1.1. Is the concept of a FLEX block dis-empowering?
1.2. Efficacy: what is the role of efficacy?
1.3. How can we transform negativity to positive action?
2. Trust
2.1. You have to care about the kids, and you have to be honest.
2.2. What are they protecting themselves from? Internal or external?
2.3. How can we support teachers through changes that may be difficult, and force them to be vulnerable?
2.4. How can we deal with the fact that the problems might not get solved quickly or simply?
3. Teacher Role
3.1. How much control is the right amount?
3.2. What does learning look like in a flexible environment?
3.3. Do we care if we impact anything but the curriculum?
3.4. What are we trying to accomplish with re-design?
4. Time
4.1. Is structure a constraint?
4.2. What is FLEX?
4.3. What if FLEX had never existed?
5. Relationships
5.1. I have a student I taught last year. He is in my class again. He said he doesnt have anyone to connect with in this school....what does that tell me?
5.2. What's the purpose of advisory?
6. Fear vs. Uncertainty
6.1. Is feeling out of control a bad thing?
6.2. Feeling like you are having FLEX pushed on you...you have to be vulnerable.
6.3. Can you respect an administrator who says "I don't know?"
6.4. How does bad communication affect fear and uncertainty?
7. Communication
7.1. How do we speak the language of redesign?
7.2. How do we proactively gather feedback?
7.3. Admin must be open and staff must have an opportunity to make a relationship with admin.
7.4. How can we communicate in a way that's meaningful for our kids?
