At the end of the school year, teachers often pause to think back, reflecting on the year just past. To provide context, it can also be helpful to zoom out – to consider how this year fits with previous ones. Seeing the bigger picture offers perspective. How does this year track with others?   Looking at the long run bridges the past and the future, helping us to see patterns of change that might offer hope to help us weather the next storm. Understanding how this year fits within our career trajectory might help us stay the course.   I recently read about a career reflection proce ..read more

May is the time for remembering. Whether the year has already ended or you still have a bit left, you have probably been thinking back – on your own and with the teachers you coach – about the experiences of this year.   Let’s start with you.   Is there something you’ve been brooding about? Something you didn’t like and can’t get out of your head? Is there a thought playing on repeat, like the last song you heard with a refrain that hangs on? That might be fine if you love the tune, but if you’re stewing about something and it reruns again and again, it’s probably not productive ..read more

This week, I stood with a group of teachers around a 2-foot inflatable pool. We took turns throwing pennies into our “reflection pool” as we shared memories and take-aways from our time together. Chandra said that she was surprised how well her students did with one of the writing units we’d worked on together. She said she realized her expectations had been too low. Jeff said he was reflecting on our collaboration, how helpful that had been. Amanda added, saying it was a safe to share our ideas and frustrations. Everyone took turns until our  3-pennies-each were used up, with Gary sayi ..read more

Did you know there’s a way to pretty much guarantee improved student achievement at no additional cost to the school or district? And I’m guessing this change will also improve morale of teachers, students, and families. The world’s highest-achieving schools, in Finland and Estonia, are already using this approach. It’s this simple: Students have the same teacher for more than one year.   I’m sharing this with you now, while I hope there’s still time to consider scheduling and teacher assignments for next year. Research shows that this approach doesn’t just work in countries afar off: I ..read more

Listening is critical for responsive coaching. Responsive coaching is a two-way street, however. It also requires a responsive teacher. To sponsor a thoughtful response, we may need to allow for silence – wait time that provides a pause, leaving room for the teacher to consider. The pace of a coaching conversation affects both the emotional and the intellectual climate, and a thoughtful pause is important when asking questions. Silence grants the teacher the opportunity to process both your question and her answer. This means not rushing in to fill the quiet with words of your own. A pause f ..read more

In last week’s post, I talked abouthow to coach veteran teachers, which is usually a more vexing topic for coaches than the one we’re tackling here: How to coach novice teachers. Supporting novice teachers is important, both for them and for their students. As coaches, we can help to fill in the gap between what early-career teachers may be able to do and what students need. There is a steep learning curve for novice teachers – even those who have been well-prepared in traditional teacher-education programs. The reality of having full-responsibility for a classroom doesn’t hit home until you ..read more

In my first year as an instructional coach, I remember my anxiety about working with two veteran teachers. Both had taught for many more years than I had. One was confident and competent, with peers looking to her for advice. The other was referred to me by the principal, who felt that significant improvement in her instruction was needed. Although these two teachers spanned the spectrum of instructional expertise, they had something in common: Both needed their experience to be validated and built upon during our coaching cycles.   For Karen, the confident teacher, I affirmed the asset ..read more

Supporting reflection is one of the most impactful instructional coaching practices. In their busy days, with their many roles and responsibilities, teachers benefit from time specifically set aside for reflection.   To make the most of reflective conversations, it’s helpful to have a clear understanding of what reflection is. I like this equation:   Reflecting = Remembering + Learning   Remembering is pulling something out of memory. Reminiscing is nostalgic recollection – it is thinking back. Reflection is purposeful recalling – it is thinking forward. Reflection supports ac ..read more

Teaching and coaching are complex acts. That’s because our work is with humans, and each is unique. Some professionals work with computers or other equipment, which tend to respond in consistent and predictable ways. Humans, however, are inconsistent and unpredictable. We are spontaneous, whimsical, and variable. That makes teaching and coaching both joyful and challenging! Adam Grant said, “The complexity of reality can seem like an inconvenient truth."* In teaching, the reality of teaching complexity may be masked by scripted curricula that expect uniformity. But the real work of teaching ..read more

It’s important for coaches to be fully present in coaching interactions, but we must take care not to be predominant. Predominant, according to Webster, means exerting the most-marked influence. Predominance means being the most important or leading factor. When a coach is predominant, she has an air of authority and exerts undue power over the teacher she is working with. A predominant coach is leading, in the sense that they are guiding someone to a predetermined location, maneuvering them to their own point of view.   Coaches can be a different, more effective kind of leader by being ..read more