In short, "Break the ice". As a coach, I find myself in a similar predicament and I find what works is making more informal rounds to as many classrooms during non-instructional time to "break the ice", or simply, check-in with what they thought about the professional development and ask how I can support them in implementing it. Some will say, "nothing right now" and some will open up and ask for advice or suggestions. I am discovering that many teachers do have questions and want follow-up support, but they are too busy to actually take initiative on their own (because of the 82 things on their plate at any time, competing for their attention). But the more available and visible I make myself, the more I make informal check-ins that nourishes safe and non-judgmental relationships, then the more likely that they will feel comfortable asking for support, and I will feel comfortable offering it.
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I agree with Mr. C about the importance of being available and visible. I work in several buildings, so it can be difficult to make connections with so many teachers and administrators. One strategy I have tried is having lunch in the teacher's lounge with a teacher with whom I have been working. On occasion, conversations stop as other teachers try to figure out why I am in the room. I've found that many are willing to open up, though, when I start chatting with them about everyday life. I think taking the time to learn about who teachers are as individuals and not just as teachers has helped some to see me as a person to be trusted.
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