Retention Signs:

1. Regular sickness
2. Inability to get along with co-fellows
3. Not submitting deliverables
4. Not attending sessions/ conferences
5. No visible progress in the class from the last class.- A class in the destructive class for more
than 3-4 weeks.
6. Being quite and not sharing enough
7. Lack of relationships with kids/parents.
8. No charts or decorations in the class
Fellow think about quitting weeks in advance. So gather evidence. Be highly observant
Escalate everything
EOI>temporary belief >fixed belief (very hard to move a fellow from here)>

Preventing attrition
1. Surround with love
2. Meaningful touch points
3. Gauge on individuals
4. Relations
5. Environments are created where these things are questioned
6. Help fellows to see sustainable success

- Discussing things with Sandeep/Adhishree

Holding tough conversations:
1. Empathize
2. Meet the Fellow where there at
3. Show them hope
4. Go back to why
5. Concrete next steps and following up these conversations (setting their meeting with
someone)
Look at All hand on Deck



BTCP (not mandatory for everyone)
Either do it by themselves or else fellows can go through the below models
Fellows will be problem solvers who design game changing solutions to bring a transformative
change.
Define and investigate>ideate and prototype> Share and inspire
Define and investigate Cultivate Share and Inspire
Seed Mentorship Grow
Inspire, research and project
plan
Space to collaborate (with
Bombay Fellow)
Impact measurement, scale and
scope

We will bring in experts to help fellows having differentiated needs.
Support System for fellows
1. Ecosystems
2. Learning loops
3. Documentations
4. Collaboration
5. Alumni as mentors
6. Collective impact
[Check out this website: www.iteachmovement.org]













FIELD TIME
Pre Observation
- What is the current keylever
- What change am I expecting? Both student actions and fellow actions
- EVIDENCES THAT YOU WILL LOOK TO SEE THE CHANGE
- Fellow goals and progress
During Observations
(TAKE LOTS n LOTS of EVIDENCES)
- Watching students , students work, and responses
- Goal orientation(walls, teacher conversations, student conversations)
- Talking to the students (what, why, how, class culture, goals)
- Referencing Fellows plan
POST Observations
- What they anticipated to see vs actual
- Look at all evidences
- Teacher actions leading to student actions
- What should look different and why? Vision of excellence *dont say align your key
pointssay how will it look like, students are engaged, INM will be shorter, CFU will be
successful]
- Not more than 2 next steps
- Plan for solution building and follow up
Building solution
- Give a reflection document a day in advance
- Clearly articulate the desired change (build awareness and vision of excellence]
- Long term skill building vs quick fixes [ to make fellows see quick success]
- Fellows learning style and efficiency (aligned solutions, MOS, Follow Ups, Mindsets)
- The solution should dramatically take the class to the next level
Manage your mail:
Deactivate notification and allot a specific time for mails. Check them only at that time.
Not the first thing and the last thing.
Respond that I will be able to get back to you by xxxxxx or Noted.
Prioritizing the emails.


STAFF POLICY
Staff working Hours:
- Flexible working hours
- Remote Working
- Keep Fellows in the loop (Ask fellows to add your calendar in their Google Calendar)
Remote Working (PMs should be accessible)
Leaves:
Holidays: 19+4 and 10 can carried forward
Eligible to 5 days per quarter
Email of Adhishree about staff leave policy
Compensatory offs
Process
Cancelling an observation to communicate to fellows and the manager

FELLOW POLICY
6 days of authorized absences (medical/family/wedding)
Write to HR, ccing PM, SPM, APPROVAL comes from HR, if it comes to PM forward to HR.
Always get the communication done in writing
Dont approve anything, ask Fellows to contact the HR.
BY Friday ( what if they miss a LDC , ODC etc)
FSP
Its a chance to support fellows more intensively which we have not been able to do that
regularly.
Process:
- Investigation
- Documentation
- Communication
- Decision
Design it in a way that Fellows have to do most of the work.

CPP
- 1
st
step is FSP


Coaching Cycles
Take care of:
1. Learning style of fellows
2. Plan for conversation
3. Trust him and be trusted
Obj:
1. What is Direct Coaching
2. Full coaching cycle
Coaching: Just facilitating the learning exoerience.
Cycle:
1. Preparation
2. Conversation
3. Follow Evidence
Preparation:
1. Knowledge/Skill/mindset
2. Conversation outcome
3. Learing Experience (how will the fellow reach the next step)
a. Debrief flow
b. Video
c. Concrete strategies
d. Lesson plans
e. Solutions Centre Exercise
f. FA/F contact
g. Asking to attend another class
Just before the conversation:
1. Ready for the questions
2. Prework
3. Think of time
4. Flow of debrief

During: Have the conversation
At the end: Key take away
Short cycle management: Defining differentiated timeloines for different fellows

- Take notes on the computer and mail it to the fellows before the ODC
- Also can send a template to be filled by the fellows
- ODC tracker

- Look at the weekly plan and unit plan to see if their class is related to what they planned for

FOLLOW UP
Follow up responsibility should be on the fellows: (send invites to fellow to inform me about
the follow up actions)
Key lever traker
Phone check in
Exercise/ reflecton doc


Teaching as leadership

Floor session: (2 to 3)
- Will and belief
- Clarity
- Joyfulness
- Clear expectations
- Strategies around JOY
STRONG systems in the classrooms
How will the system work:
- Investment: Prepare a classroom culture, prepare a big goal, card, call to parent
- Procedures: time saving procedures should be there inside the class.
- Content:
Cognitive Empathy: High level fellows as they have high level problems, you need to come to me .
Emotional empathy
Reading Comprehension
Assumption from Bal Bharati
Objective:
We will sequence event by making connection from text to text.
How illthe board look like















At the start only ask students to look at the photo and tell what will happen: photo comprehension
1
st
Para: Teacher reads with voice modulation (with post its by the side of the book )
Also tell kids about book, brain, Heart and ask them always whiuch kid belong to which part. Ask
lower kids the
book question- what is happening, where etc
brain question (based on what we have read)- to middle and high- why do you think king is angry,
heart question- to everyone- how do you feel this will impact

Objective:
Vocab- 4 words
(will this word
hinder
comprehension
in my class)
What will
happen?

Chapter: The obnoxious cat
2
nd
Para: Asks the kids to read [to increase the confidence of the kids]
+ thinking+ do the objective
3
rd
Para: Read+ objective

Finally, prepare a list iof 10 questions which are to be selected from BOY, EOY and MY.
How much time will it take me to prepare a lesson.
In th remaining time to focus on joy by bringing cat points, stuff toys

Every minute of your class is a RC. In the recess ask which question is book, brain, and heart.
What can we do: take to another classroom,
Emergent: Ask question to them by asking question to the students by showing them a pictures
Bar session: (4 to 5)
- Strong fellows are always driven
How will I push a strong fellow: 1. Showing them a high vision
What are the tools that PMS have at their disposal?
- TAL (, Gen ped,
- I and CIE is something that the strong fellows can be pushed at

1. Think of a current fellow level
2. How ould you push the fellow to the level of mike
3. What drives your fellow? How are you using situational leadership
4. What can be priritzed Tal pillar for our fellows (CIE, I or E6)
5. Eco-system of support

FA support: 80% city and 20% PM group.
20017 priorities:
Transformational teachers and leaders
Create a culture embedded in trust
Choice and accountability

Career Conversation Adhishree and Abhimanyu
- Asking about well being
- Talk about the objective of the conversation
- Role of the PM in the conversation- connector and someone who can help to see the bigger
picture
- What realization have you had in the classroom
- Where do you see your class at the END of year
- Being in the class what understanding of the ed equity did you gain?
- Ask about the PTOC and role outside of the fellowship, what bothers you / keeps you awake
[Start directly with the PTOC- no need to dig into the classroom here]
[Pre work can be given to the fellows]
- Make the fellow realize what the strengths are and also pushing the fellow dig deeper by
asking ..why do you like that..what dont you like that? Relate it to their passions/strngths
- *Everything should be noted on a paper..such as strengths.+
- [LDJ will come in at the end]
- [ if the conversation IS NOT COMING TO THE RESULT, THEN ASK THE FELLOW TO HAVE
ANOTHER MEETINGnot necessary to finish at one go+
- *ask for the constraintproblem solve all these cases+
- If someone is pretty sure..still think how to connect to the movement
Before during and after the conversation
Before: Send a prework, plan out the the question, prepareby looking at the prework, do reaserch,
find connection
During: Clear next steps
After: follow up-fellow led,

SPIRIT of Learning Circles
Create space for fellows to meet up and develop the trust
Also in the LC tell fellows what culture do we want to build
How should fellows feel when they walk out of that circ:
- Inspired, connected, feel at ease with everyone, very purposeful, accelerated to try out
strategies
Inspired\,
SOP
Reconnected to movement
Comfortable to share and take risks
Balanace between short and long term
Empowered
Happy and loved
Learning Circle
Intellectual stimulation
Culture session on what we do and what we want
What will I change this unit:
1. Lots of intellectual stimulation
2.
Seeing guidance, sessiom, experiences, meeting someone,

1. First calendar workshops and PFS
2. PM deliverab;es, reminders
3. Field, collab time, invitation
4. LCs
5. Talk to family, play tennis
Minimum Expectation
Grade 4: Time and chronology
Grade 5: Fraction
Grade 6: Geometry

GETTING THE MONKEY OFF YOUR BACK
Three time of time:
1. Boss Imposed
2. Self Imposed
3. System Imposed
Self imposed time:
1. Subordinate imposed
2. Discretionary- you decide for yourself
Self-imposed(27) Boss imposed(1-2) System Imposed (12)
Class visits Check ins Program Friday
Session prep Co obs Mail
Debriefs Filling surveys
Helping out fellows personal
problems
City conference

Minimize the amount of subordinate imposed time and maximize the discretionary time.

Scenarios:


- You gauge and develop initiative within your team


Dont allow 1 and 2
Make the level of initiative, the person, involved, and the time required very clear
5 rules to feed monkey:
Monkey should be either fed or shot
Keep your monkey population below the time u have to feed
Feed monkeys by appointment only
Dont feed monkeys by mail- only by telephone or in person
Give each monkey a feeding time and a degree of initiative (min of 3)


Act and then
routinely
improve
Act, but adviose at
once
Recommend and then act
Ask what to do
Wait until told-1
26 September
- How did it all start
- What incidences changed you/ built you
- Wfater the vision is prepared what is the way the vision is looking on a daily basis
- What proof points can you see in your work