tag:blogger.com,1999:blog-88035520806298077072024-02-22T07:08:07.406-05:00Culture of Coaching: Change Thinking... Change Practice... Change SchoolsErin Saundershttp://www.blogger.com/profile/07070843496515681553noreply@blogger.comBlogger169125tag:blogger.com,1999:blog-8803552080629807707.post-44962841573166047372021-11-10T13:29:00.000-05:002021-11-10T13:29:47.999-05:00<p>The start of any school year is stressful… teachers want to
make sure they are well planned; they make plans to implement strategies that
will engage all students; they research a variety of resources that they can
use to support learning; they reach out to parents to ensure that their
students feel part of the classroom “family”; they explore new and innovative
ways to share the learning; they prepare how to help students “catch up” and
then move them forward; and let’s not forget about addressing their students’
social-emotional states as in-person school becomes steady but so does the
Delta variant. The list of stressors goes on and on as teachers prepare to
nourish and grow their students. Such a daunting task yet teachers are expected
to accomplish it all.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Numerous accounts have documented how teachers feel and what
they want/need. I think we probably know what is needed. <o:p></o:p></p>
<p class="MsoNormal">According to an essay published in EdWeek (Madeline Will,
September 14, 2021, EdWeek Research Center), 60% of teachers indicated they
suffered from job-related stress either frequently or always. And now, even
though teachers are vaccinated and students are getting vaccinated, the fear
and threat of another surge in cases, especially around the holidays, heightens
the stress. Add that to the continuing concern about bridging the achievement
gap and trying to address all the needs of the students and that’s the recipe
for educator burnout, and more importantly, educator fatigue. <o:p></o:p></p>
<p class="MsoNormal">In May 2021, EducationWeek published a report on research
compiled in March. They found that 54% of teachers are either somewhat or
likely to leave the profession as compared to 34% to the same question
pre-pandemic. 84% said that teaching is more stressful now than in the past. <o:p></o:p></p>
<p class="MsoNormal">The pandemic, however, is not the only stressor. <o:p></o:p></p>
<p class="MsoNormal">This same report indicated that teachers and administrators
have different opinions about what impacts early teacher retirement. 11% of
teachers felt that administrator support was key to retention; 35% of the
administrators believed their support was central to retention. Only 27% of
those administrators felt that reducing the ancillary “administrivia” was
critical while 43% of the teachers felt those burdens substantially contributed
to their early retirement plans.<o:p></o:p></p>
<p class="MsoNormal">Obviously, there are other factors that impact teacher
hiring practices and retention. And, we do know that natural attribution plays
a role but my point here is that if administrators can reduce the burdens that
consistently plague teachers and offer them a life line to stay engaged,
involved, and committed to the continued growth of the students, that sounds
like a systems approach to me rather than a band aid approach to build teacher
capacity. It’s a “win-win” situation for all!<o:p></o:p></p><p class="MsoNormal">So, instructional coaches, your role is front and center!</p><p class="MsoNormal"><i>What are some strategies you can suggest to your administrators about "lightening the load" for teachers?</i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-46038527143692747752021-08-16T12:11:00.003-04:002021-08-16T12:11:40.548-04:00<p>To wear a mask or not… that is the question…Hamlet’s
questioning skills are spot on!</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">As our schools navigate opening in a few weeks, the question
remains for many students, parents, teachers, and administrators… will masks be
mandated or will the school community opt to wear masks (even those who are
vaccinated) to help curb this uptick in the Delta variant? Will the school
community take a stand and encourage all to wear masks so that we <i>walk the
talk</i> about providing safe havens for our students, families, and
communities? Will students and teachers be ostracized or worse, bullied, for
wearing masks and keeping the health and welfare of the school community front
and center? <o:p></o:p></p>
<p class="MsoNormal">As if schools haven’t faced enough discrimination and racial
disparity…<o:p></o:p></p>
<p class="MsoNormal">Sure, we all want schools to reopen. But, we must insure
that schools are opening safely AND proactively plan for the event that they
might be forced to delay in-person learning for a bit. Do I think that’s a
possibility? Absolutely! Have I been saying all along to learn from the last
two school years and develop action plans that have a Plan A, B, and C? You
bet!<o:p></o:p></p>
<p class="MsoNormal">Wearing masks has become such a polarizing political crisis
that it’s hard to believe some still doubt the science behind the practice. For
everyone, but especially the school community, how can this even be an issue?
Haven’t our voices been heard about how the pandemic has affected the
social-emotional learning for everyone? Don’t we want to provide every
opportunity for our students and families to re-connect with each other and get
back to school business? I know schools will look different going forward and
that’s the silver lining of the pandemic… students and their teachers have
learned a tremendous amount about agency, technology, flexibility,
instructional delivery, and a new culture of learning to name a few. Let’s
capitalize on the new learning and move forward.<o:p></o:p></p>
<p class="MsoNormal">So, what does this mean for instructional coaching? Well,
instructional coaching may look different in different buildings. Our coaches
may continue to work with teachers but also have their own classrooms to manage
since there is a teacher shortage in some areas. Here’s the thing… continue to
support teachers with ongoing conversations and resources, provide
opportunities for collaboration, open your classroom as a demonstration site,
and above all, be safe and don’t wait for a mandate… plan for progress and
promote the culture and climate that is respectful, accepting, and concerned…
take care of each other and begin the school year with a growth mindset and
continued desire to make a difference in our students’ lives.<o:p></o:p></p><p class="MsoNormal"><i>What are your first instructional coaching steps as you re-ignite the teachers with whom you work?</i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-6894232668560652472021-07-16T10:14:00.003-04:002021-07-16T10:14:59.673-04:00<p> As we move back into our bricks and mortar buildings, I
can’t help to wonder about the trust factor… can we trust that another pandemic
won’t happen again? I don’t think we can answer that just yet. But, if it does
happen again, can we trust the system to work better than it worked in the
past? Or, can individuals be trusted to learn from their “intelligent mistakes”
and be better prepared in the future? I think so, especially when instructional
coaches are in the mix.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Instructional coaches are even more critical than ever. They
will truly need to access every role they played before AND re-negotiate the
expectations of coaching. Having said that, I’m worried that schools will
expect instructional coaches to close the achievement gap, address learning
losses, and be held accountable for teacher performance to a greater extent
than before. I’m worried that the fear of “not being able to catch up” will
dictate how learning is paced and teacher performance will be determined by the
coach’s influence in creating change regardless of the school’s variables. I’m
worried that building trust will be neglected as teachers scramble to ensure
student growth.<o:p></o:p></p>
<p class="MsoNormal">In our continued journey, we should not forget how and why
trust is important for the learning process. <o:p></o:p></p>
<p class="MsoNormal">Instructional coaches have spent much time in substantiating
their credibility. They have skills and competencies they have developed over
time working with their teaching colleagues. They focus on adult learning
theories to shape their work and honor their partners’ voices. They recognize
what effective classrooms look like. Co-workers can trust that instructional
coaches understand teaching and learning.<o:p></o:p></p>
<p class="MsoNormal">Relationships are built on trust and instructional coaches
have modeled the importance of reflection, integrity, and confidentiality. They
know when to “nag and nurture” with a “pat and push” so their teaching
colleagues are always moving in the right direction, and they hold themselves
accountable to do what they say they will do.<o:p></o:p></p>
<p class="MsoNormal">Instructional coaches share the same goals with their
teaching partners… to help each other and their students reach their fullest
potentials. They are consistent, insistent, and persistent when it comes to
being change agents and implementing effective instructional practices. They
can be trusted to make sure that all students are in classrooms with highly
effective teachers. They can be trusted to make sure that professional learning
is an integral part of the teaching and learning cycle. We can’t predict the
reality of another pandemic, but we can predict that schools with the
appropriate and realistic understanding of instructional coaching can move
practice forward.<o:p></o:p></p>
<p class="MsoNormal"><i>What are some of the things you worry about as school
reopens in September? <o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-70466324625624307742021-06-04T13:17:00.001-04:002021-06-04T13:21:58.014-04:00<p>How many of us question learning from our failures? Do we learn from them or learn about them? What exactly do we gain from making mistakes that create our failures?</p><p>In a recent blog writer by Angela Duckworth (<a href="mailto:media@characterlab.org">media@characterlab.org</a>), she highlights
research conducted by a postdoctoral fellow suggesting that success is not born
of failure. In fact, the postdoctoral student and her colleague found the
opposite. They found that failure “thwarts learning.” </p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">The researcher and her colleague worked with 300+
telemarketers with 10 questions on customer service. They found the
telemarketers learned from their successes but not from their failures. The
researchers contend that when people fail, they become disenfranchised and
apathetic, thus preventing them from learning. Their failure does not inspire
or motivate them to learn from their mistakes.<o:p></o:p></p>
<p class="MsoNormal">Interestingly, they also indicate that the participants actually
learned from the failure of others saying that those instances became teachable
cases rather than learning from their own failures. I wonder if there is some ego
involved in learning from others’ failures instead from one’s own. Is it a
question of acceptance that failure occurred or is it an ego-driven response?<o:p></o:p></p>
<p class="MsoNormal">The researchers end with this opinion: focus on the
successes by softening the failures rather than amplifying them. I think
another way of saying this is to focus on the positives and hope others can
replicate those instead of emphasizing the failures because we don’t want those
to be repeated. While I can stand behind the notion of highlighting successes,
I think we can all learn from those on whose shoulders we stand so that we can
follow John Dewey’s advice, <i>“Failure is instructive. The person who really
thinks, learns quite as much from his [their] failures as from his [their]
successes.”<o:p></o:p></i></p><p class="MsoNormal"></p><p class="MsoNormal"><i>What are some of the important lessons you learned from
your “failures”?<o:p></o:p></i></p><i></i><p></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-62244745606146241382021-05-10T14:25:00.002-04:002021-05-10T14:27:07.188-04:00<p>In a recent blog post from Steve Barkley, he mentions Niall
McShane’s book<i> Responsive Agile
Coaching </i>and what McShane calls “across” or “down” coaching. The “across” coaching
is when the coaching recipient (teacher) is ready for some coaching and the “down”
coaching is when the coaching recipient is not ready to hear any suggestions. Hmm… I have to say… I think instructional
coaching works better when coaches ask questions that help the recipients come
to their own conclusions rather than giving advice or suggestions about what to
do. Steve does both; he makes a conscious effort to ask what the teacher is thinking before
he shares his thinking. That’s a protocol to follow!</p>
<p class="MsoNormal"><span style="mso-bidi-font-style: italic;">Although there
seems to be some helpful pointers in McShane’s book, I hesitate to label
coaching “across” or “down.” At some level, it feels like the coach is
evaluating the teacher rather than assessing the teacher’s needs. That’s the
one tip I would share with my coaching colleagues… assess the needs but don’t
ever evaluate the performance!<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-style: italic;">In this same post, Steve also says
coaching is “…like jazz or improv”; the coach has to decide “what is next.” In
our instructional coaching experience, we like to ask three things: </span><i style="mso-bidi-font-style: normal;">What, Now What, and So What. </i>These
questions get to the heart of practice and that’s just where we want to be! These
are asked throughout the <i>before, during</i>, and <i>after</i> (BDA) cycle of
consultation and helps the coaching recipient think through the various steps
needed to move practice forward. The coach needs to be prepared to ask
questions that are reflective and thought provoking so that the conversation is
not really improv; the conversation is based on asking the right kinds of
questions that drive intentional practice. That just sounds like improv and not
knowing exactly which direction the conversation can turn. It's really very
deliberate, though, with the instructional coach shifting the thinking to collective problem-solving and collaboration!<o:p></o:p></p>
<p class="MsoNormal"><i>What are you reading now that helps inform your practice?<o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-37175953254176435422021-04-21T09:43:00.000-04:002021-04-21T09:43:11.731-04:00<p> I just read an interesting blog titled, “Feedback Coaching: How
to Get Results with <i>Tough Love</i> published online by InPower Coaching (<a href="http://www.inpowercoaching.com/">www.inpowercoaching.com</a>). In this
blog, Dana Theus says, <i>“…one thing I notice… particularly those women and
men who have what research might call a ‘feminine leadership style’ is that too
much empathy can get in the way of the other person’s ability to understand
what you really would like them to do.” </i>I’m not even going to address the label for this type of leadership
style mentioned!</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">First of all, in a truly effective instructional coaching
role, a coach doesn’t expect a teaching colleague to do something the coach <i>wants</i>
the colleague to do. That misses the entire point of effective coaching
relationships. Coaches are not experts; they engage in collaborative
conversations that are contagious! They engage in coaching interactions that
are reflective and confidential, enabling both parties to delve into their practices
in ways that are revealing and sometimes uncomfortable. And, the most promising
conversations are messy, authentic, and generated by the questions asked, not by
the participants being told what to do. Tough love or not… the most effective
conversations are not full of praise or pity… they are based on getting better
at the craft they are practicing by identifying the needs and ways to refine
those practices.<o:p></o:p></p>
<p class="MsoNormal">I will admit that further in the blog, the writer does suggest
that “Coaching feedback doesn’t tell someone how to do something but creates a
safe space within which they can try, fail and succeed to figure it out
themselves.”<span style="mso-spacerun: yes;"> </span>That’s more of the message
that I would convey in describing effective coaching interactions. Of course,
in any coaching situation, the conversations are non-evaluative and
non-judgmental. It doesn’t matter what the coach thinks is important; it
matters what the partnership looks like, what the goals are, and multiple
opportunities for the ongoing collaborative conversations that focus on moving
practice forward – all with the absence of ego!<o:p></o:p></p>
<p class="MsoNormal"><i>What is your experience with the “tough love” notion of
feedback?<o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-56790711340724767112021-04-01T13:38:00.010-04:002021-04-01T13:43:24.727-04:00<p>As the vaccination process moves forward enabling school
staff to be vaccinated, I wonder about the folks in the school buildings who will
not get vaccinated. I’m sure there is a plethora of reasons why someone doesn’t
go that route, e.g., religious, health, fear, herd mentality, etc. Not getting
vaccinated definitely impacts the school environment.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">For instance, if other immunizations are necessary before entering
a school building, will the COVID 19 vaccination be mandatory as well? Can
someone lose a job because they refuse to get vaccinated? What happens if a
student lives at home with someone who has a compromised system? Can that
student transmit COVID to a family member if his/her/their teachers are not
fully vaccinated?<o:p></o:p></p>
<p class="MsoNormal">What about teacher sick leave? If a staff member refuses to
get vaccinated, contracts COVID 19, and is out of work indefinitely, does that
person have the same amount of sick leave time as someone who has been
vaccinated and is protected from contracting the virus? Are there levels of
protection for the staff member who has not been vaccinated regardless of the
reason why s/he/they chose not to get the vaccine?<o:p></o:p></p>
<p class="MsoNormal">What about hiring practices? Can a school declare that all
hires going forward must be vaccinated? I know a person cannot be asked why
s/he/they chose not to be vaccinated but can that be a prerequisite for being
hired as if it is a credential for employment?<o:p></o:p></p>
<p class="MsoNormal">Is vaccination status publishable? What happens if a student
and his/her/their family refuses to be in a classroom with an unvaccinated
teacher? Is that legal? Is that information that can be shared? Does anyone
have the right to know if someone is or isn’t vaccinated?<o:p></o:p></p>
<p class="MsoNormal">Until we reach herd immunity or a complete control of COVID
19 reactions, these questions are part of our educational landscape. But, regardless
of the vaccination status, our schools still must address learning loss and
plan for a demanding in-class program; there must be strong remote access and challenging
distant learning programming “just in case”; appropriate data driven decision-making
with recovery plans are a “must”; strong implementation of effective instructional
delivery with appropriate assessment measures are critical regardless of the
venue. And, as with all of the above, a viable on-going teacher professional
learning model with the support of an instructional coach continues to be a promising
practice for a successful learning environment. Many questions ... fewer answers but the one thing we know for sure ... instructional coaches are needed now more than ever!<o:p></o:p></p><p class="MsoNormal"><i>What do you need to know as you prepare for the new school year?</i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-4703154227386745452021-03-15T14:10:00.003-04:002021-03-15T14:10:56.656-04:00<p>Social media is a good news/bad news story. For instance,
when reports about available vaccines are posted, we are thrilled with getting
that information in a timely manner along with helpful hints to secure them. On
the other hand, when reports are based on opinion rather than facts, being a
discerning reader and critical viewer are critical for understanding and
acceptance.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal"><span style="mso-bidi-font-style: italic;">Now, take this one
step further… what are educators posting and can the information be
misconstrued or misunderstood? What is posted becomes one’s identity and
forever associated with that person. Can something with an innocent intent be heard
in a not so innocent way? (Think tone in an email!)<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-style: italic;">Especially in times
of this pandemic, virtual or digital communication has been the only way to
survive. In fact, not being totally prepared for the digital presence thwarted
early learning opportunities. Teachers and students were thrust into each
other’s living rooms, ready or not.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-style: italic;">Students connect to
their own classmates and beyond their classroom walls. They are super sleuths
and can discover much about their peers, family friends, and their teachers by
what is written on their social media platforms. And, we know that prospective
employers check social media for any insight into their potential hires. <o:p></o:p></span></p>
<p class="MsoNormal"><span style="mso-bidi-font-style: italic;">So while the
article mentioned below is about colleges and universities, I think the lessons shared are
universal.<o:p></o:p></span></p>
<p class="MsoNormal">Online posts and opinions must be carefully planned and
executed; <span style="mso-bidi-font-style: italic;">perception is reality. How
one’s thoughts are perceived will follow that person indefinitely. As a result,
educators have another obligation to fulfill… being responsible digital
citizens because their reach is without boundaries. <o:p></o:p></span></p>
<p class="MsoNormal"><i>“For so many students, educators not only instruct about
curricula. They offer life: a living example of productive citizenship, ethical
decision-making, and the continuous quest for knowledge and innovation”</i>
(EdSurge.com, “Are You a Digital Threat to Your College?). Who you are becomes
crystal clear from your online messaging. As Gandhi says, <o:p></o:p></p>
<p class="MsoNormal" style="margin-left: 45.0pt;"><i><span style="background: white; color: #181818; mso-bidi-font-family: "Times New Roman";">“Your beliefs become your
thoughts,</span></i><i><span style="color: #181818; mso-bidi-font-family: "Times New Roman";"><br />
<span style="background: white;">Your thoughts become your words,</span><br />
<span style="background: white;">Your words become your actions,</span><br />
<span style="background: white;">Your actions become your habits,</span><br />
<span style="background: white;">Your habits become your values,</span><br />
<span style="background: white;">Your values become your destiny.” <o:p></o:p></span></span></i></p>
<p class="MsoNormal"><span style="background: white; color: #181818; font-family: "Georgia",serif; font-size: 10.5pt; line-height: 107%;">And in the digital world, these
live forever.</span><o:p></o:p></p>
<p class="MsoNormal"><i style="mso-bidi-font-style: normal;">What is your advice
for digital messaging?<o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-27496273254292172432021-03-05T13:11:00.005-05:002021-03-05T13:13:57.011-05:00<p>To date, about half of American students are still learning
virtually. Some teachers have received their vaccines but others are uncertain
about when they will be vaccinated. Some are ready to go back now albeit with
masks and socially distancing; some are holding tight. Some teachers’ unions
are fighting efforts to return their members to crowded hallways; some are
keeping their fingers crossed and going back. The issues to balance are
unprecedented… should we or shouldn’t we go back to school? Some school
administrators, city politicians, and parents feel the profound pressure to open
schools, especially for those students who struggle academically and/or emotionally.
Some are committed to waiting until some semblance of normalcy can return. But,
when will that happen? Everyone wants the school community to be safe... we just all want to know when we can expect that to happen.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Schools will safely re-open eventually. I wish that were the
only issue… ensuring that the school community is vaccinated against this
deadly disease. That’s only one part of the equation. We are, thankfully, moving towards vaccinating everyone who wants a vaccine. And, vaccines for our teenagers are on the horizon as well.<o:p></o:p></p>
<p class="MsoNormal">What about our new learnings? What have we learned about our
leaders, e.g., school, societal, political, religious, etc., and their
commitment to change and the preparation needed to ensure that learning takes
place regardless of the venue? Where is our guarantee that, <i>“… model of
education is the one that will best serve both our children and young people,
as well as the educators who work with them: an education system that focuses
on learning culture and nurturing of individual skills, knowledge, talents,
interests and dispositions rather than being a factory standardized knowledge”</i>
(Jim Knight, Educate for Change, LinkedIn.com). And he continues, <i>“… we need
to rethink how we educate and ‘grow’ our children, especially as we come
through and beyond Covid-19.”</i><o:p></o:p></p><p class="MsoNormal">We know there will be some learning loss so how will we address that? Do we start the year with the assumption that our students won't know "that" and immediately ignore what they have learned? Or, will we plan to start the year on the grade level the year reflects and then differentiate our work to address the multiple skill levels our students will demonstrate?</p>
<p class="MsoNormal">How will we be prepared for the future?<o:p></o:p></p><p class="MsoNormal"><i>Where will you be?</i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-67206524683533209862021-02-10T14:07:00.022-05:002021-02-10T14:12:10.649-05:00<p class="MsoNormal"><span style="font-family: "Book Antiqua",serif; font-size: 12pt; line-height: 107%;">In a recent zoom conversation with three coaches, I asked
if their coaching differed because their content areas differed. They actually
laughed! Not because of the question, but because that was the topic of their
weekly zoom coach networking meeting. They started their meeting with the
assumption that each of them: ELA, math, and STEM, had a different set of
parameters by which to approach their teaching colleagues when they were
involved in coaching interactions.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Book Antiqua",serif; font-size: 12pt; line-height: 107%;">What they discovered was that they each had similar
successes and challenges in their coaching interactions regardless of the
content areas. What did have an impact, however, was their coaching schedules
and whether they were in-person, remote, or hybrid environment. It wasn’t the content
that determined their approach; it was the environment that determined how they
initiated their coaching sessions with their teaching colleagues and how they
provided ongoing support to them.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Book Antiqua",serif; font-size: 12pt; line-height: 107%;">They recognized that approaching their colleagues who
were teaching in a virtual environment meant that they had to sometimes shift
the conversation to the tool first and then the conversation around using the
tool. In fact, that first conversation was the <i><b>“before the before”</b></i> session.
They asked their colleagues to send them emails or texts with the kinds of
tools they thought they would like to use. Then, the coaches prepared themselves
by investigating the tools and their applications, i.e., the alignment of when
those tools would be effective for specific instructional delivery. After that
preparation, the coaches engaged in the <i><b>“before”</b></i> conversations about the goals
for the lesson, which tools would make sense to use to accomplish those
goals, appropriate resources, and how they would assess for learning and understanding.
The coaches implemented this approach regardless of the content areas of the
supported teachers and were deliberate in scheduling the <i><b>"after"</b></i> so that they could reflect together even though they couldn't always visit the virtual classroom in the <b><i>"during."</i></b><o:p></o:p></span></p><p>
</p><p class="MsoNormal"><span style="font-family: "Book Antiqua",serif; font-size: 12pt; line-height: 107%;">All three coaches agreed that teachers having predictable
lessons and assignments for their students but varying their instructional delivery
according to the environment and student needs was critical for successful
engagement and student participation. Consistent teacher preparation, supported
by the coaches, paved the way for teacher growth and ultimately student growth
in either a remote, in-person, or hybrid environment.<o:p></o:p></span></p><p class="MsoNormal"><span style="font-family: "Book Antiqua",serif; line-height: 107%;"><i><span style="font-size: 12pt;">As a coach, what influences your approach to the collaborative conversations with your teaching colleagues?</span></i></span></p><p class="MsoNormal"><span style="font-family: "Book Antiqua",serif; line-height: 107%;"><i><span style="font-size: 12pt;"><br /></span></i></span></p><p class="MsoNormal"><br /></p><p class="MsoNormal"><o:p></o:p></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-34531371203561118902021-01-14T13:30:00.002-05:002021-01-14T13:30:39.842-05:00<p>I recently read a blog from Take It Personel-ly,
(takeitpersonelly.com) that shared three ways to really get to know employees
better in the workplace. In reading it, I noticed how applicable these three
ways are to the classroom environment. It’s appropriate now because there is
much talk around personalizing the classroom experience with in-person learning
and/or hybrid learning. Becoming acquainted with each other is an engagement
strategy that works.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">See what you think:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Bucket List Guessing… 10 things employees write
down as items on their bucket lists. Those lists are sealed and at a subsequent
meeting, unseal the lists and play a guessing game about whose list was read. I
definitely think this can be done in a virtual or face to face classroom. The
game can continue with different things that reveal something about each student.<o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Virtual Escape Room…this is one way to identify areas
of strength and areas of need. This would be a fun way to get students to work
together in teams in an online environment. This can be extended to building
bridges which, of course, becomes a unity builder literally as well as
figuratively. Once in-person learning has resumed, the team building of something
creative can continue very effectively.<o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;"><!--[if !supportLists]--><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">3)<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]-->Hosting a Talent Show…an online talent show for
students can be such fun. Students can showcase their musical or dance talent;
they can create a fashion show; or if they are into building with Legos, they
can share a treasured Lego structure they created. <o:p></o:p></p>
<p class="MsoNormal">I would actually add a fourth fun activity… what about a
charades game where students could act out a movie or television show they loved,
a movie they recently saw, or the title of a favorite song. There are so many
ways to engage students virtually. I would ask students for some ideas, too.
They are creative in ways we need to encourage!<o:p></o:p></p>
<p class="MsoNormal"><i>What are some of your ideas for getting to know each
other better?<o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-85779223273165861032021-01-07T14:26:00.003-05:002021-01-07T14:26:30.021-05:00<p> <i>“If you are not a part of the solution, you are a part of
the problem”</i> (Eldridge Cleaver). This has so many applications in today’s
world.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">A recent blog from philosiblog.com goes further to explain
the meaning and indicates that a longer African Proverb quoted the idea in this
way, <i>“There is no more neutrality in the world. You either have to be part
of the solution, or you’re going to be part of the problem.”</i> One is either
in the “solution camp” or the “problem camp.” Where do you sit?<o:p></o:p></p>
<p class="MsoNormal">In my January TPIIC Coaching Tip of the Month (<a href="https://www.tpiic.org/coaching-tip-of-the-month/coaching-tip-of-the-month-5/">here</a>),
I mentioned that we need to invest in education (social, emotional, financial,
etc.) and turn our words into action. We need to do something, but not just
anything. We need to be deliberate in our thinking, planning, and acceptance of
things that we consider normal. We need to identify the problems; discuss ideas
to address the issues; plan for the “what ifs”; and start taking action. We
need to start small with a group of open-minded individuals who understand the importance
of multiple perspectives and collective problem-solving. Tap into the human capacities
of your teaching colleagues.<o:p></o:p></p>
<p class="MsoNormal">If you are a former instructional coach and have returned to
the classroom during this pandemic, open your virtual or hybrid door and
continue to foster collaboration and shared learning experiences. Take a step;
evolve into the best facilitator/presenter/teacher you can be; learn from your
past experiences, both positive and negative; embrace change and do it with
compassion and reflection. Be that non-evaluative colleague and continue to
move practice forward regardless of where that practice occurs. Be an active
participant in your learning and the learning of your colleagues. Be part of
the solution to ensure that your students are not underserved.<o:p></o:p></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-59934221381015247422020-12-28T13:40:00.002-05:002020-12-28T13:45:54.098-05:00<p>In these times of remote, virtual, and/or hybrid learning, I
wonder about the level of understanding connecting clear expectations and effective
feedback. It may sound odd to you but I don’t think providing clear
expectations means the same to everyone and then once the expectations are shared,
what is the follow up? How do I know that what I said is understood in ways
that make the outcomes realistic? Then, am I providing feedback that is linked
to the expectations or are there some surprises there?</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">I actually don’t think this is endemic to just this pandemic
panic; I believe that thinking about and delivering clear expectations and providing
appropriate feedback should be the norm for all schools, all the time.<o:p></o:p></p>
<p class="MsoNormal">Edutopia recently published a piece on the topic of assessment
and clear learning targets. In the article, John Hattie’s Visible Learning is referenced:
<i>“… self-assessment, feedback, and student clarity yield substantial growth
in student learning.” </i>We are reminded that understanding the expectations
and asking students to reflect on their learning moves practice forward. Being
able to provide specific, timely, descriptive, and nonjudgmental feedback has
to be linked to the expectations. If students are not clear on what is expected,
the outcomes will reflect their misunderstandings and perhaps the vagueness
of the task. The directions may be clear in a teacher’s head but if it is not
communicated appropriately and followed up to maintain clarity, the outcomes will
not be aligned to the expectations. Remember, <i>“I know you think you understand
what you thought I said but I’m not sure you realize that what you heard is not
what I meant”</i> (Alan Greenspan).<o:p></o:p></p>
<p class="MsoNormal">So, then what happens? Misunderstanding, misinformation,
misrepresentation, and probably lots of frustration because what you thought
you said was not understood in the way you wanted it to happen. And, of course,
the outcomes are not what you expected.<o:p></o:p></p>
<p class="MsoNormal">Here are three helpful hints for continuous implementation suggested in the Edutopia article:
1) Rubrics don’t tell the story so don’t rely just on them; share exemplars
instead to model the expectations; 2) Ask clarifying questions so you’ll know
if the expectations were understood and follow up with interval questioning so
you can see in real time what needs more explaining; and 3) model and provide opportunities
for students to give and get feedback which can be analyzed in real time so
that the link between expectations and feedback makes sense. <o:p></o:p></p>
<p class="MsoNormal"><i>How do you ensure that your expectations are understood as
they were meant to be?<o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-8424742889639308912020-12-07T15:49:00.004-05:002020-12-07T15:50:41.881-05:00<p> <i>“I failed over and over again. But every time I got myself
back up, and I dusted myself off, and I thought, ‘Okay, what do I need to
change so that I can become better?’ So really, if you’re not willing to fail,
you’re actually not willing to succeed. Because failure is just a part of the
process of getting to success and facing those fears”</i> says Siri Lindley, 2x
World Champion triathlete (RealLeaders, Nov 1, 2020).</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Wise words – not only for athletes but for all of us,
especially in these challenging times. <o:p></o:p></p>
<p class="MsoNormal">No one is perfect. Pivoting back and forth from in-person to
virtual and back again may make one feel like a ping pong ball, never really
knowing what the next day may bring until the day is here. And, sometimes we
don’t even know what will happen on a particular day because our times are so
uncertain. And, yes, we will make mistakes as we move forward.<o:p></o:p></p>
<p class="MsoNormal">There is one thing, however, that needs to remain steadfast,
confident, and authentic. That’s the support instructional coaches offer to
teachers and other teacher leaders. We may not know if schools will re-open
with in-person or remote instruction, but we do know that teachers still need
to meet their students “where they are” and provide meaningful ways to engage
in the learning process. And, if one or two engagement strategies are not
working, “pivot” and try another one or two until a match is made. Be
detectives and find the ones that work!<o:p></o:p></p>
<p class="MsoNormal">Teachers and students are trying their best to be effective
stewards of the learning process. Some “classes” run more smoothly than others;
some days are better than others. This happens in both remote and face to face
environments. Teachers still have fears and anxieties about enabling their
students to reach their fullest potential. But sometimes, those fears cause
teachers to focus on things for which they have no control. This is especially true
now, e.g., my students have sporadic internet connections, or my students don’t
want their cameras activated because of their physical environment. These are
things that teachers cannot control; they are worrisome, for sure, but the show
must go on. Remember, creativity is the mother of invention (Poem on Life, Sha
Azam Siddiqui). Collaborate with your teaching colleagues and collectively
problem-solve around these issues of concern.<o:p></o:p></p>
<p class="MsoNormal">The goal is not to ignore that which can sideline our
intentions; our goal is to focus on the effort, attitude, and authenticity to
engage with students and help them learn. Be mindful of what we want students
to learn, adjust our instructional practices so we can address their needs, and
recognize that one size fits one! (We really don’t have a manual for this, do
we?) <o:p></o:p></p>
<p class="MsoNormal"><i>How are you staying “in the moment”? <o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-6436591581849560642020-11-17T15:05:00.001-05:002020-11-17T15:05:29.806-05:00<p>I don’t know if you’ve ever had the same experience, but I’m
embarrassed to admit that when I was teaching, I often talked too much! Imagine
that… I would ask a question but then didn’t recognize the idea of wait time to
allow my students the opportunity to think about what and how to answer the
question I asked. It took me quite some time to realize and admit why I was so
impatient.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">There were actually two reasons…1) I was nervous about
letting the silence rule the moment; and 2) I was thinking about my next
question rather than waiting to see if a teachable moment would follow student
responses.<o:p></o:p></p>
<p class="MsoNormal">If I were teaching now, I’d like to think that I would remember
to give ample wait time for my students to respond, regardless of my
environment being virtual, in-person, or a hybrid. But I wonder… is it easier,
the same, or more difficult to provide wait time in a remote learning setting?<o:p></o:p></p>
<p class="MsoNormal">I asked three teachers the same question and their answers
were interesting. One teacher is a five-year veteran who is tech savvy and
quite comfortable navigating most websites. She said that she and her class
identified norms at the beginning of the year and one of the norms addressed
being patient when questions were asked allowing the responder to take time to
answer. She said she did the same thing in her F2F environment. She does admit,
though, that she must remind her virtual students that waiting for a response
doesn’t mean to move away from the computer and get something to eat!<o:p></o:p></p>
<p class="MsoNormal">The second teacher is a 20-year veteran and comfortable with
a limited number of technology tools. What she knows, she knows well and
integrates tools seamlessly into her classroom community. Wait time does pose
some concerns because 50% of her students are virtual and the other 50% are
F2F. So, the virtual students are seeing the lessons that she is providing to
the F2F students. It’s easier for her to monitor the F2F students because she
is in the room with them and there is no delay in transmission when students
respond like there have been with some virtual transmissions.<o:p></o:p></p>
<p class="MsoNormal">The third teacher is a newly hired teacher. He taught for
two years in a program and then found full time employment in 2019. Very
shortly after being hired, the school went on lockdown and he found himself in
a virtual environment for which he was unprepared. But, there is a silver
lining here… he is very tech savvy and had no difficulty exploring tools that
would complement his instructional practice. On the other hand, wait time
became an issue because he concentrated so much on the tool that he forgot to
focus on the content. It became clear to him that wait time wasn’t the problem;
it was his instructional design! He admitted this would have been the case in a F2F
environment as well.<o:p></o:p></p>
<p class="MsoNormal"><i>So, regardless of the venue, if you are a coach and you see teachers struggling with
wait time issues, what strategies have you offered to help navigate the wait-time is "think time" process?<o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-72114951133823025422020-11-04T12:25:00.003-05:002020-11-04T12:25:43.334-05:00<p>On October 21, 2020, The Professional Institute for
Instructional Coaching (TPIIC) offered a ½ day virtual conversation for
participants from around the globe. By design, it was a conversation, not a
conference, with topics generated from an action research project based on
interviews with teachers and coaches (some of whom were parents, too) conducted
in the spring. There was a general session, a facilitated breakout session
based on topics, and a participant-selected problem of practice. Although there
were several “takeaways,” the one that stood out the most was the desire for
participants to continue collaborating with their colleagues in ways that promote
changes in thinking and practice.</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">With that in my mind, I just read Karin Hurt and David Dye’s
<i>Let’s Grow Leaders</i> Blog in the October 29<sup>th</sup> SmartBrief on
Leadership. The writers share that their most often heard concern is all about
sustaining relationships and keeping connected when working remotely. Surprising?
Not at all. We found the very same thing in our virtual conversation… the
necessity of keeping those relationships active and collaboration alive when
teaching in a hybrid or virtual setting. <o:p></o:p></p>
<p class="MsoNormal">Being socially distant but emotionally connected does present
a balancing act of great proportion. The key is to think about how those
relationships were established and sustained in a face to face environment and
recognizing what can be carried over to the remote teaching and learning one. <o:p></o:p></p>
<p class="MsoNormal">Hurt and Dye suggest the “virtual watercooler” idea as a
place for sharing and caring. Instructional coaches can certainly launch a
virtual time and place for this to happen. In fact, many coaches routinely
schedule virtual office hours to work with colleagues that they can’t see
during the day, especially if the coach and teacher have simultaneous teaching
periods. The number of participants can determine if the group remains together
or if individual breakout rooms are needed. Think virtual PLCs if enough
participants can be grouped by interest or topic. <o:p></o:p></p>
<p class="MsoNormal">Just like the informal communication occurring in schools is
incredibly powerful, the informal exchange of ideas, albeit in an intentional
time and space, can bring colleagues together and help them stay in touch with
each other. This is crucial in supporting the social emotional state of the
community.<o:p></o:p></p>
<p class="MsoNormal"><i>What “virtual watercooler” ideas have you tried that
keeps you and your colleagues connected?<span style="mso-spacerun: yes;">
</span><o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-73562040610268184532020-10-15T12:55:00.001-04:002020-10-15T12:55:24.675-04:00<p>Here we are in mid-October and we only know slightly more
now than we knew prior to school opening. We know that we want our students and
teachers to be in safe environments, engaged in meaningful work, and supported
in every way possible. We don’t know when school will be fully F2F for all
students in all buildings as they were in February 2020. So, what does that
mean for us here and now?</p><p class="MsoNormal"><o:p></o:p></p>
<p class="MsoNormal">Well, this is still a new year brimming with energy for new
learning, a “rebirth” if you will. Of course, this “rebirth” is not the same as
it’s been in the past but there are some things in common: 1) students still
need to be engaged; 2) teachers still need ongoing and consistent professional
learning opportunities; and 3) technology is the means of communication keeping
us connected while we are maintaining our social distancing. We still need to
become acquainted with our students, their needs, and learning styles. As
coaches, we still need to familiarize ourselves with how teachers learn and
what they think about how their students learn. We still need to ensure that
our teachers have multiple opportunities to share ideas, “visit” each other in
their workspaces, rethink what they are teaching, assess how they are teaching,
and reflect on ways to improve teaching and learning. We still need to follow
the BDA cycle to support professional learning. That hasn’t changed even though
the instructional delivery may have changed.<o:p></o:p></p>
<p class="MsoNormal">On the other hand, we need to remind ourselves that we
cannot approach the year with the same systems in place, the same personnel
providing support for both F2F and virtual classes, the same rules and
regulations, or the same plans to move learning forward. We need to reconsider
our modus operandi and build on our previous successes in ways that continue to
encourage growth, reimagine learning, collect data about how and what our
students are learning, address the disparities that distance learning has
highlighted, and restore our commitment to teaching and learning regardless of
the venue. Students still need to learn and teachers still need to be
supported. <o:p></o:p></p>
<p class="MsoNormal"><i>What did you do F2F that you can adapt and implement in a
remote environment? <o:p></o:p></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-28649003203500254962020-10-05T12:23:00.004-04:002020-10-05T12:30:05.032-04:00<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzYV0eN-wzsu1Ab_P23W2t4cIFhzA593p-GQ-w_gU6BcRMpefOeP5ynZgnMEwGsFFWeMJU-7WGiMn3wLeSiEKQCnkyjIkafkbTr9N1Aizk5oaXyKwT68wh4n-3IT11jGH8q35S2jC-I_c/" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="417" data-original-width="478" height="104" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzYV0eN-wzsu1Ab_P23W2t4cIFhzA593p-GQ-w_gU6BcRMpefOeP5ynZgnMEwGsFFWeMJU-7WGiMn3wLeSiEKQCnkyjIkafkbTr9N1Aizk5oaXyKwT68wh4n-3IT11jGH8q35S2jC-I_c/w119-h104/image.png" width="119" /></a></div><p></p>Learning the information, processing the information, and
using the information swirl around our heads! So much is available to help teachers navigate distance
learning. But, how much is too much and what do teachers do with the information
they collect? Do we have systems in place that help teachers make sense of the
resources they can access? How do we help them become critical users of the
resources and then sustain their learning so that they don’t feel overwhelmed
with the plethora of materials and the enormity of their tasks?<o:p></o:p><p></p>
<p class="MsoNormal">I know that questions are the currency of instructional
coaching and usually evoke thinking that creates reflection and self-resolution. These questions persistently surface as we continue to navigate the different
school settings. Each day brings a new way of thinking and a new set of
circumstances. What can we do to streamline the process and create some steadiness
for teachers? The "unknowns" continue to plague us but we are getting better at surviving and thriving through them.<o:p></o:p></p>
<p class="MsoNormal">First of all, I think “less is more” when it comes to
offering technology tools to teachers. Instructional coaches tell me that when
they work with teachers to define the lesson’s goals, suggest 2-3 tools that
are appropriate to support and extend the learning, and identify how to use the
tools, the teachers feel assured that they are enabling their students’
learning in effective ways. They feel confident that they can manage the tasks,
replicate the learning, and enable students to use their learning in multiple contexts.
The teachers’ understanding of the technology tools is manageable and does not overwhelm
them. In fact, the coaches also feel more confident when they bring teachers
together via zoom and the teachers share that they feel more in control of
their instructional plans and delivery. It’s a win-win situation for all!<o:p></o:p></p><p class="MsoNormal"><i>What is your "less is more" message?</i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-6808388651424759542020-09-22T09:40:00.007-04:002020-09-22T09:51:55.327-04:00<p style="text-align: left;"><span style="font-family: times; font-size: medium;"><span>I</span><span> don’t
think any educator is surprised at the inequities highlighted through distance
learning. The distance learning environment didn’t cause the inequities; the
inequities have always been there. Some were “masked” while others were clearly
noticeable. In face to face school, the absence of updated resources,
technology limitations, and physical plant facilities are the first things one
might notice. Too often, those insufficiencies give permission for lower
expectations. After all, how can students be expected to achieve high levels of
academic success if they don’t have the educational communities to support
them? Those imbalances were ignored for the most part; schools “made do” with
less so they were expected to “do less.”</span></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="font-family: times; font-size: medium; line-height: 107%;">But now,
with the current environment of either a hybrid schedule or a full remote
schedule, student inequities have exploded.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="font-family: times; font-size: medium; line-height: 107%;">In a recent
(August 21, 2020) <i>Learning Forward</i> blog, Melinda George reports that according
to a Common Sense Media study, 30% of all public K-12 students have inadequate
access to the internet. This is called the “homework gap” affecting more
families of color and low-income households. No surprise there… if students do
not have access to computers, the internet, or someone at home to help them
navigate their remote work, where does that leave them? Far behind! If work
must be completed using the technology at home and students don’t have that
access, how are they expected to grow like the students who do not have these
challenges? They are not expected to grow.<o:p></o:p></span></p>
<p class="MsoNormal" style="text-align: left;"><span style="font-size: medium; line-height: 107%;"><span style="font-family: times;">So, what
happens? Students are given computers with the hope that they can catch up with
their more affluent student counterparts. Unfortunately, this is not by osmosis…
instructional coaches are even more necessary than before so they can help the
teachers plan lessons, collaborate with their colleagues, and engage in ongoing
professional learning so that they raise the bar for every student and every
teacher. And, probably the most valuable learning experience is the opportunity
to meet regularly with colleagues to talk about effective instructional
practices. Be a team! Above all, don’t let the common planning time disappear
from the day… take the practices that worked so well face to face and amend
them to work in a remote environment.</span><span style="font-family: arial;"><o:p></o:p></span></span></p>
<p class="MsoNormal" style="text-align: left;"><i><span style="line-height: 107%;"><span style="font-family: times; font-size: medium;">What’s
your plan to meet virtually with your colleagues? </span><o:p style="font-size: 12pt;"></o:p></span></i></p>Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-31539795077026239622020-09-01T10:00:00.000-04:002020-09-01T10:20:49.241-04:00As we move into our second week of school in some communities,
students are going back to school in a combination of venues: F2F, remote, or
hybrid. No matter the environment, teachers and parents all over the globe are
anxious about how the students and their teachers will reach each other. Many
teachers have made videos and posted them to a YouTube channel, Vimeo, maybe a
class Facebook page, Hippo Video, Animoto, Flixtime, or on a variety of other online
platforms. Teachers know how important it is to engage their students from the
onset and parents know how important it is to support the learning in this challenging
time.<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
As you continue to plan (and worry), remember that many
things accomplished in a F2F environment can be replicated in the remote world
as well. The content must be strong and the delivery targeted. Preparing
students for their learning this year really does mean a fresh new start for
everyone. Regardless of the content, the cues for engagement must be recognized,
reiterated, and practiced by teachers and parents.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
For instance, students still need back to school “stuff”
either at home or in their schools. They still need books, either in print or
online; they still even need pens and pencils; they need a place to organize
their work; and they need routines to get started each day. They need to be
reminded that although school will be different, the attention to their work is as
critical as ever.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The mindset of each student, teacher, and parent is vital to
a successful start. Students need a sense of belonging, purpose, and relevance which
supports their growth. They need to know that their voices, perspectives,
and work are honored, and that authentic learning is the goal. Reach out to
your students, call out their names, welcome their thoughts, understand they
may be unsure of the anticipations, and provide consistency and high expectations; this year may be different but valued just the same.<o:p></o:p></div>
<div class="MsoNormal">
<i><br /></i></div>
<div class="MsoNormal">
<i>What three strategies have you implemented so far this
year that are similar to last year but may be delivered differently this year? <o:p></o:p></i></div>
<br />Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-79926022518415961252020-08-17T14:33:00.003-04:002020-08-18T13:00:59.015-04:00What do you think is the indispensable attribute that
schools and districts are looking for in teacher candidates? Is it technology
skills, experience with distance learning solutions, understanding the
standards, or none of the above?? That’s right… according to the top school
jobs this week in EdWeek July 28, 2020, the most sought-after quality is not in
that list; it’s being empathetic!<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Much has been said and written with respect to the
social-emotional lens of learning. We’ve all read the articles and journals…
sustain the connection not only between teacher and student, but also teacher
to teacher and student to student. We have all heard about and most likely experienced
the void in remote learning… our students and their teachers missed the day to
day contact and real time support with feedback. They missed seeing each other
and getting the personalization they craved. Yet, the tools drove the learning,
not the conversation around the learning.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In far too many instances, technology became the focus even
though student access to technology presented almost insurmountable issues.
(Let’s not minimize teacher inexperience as a factor as well). Either the
hardware was unavailable, or the connectivity was unavailable. Add to that the
potential limitations of home support to use the technology. So, the digital
divide widened, and student access continued to be inequitable. Teachers
scrambled because their teaching was emergency teaching with stop gap measures
rather than measured teaching that followed their plans. Sending learning
packets with worksheets became the norm in many places. These were the kinds of
things that gained attention. What was missing…the ability to communicate
regularly with the school community and the plan to ensure that happened.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The communication between and among school aged children,
families, and the school community highlighted the gap and raised issues that
needed (and still needs) immediate attention. How that communication was
“delivered” became a source of anxiety and shifted the focus for teaching. This
August, the communication and start of the year may be different from last
August but the concept and the importance of establishing effective
relationships has not changed. Students need to feel connected to each other
and their teachers. And, teachers need to feel connected to their students and
each other as well.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Instructional coaches know first-hand the importance of
establishing and sustaining relationships. The virtual learning environment
compounds relationship building because when schools start, the teachers will
not know their students and will need to establish those relationships
differently than in the past. But make no mistake… those relationships must be
forged and making a plan to do that is critical for a successful school
opening. That will “set the tone” about how students and teachers will work
with each other.<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
So, here are some thoughts to ponder:</div>
<div class="MsoListParagraphCxSpFirst">
</div>
<ol>
<li>Think about the possibility of teachers beginning the new school year with their former students for about 2 weeks to reconnect with students and give them some sense of “normalcy” before they break into their current classrooms;</li>
<li> Send digital postcards to each new student with your picture and something about the new school year;</li>
<li>Create some type of class FB page or Instagram account so you can connect with individual classes; post questions and ask students to respond;</li>
<li>Create a classroom newsletter and ask for students to submit some topics for inclusion. Perhaps students can use an online collaboration tool and write short pieces for the newsletter. Maybe a parent could submit something short to publish as well.</li>
<li>Make beginning of the year phone calls and introduce yourself to the students and their parents. Ask for something to note about each student from the parent’s point of view and from each student, e.g., what’s one thing the student wants you to know about them;</li>
<li>Ask students to create a “badge” or video about themselves and post them using an online tool like Lino.It; Scrumblr, or Flipgrid (or one of the many others available);</li>
<li><span style="text-indent: -0.25in;">Create a Kahoot game about something they
learned last year or some trivia facts;</span></li>
<li><span style="text-indent: -0.25in;">Start using Seesaw so you can have a portfolio
of student work;</span></li>
<li><span style="text-indent: -0.25in;">Schedule weekly “town meetings” with students to
talk about life, not academics;</span></li>
<li><span style="text-indent: -0.25in;">Schedule
one-on-one meetings to personalize your time with each student.</span></li>
</ol>
Regardless of where the learning takes place, make sure that personal connection is reinforced with each student and your teaching colleagues.<br />
<br />
<div class="MsoNormal">
<i>How will you ensure that empathy is every bit as
important as learning content?<o:p></o:p></i></div>
<br />Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-85959379888375495172020-08-04T11:16:00.000-04:002020-08-04T11:19:05.855-04:00To send or not to send… that is the question… how do we
figure out the answer to this highly politicized and polarizing question? What
are we sacrificing either way?<br />
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
The New York Times, July 23 offered these three suggestions:<o:p></o:p></div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<br />
<span style="text-indent: -0.25in;"><ul>
<li><span style="text-indent: -0.25in;"><span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">1 </span></span><span style="text-indent: -0.25in;">Establish “Pandemic pods” otherwise referred to
as “microschools.” This option provides an opportunity for families to hire
private teachers, tutors, or “instructors” to teach a group of children in
someone’s home or other controlled environment. Of course, this will continue
to widen the gap between the “haves” and “have nots.” Again, the racial divide
rears its ugly head. One NY University professor suggests that these privileged
families invite other children from families who cannot afford to buy this
service on their own into their “pod”;</span></span></li>
<li><span style="text-indent: -0.25in;"><span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">2<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><span style="text-indent: -0.25in;">Rethink the configuration within a building.
Schools will need much more space if the number of students is halved so that
social distancing can be followed. More room means the need to “repurpose gyms
and cafeterias.” Or, holding classes outside in portable structures where space
is not an issue. Think for a moment when </span><i style="text-indent: -0.25in;">classrooms without walls</i><span style="text-indent: -0.25in;"> was the
trend… we all taught in hallways, lobbies, or in those huge cafeterias along
with several other teachers. This time, the placement would need to be
deliberate to prevent the transmission of the virus. Of course, these students
still leave their classrooms and travel back home where distancing may not be a
reality;</span></span></li>
<li><span style="text-indent: -0.25in;"><span style="text-indent: -0.25in;"><span style="mso-list: Ignore;">3<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; font-variant-east-asian: normal; font-variant-numeric: normal; line-height: normal;"> </span></span></span><span style="text-indent: -0.25in;">Design a hybrid model. This hybrid is not
necessarily that students have a combination of attending F2F and virtual
school. This is where some students stay in their homes and connect virtually
while their classmates who do not have that capability would go to
buildings/classrooms converted for virtual use so that everyone connects virtually.
A variation of this theme is to have all high school students engage in
distance learning and the elementary students work F2F in buildings that have
been repurposed for elementary use.</span></span></li>
</ul>
</span><ul>
</ul>
<!--[if !supportLists]--><o:p></o:p></div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -.25in;">
<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in;">
Each district’s decision is
certainly a unique one. I applaud all school communities that are making these
incredibly difficult decisions to offer remote, F2F, and/or the blended
approach as we move into the next school year. Certainly, this is new territory
for all of us and may clear heads and hearts prevail.<o:p></o:p></div>
<div class="MsoNormal" style="margin-left: .25in;">
<i><br /></i>
<i>As a coach, what are some of
the strategies you will employ to promote ongoing communication and help
teachers navigate the new school term?<o:p></o:p></i></div>
<br />Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-80677981091791011202020-07-17T11:42:00.001-04:002020-07-17T11:42:36.215-04:00<p class="MsoNormal">I’ve said many times that you can’t change a culture in a
school through emails, newsletters, or memos. Those are all necessary, however,
to keep the communication going but it doesn’t really change anything. I think
the same thing is true about providing resources and tools… they don’t really help
to make long-term changes in thinking although they may add another small dimension
to something that is happening in the classroom.<o:p></o:p></p>
<p class="MsoNormal">Culture is changed through conversation and communication. And,
conversation is dependent on building relationships that are established
through ongoing communication.<o:p></o:p></p>
<p class="MsoNormal">Think of your own family… does anything really change in the
long term unless you talk about “it” in person? (And many times, the talking
about “it” must happen frequently and consistently to make sure whatever you
are trying to change gets heard! 😊)<o:p></o:p></p>
<p class="MsoNormal">Relationships change culture. But how are those
relationships built?<o:p></o:p></p>
<p class="MsoNormal">Instructional coaches are incredibly adept at understanding
adult learners and their needs. Coaches are trustworthy, respectful,
understanding, experienced, deliberate, reflective, and focused on helping
teachers reach their full potential and take ownership of their actions. One
conversation at a time is how coaching starts and it continues by supporting teachers
and keeping the lines of communication open. These conversations, even in the
time of COVID-19, are confidential and non-evaluative, encouraging teachers to
make data-driven decisions that will make a difference in their students’ learning.<o:p></o:p></p>
<p class="MsoNormal">So, instructional coaches, even though you have spent from
March until June in the distance learning world and you may start the year in a
remote environment again, you’ve learned a tremendous amount about helping
teachers meet the needs of their students. Some things will remain the same
either in a F2F environment or a remote one. One of those things is to keep
that communication going via phone calls, Zoom calls, GoToMeeting, Microsoft
Teams, or other modes of remote F2F communication. Do not let the environment
make you forget what helps to create a culture… <i>talk, talk, talk</i>!<o:p></o:p></p>
<p class="MsoNormal"><i>What is your communication plan as you work with teachers
this coming school year?<o:p></o:p></i></p><br />Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-42512201826214766092020-07-01T11:51:00.006-04:002020-07-07T15:26:59.723-04:00<p class="MsoNormal">In a recent Edutopia issue (June 26), the topic is about mentoring
new teachers in a remote environment. The author offers six tips to build teacher
capacity, promote teacher agency, and support the classroom focus. I think we
all recognize that these three goals are critical in supporting teachers either
virtually or in person. Are they really that different in a virtual environment?
Haven’t instructional coaches always worked to help teachers grow and take
ownership of their own learning? I think these goals are the same; how they are
implemented is the difference.<o:p></o:p></p>
<p class="MsoNormal">While the six tips are essential for establishing a culture
of collective growth, building and sustaining relationships is probably the
most important, especially since many of us feel disconnected to our students
and to each other during this unprecedented time. It’s a lonely place to find
oneself only connected through a digital platform; the loss of control and fear
of the unknown fuels the stress levels.<o:p></o:p></p>
<p class="MsoNormal">So, here are the six strategies for mentoring (and certainly
for instructional coaching) remotely:<o:p></o:p></p>
<p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -0.25in;"></p><ol style="text-align: left;"><li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span>Meet weekly in a live platform; it’s helpful to
see each other in real time.</li><li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span>Continue to plan your meetings consistently;
keep your routines.</li><li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span>Take time to reflect on the year’s action plans;
how will they need to change for next year?</li><li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span>Let videos be your friend…direct instruction
videos can be uploaded to UTube and reviewed with the coach. Or, schedule the “during”
to visit and view a part of the teacher’s class lesson, especially one where
the coach and teacher planned together in the “before.” Feedback through videos
can be very helpful.</li><li><span style="mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;"><span style="font: 7pt "times new roman";"> </span></span></span>Focus on building and sustaining relationships; it
is difficult to start coaching virtually if you and the teacher have not
established a trusting relationship. One word of caution…contact many but do
not expect to establish a relationship virtually that you have not done in
person.</li><li>Reach out to the teachers you coach and/or
mentor to remind them that although you are practicing social distancing in a
remote environment, you are there to support teaching and learning wherever
they occur.</li></ol><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoNormal"><i>What tips can you add to this list? <o:p></o:p></i></p><br />Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0tag:blogger.com,1999:blog-8803552080629807707.post-48763408862811909262020-06-09T14:03:00.002-04:002020-06-09T14:12:48.145-04:00<p class="MsoNormal">“The single biggest problem in communication is the illusion
that it has taken place” says George Bernard Shaw. Can you argue with that? I
don’t think so… in fact, I believe that communication will either make you or
break you.<o:p></o:p></p>
<p class="MsoNormal">And, before the world as we know it changed, we might have
been annoyed with the social media blitz that has permeated our microcosm of
society – our schools. But now, that social media blitz, Google Meets, Skype,
and Zoom, etc., are keeping us all connected to each other.<o:p></o:p></p>
<p class="MsoNormal">Before the pandemic, I started writing about the assault of
cyber bullying and the sharing of personal pictures for the world to see. Now,
I’m grateful for the myriad ways our teachers, instructional coaches, students, and parents
have stayed connected ensuring they are kept “in the loop” for all things
Covid-19 related.<o:p></o:p></p>
<p class="MsoNormal">To say that this coronavirus has changed our current environs
is an understatement. It has changed more than our lives… it has changed us for
the future. But, that is not all a bad thing. There are unseen benefits, aka
silver linings, in every experience and this one is no exception.<o:p></o:p></p>
<p class="MsoNormal">In talking with a number of instructional coaches and teachers, we’ve discovered
many new learnings have emerged from our virtual world. Here are some of the positives
they both mentioned:<o:p></o:p></p>
<blockquote style="border: none; line-height: 1; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpFirst" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">1)<span style="font: 7pt / 1 "times new roman";"> </span></span></span><!--[endif]-->More frequent contacts and engagement with instructional coaches</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">2)<span style="font: 7pt / 1 "times new roman";"> </span></span></span>Deeper questions about content </p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">3)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->Increased desire to learn more about technology
tools</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">4)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->Multiple opportunities to discuss integrating
technology into instruction</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">5)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->More time spent in planning for instruction </p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">6)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->More time spent in reflecting about instruction</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">7)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->Heightened understanding about student
engagement and its importance in student achievement</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">8)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->Extended time for teachers to work with students
who need support</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">9)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->Flexibility to plan extension activities to enhance
their students’ learning </p></blockquote><blockquote style="border: none; line-height: 1; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1; text-indent: -0.25in;">10) </span><span style="line-height: 1; text-indent: -0.25in;">Ongoing
practice using technology</span></p></blockquote><p class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoNormal">There were, however, a few negatives:<o:p></o:p></p>
<blockquote style="border: none; line-height: 1; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><p class="MsoListParagraphCxSpFirst" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">1)<span style="font: 7pt / 1 "times new roman";"> </span></span></span><!--[endif]-->Lack of personal contact and seeing students F2F</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">2)<span style="font: 7pt / 1 "times new roman";"> </span></span></span>Not being able to answer questions in real time
unless the session was LIVE</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">3)<span style="font: 7pt / 1 "times new roman";"> </span></span></span>Not being able to “single” out students who
needed the extra ‘touch’ of recognition</p><p class="MsoListParagraphCxSpMiddle" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">4)<span style="font: 7pt / 1 "times new roman";"> </span></span></span>Learning is social and without F2F contact,
students, teachers, and instructional coaches are less social</p><p class="MsoListParagraphCxSpLast" style="line-height: 1; text-indent: -0.25in;"><span style="line-height: 1;"><span style="line-height: 1;">5)<span style="font: 7pt / 1 "times new roman";">
</span></span></span><!--[endif]-->Absence of synchronous collaborative learning
and collegial sharing </p></blockquote><p class="MsoListParagraphCxSpFirst" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpMiddle" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoListParagraphCxSpLast" style="text-indent: -0.25in;"><o:p></o:p></p>
<p class="MsoNormal">Clearly, the positives outweigh the negatives. But my burning
questions are, “What have we learned that will help us prepare for the next
school year? What am I taking with me as the next year begins?<o:p></o:p></p><p class="MsoNormal"><i>So, what have you learned about teaching and learning through this pandemic?</i></p><p class="MsoNormal"><br /></p><br />Ellenhttp://www.blogger.com/profile/15509027376387496119noreply@blogger.com0