1. The DC Experience

2. Pair-share with someone you haven’t talked to today yet.
DO NOW
Write down any anxieties you have about serving as a Democracy Coach this semester.
Pair-share with someone you haven’t talked to today yet.

3. OBJECTIVES By the end of this session, you will have…
Practiced using support systems & professionalism tips to problem-solve and identify the right support person in different scenarios
Identified solutions to personal anxieties you have about becoming a Democracy Coach
Written out a Week One Plan/Checklist, so that you are ready to go on Day 1 in the classroom

4. DEMOCRACY COACH STATIONS OF SUCCESS
Roles and responsibilities: Working with Teachers & How We Define a Successful Classroom
Preparing a Week One Checklist
Professionalism
System of Support & Expectations

5. ROLES & RESPONSIBILITIES
Your Role in Each Class and Throughout the Semester
Sustaining a Successful Program
How We Define Success: Surveys and Observations

6. ROLES & RESPONSIBILITIES Page 41
Democracy Coach
Both Collaborate
Teacher
ALL SEMESTER:
Both DC and Teacher communicate regularly around scheduling and expectations
Both DC and Teacher coordinate to make sure students are prepared to attend Civics Day.
Teacher oversees consent form and survey completion/ collection.
Teacher manages school and GC relationships.

7. BEFORE CLASS DEMOCRACY COACH
Compiles background research and resources, coordinates relevant guest speakers according to school rules, and edits the Action Plan.
Frames the days lesson.
Adapts lessons from curriculum with teacher input
Creates/ compiles lesson plan materials
Sets up materials before class begins
TEACHER
Approves guest speaker
Shares norms, strategies and expectations with DC
Collaborates with DC on lesson adaptations
Approves the Action Plan

8. DURING CLASS DEMOCRACY COACH
Reinforces and models behavior expectations for students.
Collaborates with students in class discussions
Assists individual groups with their work
TEACHER
Manages a controlled environment.
Handles classroom management

9. AFTER CLASS DEMOCRACY COACH
Ask for teacher feedback on ways to better adapt lessons, and improve class.
Reviews exit tickets to gauge student understanding and make improvements for next class
TEACHER
Provide solution-oriented feedback
Shares knowledge on classroom effectiveness and pedagogy

10. SUSTAINING A SUCCESSFUL PROGRAM
DC Release and Waiver of Liability
A form that explains the risks associated with participating in GC and how GC will use your information that, when signed, releases GC from liability.
Classroom Observations
Feedback and coaching on your work in the class.
Advocacy Tracker
A Google spreadsheet, which you’ll update during your chapter meetings, so that we can support you as you go through the process.
DC Mid- & End-of-Semester Survey
Surveys administered at the middle and end of the program to track progress and YOUR EXPERIENCE in GC.
Student Pre-Survey & Post-Survey
A survey administered at the beginning and end of the semester to measure change over time on civic skills, knowledge, and motivation (administered by staff)
Teacher Mid- & End-of-Semester Survey
A survey administered at the middle and end of the semester to track progress and teacher’s experience with GC (administered by staff)

11. HOW WE DEFINE SUCCESS
Discussing pre and post surveys: Our hope is that by the end of the semester your student feel like they have the civic knowledge, civic skills, and civic motivation to participate in our democracy.

12. HOW WE DEFINE SUCCESS: CLASSROOM OBSERVATIONS Page 31 at back
Classroom Relationships
Preparation
Effective Instruction
Student Engagement
Explain why we do observations, what we see as a successful classroom, meant to strengthen class not judgement.

13. PROFESSIONALISM What Does a Prepared DC Look Like?
Setting Yourself Up for Success
Understanding the Teacher Perspective
Teacher End of Semester Evaluations

14. DRAW THE IDEAL DC

15. SET YOURSELF UP FOR SUCCESS Page 32 at back
Dress
Wear your GC t-shirt! It lets students/teachers/admin know you belong there, and builds awareness of and community around the program.
Timeliness and Dependability
Arrive early to class (and chapter meetings) to sign into the building, set-up, and connect with teacher, if possible
Review the lesson ahead of time to be prepared for your students
DO NOT READ THE CURRICULUM IN FRONT OF YOUR CLASS
Unlike at college, people know when you’re missing class and are depending on you. Please tell your CDs and teacher if you’re going to be absent at least 24 hours in advance.
Set boundaries
Don’t share any of your social media information with student, and don’t accept requests ( according to school rules only).
Participate
Attend weekly meetings
FILL OUT MID & END of SEMESTER SURVEYS
Communicate, early and often
Introductory conversation with your teacher, and ongoing
GC Staff
Live the GC values
When in the class and meetings (and on your way to/from), your behavior represents you, your school, and GC.

16. UNDERSTANDING YOUR TEACHER
Voluntary participant who gives up class time to participate in GC
Schools pay for the program
Teachers teach 4-7 other class periods per day, often including multiple subjects and “preps”
Teachers and DCs often have different schedules, responsibilities, and communication habits.
Teachers will write your Letters of Recommendation & evaluate you at end of semester!

17. SYSTEMS OF SUPPORT The Different Levels of Support
Chapter Structure and CDs
What To Expect at Chapter Meetings
GC Organizations & Staff
Resources at Your Disposal

18. LEVELS OF SUPPORT
GC Staff
Chapter
Teacher
Personal

19. CHAPTER STRUCTURE & CDs
Chapter Executive Director
Democracy Coaches
Education Director

20. CHAPTER STRUCTURE & CDs
Chapter Executive Director
Democracy Coaches
Advocacy
Director
Education
Outreach
Education Director

21. CHAPTER STRUCTURE & CDs
Chapter Executive Director
Education Director
Advocacy Director
Cohort
Director
Outreach
Finance
Education Director
Cohort Leader
DC Cohort
(3-10)

22. CHAPTER MEETINGS Introduction and Welcome
Each meeting has a specific goal of support in mind (Research Jams, Model Goal Clarity, Action Planning Support)
Team-building, You are part of a community
Workshop
Conversation around specific meeting goal/topic
CDs and DCs contribute to conversation (best practices, troubleshoot challenges, etc)
Lesson Run-Throughs
EDs run through the next lesson
Make sure DCs understand the main activities
Model facilitation
Cohort Check-Ins
What is happening in class
Troubleshooting challenges
Planning for next lesson
Closing/ Announcements/ Exit Tickets
Upcoming events
Reminders
Exit Tickets

23. WHAT DO CHAPTER DIRECTORS DO?
Communicate with GC staff
Meet weekly with PAs to provide chapter updates and brainstorm best practices
Attend frequent professional development workshops about advocacy strategy, recruitment tactics, and management skills (which are relayed to DCs)
Analyze DC weekly surveys and ask PAs to provide appropriate direct assistance on classroom and chapter issues: YOU MUST FILL OUT THE ADVOCACY TRACKER EVERY WEEK!
Supervise chapter quality (on the ground)
Lead direct professional development, support, and resources to DCs during chapter meetings, cohort meetings, and 1-on-1 time
Provide experienced insights to DCs regarding classroom experience, advocacy projects, and occasional difficulties
Plan chapter meetings using surveys, and advocacy tracker to provide effective support.
Manage campus partnerships (student and faculty relationships)
Attend civics-related functions, meetings, and seminars held by faculty or other campus orgs in order to build campus network
Lead DC recruitment, conduct interviews, and make final DC selections
Build key relationships with faculty and professors in order to advance GC on campus
Ask reps what their meetings were like when they were DC’ing?
Useful?
GO TO YOUR CHAPTER MEETINGS!

24. GC STAFF & ORGANIZATION
National resources

25. GC STAFF National Team Chief Executive Officer, Scott Warren
Director of Development and Development staff
Chief Operations Officer & Operations Associate
Director of Programming
Local Teams
Executive Director: Adapting the program to meet local context. Managing high level partnerships and ensuring program quality.
Program Manager and Associate(s): Coordinating program on a site-wide level, ensuring program quality and recruiting schools. Providing direct support to CDs and DCs through training, coaching in site observations, and meetings.

26. WHAT DO PROGRAM STAFF DO?
Manage school partnerships and ensure class quality
Build relationships with school admins, and “sell” GC’s program. SCHOOLS PAY!
Observe each class twice each semester, providing feedback to DCs, CDs, and teachers as is appropriate
Communicate with teachers around needs and class issues
Connect DCs/CDs working on similar topics across chapters, fostering collaboration
Collect student survey data, which is used to improve curriculum and program
Supervise chapters (big picture)
Provide professional development, support, and resources to CDs and DCs
Meet weekly with CEDs to discuss and troubleshoot chapter updates
Track and analyze Advocacy Trackers to provide direct assistance on classroom and chapter issues: YOU MUST FILL OUT THE ADVOCACY TRACKER EVERY WEEK!
Build advocacy resources and networks for classrooms
Build strategic relationships and participate in campaigns with advocacy groups and public officials’ offices
DCs should contact office directly or through CDs to ask if PAs have a relationship with their Decision-Makers or Influencers
Act as resource to Democracy Coaches and GC students
Write recommendations for high-performing DCs and CDs
Connect (current and former) Democracy Coaches and GC students to civic engagement opportunities (political and education internships, fellowships, etc.)

27. USING YOUR SUPPORT NETWORKS
Reach out to chapter directors if…
You are having a hard time with your teacher or students
You feel like you’re behind in your lessons
You want help planning your lessons
You don’t know where to find more info on your focus issue
You don’t know how to action plan for your focus issue
You think there’s something you could be doing better
You feel overwhelmed & need a little help with your class
Reach out to other DCs for…
Community support & empathy
Sharing resources (especially if you have similar focus issues!)
Sharing strategies
Reach out to your teacher for…
Help managing tough students
Clarifications on your school or the class’ daily routine
Communicating about ongoing action planning and guest speakers
Reach out to GC staff if…
Your CDs are unresponsive/not helping sufficiently
Your CD tells you to contact them instead
You need support working with your teacher or have updates about your school

28. GC RESOURCES: www.generationcitizenCA.weebly.com
Insert new image and link to Weebly when it is live!

29. PREPARING A WEEK ONE PLAN
Introduction to your First Teacher Conversation.
Write a checklist of what you need to do to prepare for your first day in class.
On the next slide, and introductory conversation guide

30. INTRODUCTORY CONVERSATION GUIDE Page 28 at back
Known scheduling conflicts
Testing dates, holidays, field trips, college breaks
Communication norms
Contact information, preferred method and frequency, what to do in case of an emergency (ex: running late)
Classroom structures/systems
Behavior systems, attention-getting signals, student participation norms
Important class/school rules
Cell phones, approval for guest speakers, expectations of school administration
Availability of supplies
Computer, projector, internet, copier capabilities
Personal expectations
Dress code, using first/last name, pet peeves
Class-specific information/advice
Class strengths, challenges, dynamics
Course content connections
Relevant movements or knowledge to reinforce
This slide is about how to set up a great teacher/DC partnership by starting with making sure everyone is on the page from the beginning

31. WEEK ONE PLAN Page 30 at back
teacher to make sure they know you are coming in.
Bring your photo ID
Know your school’s and teacher’s names.
Knowing the room number is also helpful
Wear your GC shirt
Arrive early
Know what route you will need to take to get to your school, and how long it will take you to get there.
Prep lesson one (presentation, materials, name tents)
Communicate with your co-DC: Choose a time when you will always meet to plan the class.

32. APPLYING DC EXPERIENCE
“What if” Scenarios
Work with 2-3 people to brainstorm what you would do if the following situations arose given all the supports you just learned about. (Scenarios on the next slide)

33. WHAT IF… SCENARIO 1 SCENARIO 2 SCENARIO 3 SCENARIO 4
The train is delayed (imagine!) and you are going to be late for the beginning of today’s class. This is the first time you will be late, and you have been ing your lesson plan to your teacher at the beginning of each week.
SCENARIO 2
You are always on time and you your teacher your lesson plans at the beginning of each week. Your class is always out of control and you never get through the material. Your teacher is usually on the computer or leaves the room while you teach.
SCENARIO 3
Your class has been cancelled several times due to unavoidable school conflicts (vacation, mock testing, etc). Civics Day is in two weeks and you and your teacher are worried that your class won’t have any progress to present.
SCENARIO 4
You are always early to class and you and your teacher collaborate on creating lesson plans every week. You get through all the materials and students are making great progress on an awesome action project.
Have DCs talk through each scenario in your in their groups. Ask for one share out per scenario (more if time permits).

34. CLOSING
Return to the anxiety you wrote down at the beginning of the session. Write down two solutions you might use to address this anxiety.
Exit Ticket Sticky Notes: What do you need from staff to make your DC Experience less scary?

35. #GetReadyGC @gencitizen on Twitter @generationcitizen on Instagram
Generation Citizen on Facebook
#GetReadyGC