This module made me think about my practice. I was visiting too many classrooms each day. I still want to get around to see all of the students and classrooms but I want to change to focus on 3 classrooms a day that I make an "intentional" visit to. Then I would be able to reflect in a thoughtful way and also provide valuable feedback to the teacher. 

One thing I need to work on is letting the perfect become the enemy of the good. It's a phrase that I have told many people multiple times but have a hard time believing it myself. I want to be the best that I possibly can but I do let that overwhelm me sometimes. 

I need to hold myself accountable to visiting 3 classrooms per day. Everything can wait. I am going to set my walkthrough cards on my desk first thing in the morning. I am very goal oriented. So if I know that is my goal for the day, I will feel like I accomplished something when I complete the 3 walkthroughs. 

The adjustments that I must make are to keep the process simple and to plan to visit classrooms everyday. I have been a victim of "perfect being the enemy of good" in that I have created interesting yet cumbersome processes that are not sustained and then I give up and revert to compliance paperwork. Keeping things simple and planning for daily visits can help me build and sustain this habit.

I need to create a schedule that lists the teachers I need to see every week. Then I will plug in the time that works for my schedule those weeks. I have 6 teachers so I will do 3 each week. 

Thank you for the permission to make it simple. At times I don't get into classrooms because the process seems daunting. I wanted to give perfect feedback that would make everything better which I now know is not possible. I love the idea of 3 a day. This is simple and trackable for me. 

I've started to think about this more in depth and because I over see teachers in 6 different buildings, I will not only need to make the notecards for each teacher, but also come up with some type of rotating schedule to ease the amount of traveling that I will need to do. 

The adjustment I need to make is to stick with getting into 3 classrooms a day without feeling guilty about not being able to get to all teachers every week. 

I definitely think I just need to lower the bar a bit. I think I just tend to do too much. So just focusing on getting in the classroom three times a day is going to be an important task for me. And I just know that after listening to some of your modules, the importance of being there and being present and seeing what's going on.

I really appreciate the adjustments that are offered in this module, for me, this year, I actually and I think I've mentioned this before I am the only administrator that's evaluating in my building right now because of some staffing issues. It's a temporary situation and it won't be like this forever. But I think that point about only see the teachers you supervise, I am torn on that because I do want to see everybody because I'm the only evaluator this year.
However, I can prioritize better. There are some teachers that are up for formal observation. So focusing more on them. I still want to get into the other classrooms, but maybe toning down the frequency on those teachers that are not being formally evaluated, might be helpful. I also have to lower the bar a little bit. That is really helpful for me. I am one of those administrators that gets a little bit caught up in the paperwork and, you know, making sure that I've got the standards and making sure that I provide the written feedback and all that goes along with it. When you might not have the energy and then you've got into the classroom. You've seen a visit, it would be great to just have a good conversation or dash off a more informal email. But sometimes I find myself, I wait until I really have the cognitive capacity to provide something more formal and then it's lost and it becomes less meaningful. So I really like that idea that, you know, let go of the perfect and embrace, what's good and what's going to be helpful for teachers. So teachers waiting for me to find perfect conditions is not going to be helpful for them to get the feedback that they need from me.

The first adjustment that i really need to make is focusing on getting up from my desk and getting into those 3 classrooms everyday. The next adjustment i need to do is to "lower the bar", i should try not to make everything perfect and just make sure that i am getting out there. I think teacher would appreciate it more if they see me more instead of always seeing me in a formalized setting like the steps of the observation model we practice. 

I need to lower the bar. I hold myself back by trying to make sure I am so prepared that I never end up in the classroom at the time I was hoping or I can never follow through on the perfect image I have in my head so I lean toward other things I can feel successful at. 

Since I am the one and only supervisor at my campus, I don’t have to worry about adjustment #1. I may need to lower the bar to 2 visits a day, but also focus on what the instructional aide is doing as well since I also evaluate them. I can get into classrooms each day that I am on campus if I just go out and do it and don’t worry about all the other stuff I need to get done or what might happen when I step out of the office. Just do it! 

While I would like to only visit those I supervise, as an instructional coach, I have between 70-80 people to support as a general instructional coach. My plan would be to lower the bar and unfortunately prioritize my visits. So, if I prioritize my visits to the Core 36 teachers in the 3 grade levels, I would make 12 visits per week with them, and then 3 visits to the Encore 49 teachers. While it isn't great, if I don't prioritize someone, everyone loses with no prioritization. And who knows? Maybe I could flip that scenario every marking quarter? 

I need to hold myself accountable for consistently hitting the 3 visits a day. I have to adjust for those impromptu hallway conversations that sometimes derail me. 

As a supervisor, I don't need to make any adjustments. 

First I need to hold myself accountable to visiting classrooms. 3 a day is doable for me. I have 14 teachers total. Realizing that by only seeing 3 a day I would actually get to visit all classrooms every week. I need to prioritize visits to the teachers I’m formally evaluating this year and ensure that 1 or 2 those teachers per day are on my list to evaluate that day. 

It's difficult because I have 60 staff members and supervise all. I'm hoping we can split up the staff with my AP. 

I have to lower the bar. I was trying to leave detailed feedback with every observation. Therefore, I have to change my mindset. 

The adjustments I need to make is hold myself to getting out and to the magic number of 3 classes per day! I start off really well with consistency and momentum but I trailed off. Holding myself to 3. 

Focusing on the teachers that I supervise makes it seem feasible that I can visit three classrooms a day consistently. 

I definitely need to make a commitment to visiting 3 classrooms no matter what. Throughout the day, it seems there are a million situations that arise that are a higher priority. For me to be able to visit 3 classrooms per day, I must take a “no excuses” approach. 

I need to focus on holding myself to the "3 teachers per day rule". 

I think its possible, if you are able to adjust what you are doing throughout the day to go into the classrooms 

Being a full time teacher and school leader, the only times I can get into rooms is at an off period or have someone cover my class. Some days I have two off periods so mindfully using those two off period days to get into classrooms would be beneficial. Shift my mindset from an off period to a teacher walkthrough time. 

I need to set up a schedule and actually block time on my calendar to get in to see three teachers a day. Perhaps we can set up a schedule as an admin team to rotate who we go in to see and when.