In this episode, Jethro D. Jones welcomes back Craig Randall to discuss the evolution of trust-based observations and its impact on improving teaching and learning. Craig shares insights from his podcast '20 Minutes of Teaching Brilliance (On the Road with Trust-Based Observations)' and delves into the challenges and strategies for writing and implementing effective educational practices.

• Nerding about the writing process. 
• When the idea comes, you’ve got to take it. 
• How Trust-Based Observations has evolved. 
• You learn something new every single week. 
• Coaching model vs. Trust-Based Observations
• We have blind spots, if we leave it to that model, we may not have the solution they need. 
• Cumulatively add the activities to the lesson to show the most learning. 
• Intensive training, really goes deep. 
• Don’t offer suggestions until the fourth visit because we haven’t built enough trust. 
• Asking permission to offer a suggestion. 
• Observation form available on the web site. 
• 9 areas of pedagogy hasn’t changed. 
• Relational trust hasn’t changed. 
• TBO is collective teacher efficacy in action
• How we lower vulnerability to get people to take risks is by building trust. 

Craig’s podcast - 20 Minutes of Teaching Brilliance (On the Road with Trust-Based Observations)

Craig was last on my podcast in 2021! Here’s his podcast episode. And someone even did a dissertation on TBO.

About Craig Randall

Craig Randall is developing relational trust between principals and teachers, leading to risk-taking and growth. Author of Trust-Based Observations

Trust-Based Observations, a book about a transformative method of doing teacher observations. In a nutshell the book and model are designed to help show administrators how to build trusting differentiated relationships with each of their teachers such that teachers are willing to work through uncomfortable feelings of vulnerability and embrace taking big risks to grow their practice. The model also directly connects the observation process to annual action research goals and schoolwide professional development through the creation of professional development communities tied directly to TBO areas of pedagogy. 

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