, which is to support students.
-Can you find your voice in a way that matters, in a humane and growth-producing way?
-It is about the development of the other person so that they feel more assured and grounded in how they want to make those changes. 
-New teachers need just-in-time training that is ongoing and that is an intentional experience.
-There is no one thing that helps to retain new teachers or any teachers. It is more about looking at your context and the challenges that you are facing in your area and saying how might we look at that. How do we go to the balcony to look at things with people?
-Stretching Your Learning Edges: Growing Up at Work
-Purposeful, ongoing support for the development of an adult in a school will be so helpful, and something that needs to be focused on.
-Mrs. Kalman, “ Somebody is learning how to be a person by watching you.”
-We need to keep growing and developing, we are not done!
-We have credentials in how to teach, but we do not have credentials in how to talk to one another. We need to develop our skills in this area: being coaches, being a facilitator, being a team member. 
-We need to own our own development.
-Changing arenas in education can be a tough road. 
-Top 5 things to remember:
Your development needs to continue. Grow Yourself!
Know your identity and how you see the world differently than others. Know my biases and limitations.
Suspend my certainty that I have it the right way. Where can I inquire more?
Be quiet. Watch and listen. 
How can I be a more effective person in collaboration? How can I build up my skill set to be even more of a value add to my team members?
-Find your voice around what matters!
-Be quiet: Let people talk! The pause, the pause, the pause!
Connect with Jennifer:
Twitter:@JenniferAbrams
Website: JenniferAbrams.com
Email: jennifer@jenniferabrams.com
Instagram: @JenniferFAbrams
 

Rebecca Frazier: The Joy of Coaching

Rebecca Frazier, Ph.D., has centered her professional career around learning and sharing how to
become an effective coach in a variety of situations. When teachers feel encouragement and love as well as
being supported by a technically skilled and competent coach, both the positive energy to persevere and the skills needed to meet difficult challenges are produced. This holistic way of delivering coaching, which includes a focus on personal development, benefits all involved in the process: students, teachers, coaches, and leaders. Rebecca’s doctoral research included a qualitative and quantitative study dedicated to answering the question, “What makes an effective instructional coach?” The answers she found became the foundation for her book, The Joy of Coaching: Characteristics of Effective Instructional Coaches.
Her years as a classroom teacher, an instructional coach, trainer of instructional coaches, district facilitator for coaching program development, and a K–8 principal have provided her with a multi-tiered perspective of the coaching process. Rebecca sees coaching as the “go to” professional development a strategy that, when delivered with warmth and power, can inspire joy and professional success.
Episode Notes:
-Rebecca was a substitute in  K-12, became a K-12 instructional coach, was a 4th/5th-grade teacher,  a K-8 principal, Teacher coaching teachers program, district coach, coach, and coordinator as well as a trainer of coaches.
-Jim Knight’s work, What makes an effective instructional coach? Doctoral study focus and ten years as an instructional coach.
-Joy of Coaching Book, Coach Happy business
-Characteristics identified through research that would be helpful for coaches to incorporate into their lives and coaching practices: caring, competent, collaborative, authentic, a quality communicator, flexible, trustworthy, planned, able to provide models and inspiration.
-Team of coaches who were ready to dissect what was and what was not working.
-Caring and competency were needed for effective coaching 
-Needed intentional relationship building
-Add caring practices to our coaching due to the  data was  showing it was needed
-Processes for goal setting and progress in regards to data collection and softer skill protocols involving motivation,  commitment,  and connection.
-Dissertation: 69 coached teachers and 70 non coached teachers. Analyzed growth in teacher competency,  job satisfaction, and student growth.
-Taking a risk to gather this data, but coaching teachers outperformed non coached teachers in 22 areas of instructional practice by 4 to 5 times
– More growth in reading than non coached
-Teachers are struggling in so many ways, we need to walk with them forward
-Bite-size chunks of video reflection and video coaching
-New coaches, you were hired for a reason. If you have been hired as a coach you are good, don’t doubt yourself! Think back to what worked within your own classroom.
-Note specific things within the classroom. Praise what you want to see more of, and bring chocolate!
-Practice self-compassion
-Chip’s Tips- Coach Happy Inspirational Pup
-Coach happy, where caring and confidence meets
Connect with Rebecca:
The Joy of Coaching: Characteristics of Effective Instructional Coaches Book - Corwin and Amazon 
Twitter- @coachhappy
Website- coachhappy.com
Hello@coachhappy.com Email to be added to the mailing list

Kyle Schwartz: We See You...

Kyle Schwartz is in her tenth year of teaching, this year as a reading teacher at Doull Elementary in Denver, Colorado. Her first book, I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids focuses on realities that students face and how educators can respond to their students’ needs by building relationships. Her second book, I Wish For Change: Unleashing the Power of Kids to Make a Difference is a guide for educators, families, and mentors to help young people find a personal sense of power and use it to better their communities.
 
In addition to teaching, Kyle is a dedicated advocate for students. She has spoken nationally and internationally about supporting all students, differentiating instruction for students learning English, building strong classroom communities, and helping young people create change.
 
Episode Notes:
-Unlikely teacher, grew up hating school, who became her arch-nemesis, an elementary school teacher. But wanted to provide an experience she never had for students after falling in love with tutoring as well as teaching and learning.
-The ‘I Wish My Teacher Knew’ lesson went viral on Twitter - “I wish my teacher knew I did not have pencils at home to do my homework with”- grew into an international movement.
-Wrote the book, I Wish My Teacher Knew: How One Question Can Change Everything for Our Kids as well as I WIsh For Change: Unleashing the Power of Kids to Make a Difference.
-The truth and vulnerability of seeing the words in kids’ handwriting struck a chord with educators.
-Kids pulled her to share with the class, kids were invited and not required to share notes, the power of community building came through. One child said, “I wish my teacher knew that I did not have friends to play with.” Yet, the students banded around this child and built connections with her.
-Kids are experts on childhood, we must understand that expertise. They are problem solvers and will engage with one another.
One student never shared, but later spoke to Kyle that she never knew other people’s parents were divorced. She saw herself in others and was able to build empathy through this practice.
-Teachers, we see you and all you are juggling right now.
-Have the courage to value all the things that are not being measured on a rubric right now: the relationships, the empathy, the connections - respond to what kids give you and hold sacred those times.
- A shift in education to meet kids where they are and look at the whole child.
-Impact story: trying this lesson, other strategies, and how kids take it over, as well as other industries all the way to the Vice-Admiral of the U.S. Coast Guard!
-We are a nudge in children’s lives!
-” Be the nudge you wish to see in the world!”
-” Notice what kids want you to see and be really thoughtful about noticing that.”
-Find the connection with kids!
-Let kids be experts no matter what, build one on one connections!
-Tips:
-Make it about the community in any way you can. Kids have to be vulnerable, so you should too. Be honest with kids about mandated reporting. Be honest with kids, Give them options about how they participate or add their name or share, serious or silly. Really round it out with community too and building connections and caring.
 
Connect with Kyle:
Instagram: @Kylemschwartz
Twitter: @Kylemschwartz

Coaching the Whole Teacher: Becca Silver

Becca Silver is the founder and CEO of The Whole Educator. She is a highly energetic and knowledgeable trainer who approaches leadership development with transformational coaching skills and strategies. Becca is a former educator, instructional coach, life coach, and executive coach. Her training programs and customized one-on-one coaching work focuses on fostering teacher buy-in and bridging knowledge gaps between leadership and staff. She believes that, when coaching teachers, adult mindsets and motivations matter.
 
The Teachers S.T.A.Y. Program is a group coaching, cohort-based 6 module program for school coaches. It systematically builds coaches' skills to understand and impact teachers' underlying motivations and mindsets that impact their behavior, buy-in, trust and resilience. This immersive program does not "add another thing onto the plate" of coaches. To inquire about a school or district-based cohort, message becca@thewholeeducator.com.
 
Episode Notes:
-Educators and coaches are whole human beings. We want to coach and lead them as whole human beings.
-The Whole Educator.com
-Teachers as diverse learners
-Top tips for supporting new educators: identify the speed of approaching growth and change, spend time listening to their concerns and build trust, and look for limiting beliefs or mindsets.
-Treat others the way they want to be treated.
-Use active listening or reflective listening, reflect back on what they are saying.
-Identify why they teach, what motivates them, and measure against that each day.
-Embrace your why
-Sorting needs: content knowledge, skills, or mindset issues.
-Utilize the mindset that people are diverse and complex, build trust authentically, treat people how they want to be treated.
-Assess what they need so you can individualize professional development.
-Mindsets and Motivations Matter
-Hear the limiting beliefs
Connect with Becca:
becca@thewholeeducator.com
Twitter: @BeccaSilver_edu

Dear Coaches...

This episode is a compilation of ‘Dear Coach Letters’ for you to enjoy and to help wrap up this year right for all our favorite coaches! 
 
Hear from our special guests:
Adam Geller
Website:https://www.edthena.com/
Twitter:@edthena
Suzy Evans
Twitter:@SuzannahEvans2
Betsy Ball
Twitter:@1BetsyBall 
Mary Phillips
Twitter:@growinglearners
Dr. Sean Corey
Twitter:@LegacyElem
David Baker
Twitter:@David63Baker
Miriam  Guerrero Cheuk
Website: www.EmpowermentCoachingMC.com
Instagram: EmpowermentCoachingMC
Linkdin: Miriam  Guerrero Cheuk
Twitter:@MiriamCheuk
Clubhouse: EmpowermentMC