Friday, September 19, 2014

Are We There Yet?

If you’ve taken road trips with children, you’ve heard the oft-repeated mantra that is the title of this article.  But let’s give it a coaching twist.  Likely, as you’ve been observing a teacher, you’ve had numerous recommendations come to mind – most of them minor, but perhaps some that are really significant.  When you feel the need for a crucial conversation*, ask yourself the question, “Are we there yet?” High-stakes recommendations – those that would require substantial effort or change – need extra consideration.  A high-stakes recommendation is a big deal, not just a little something.  It might be prompted by a concern about something a teacher is currently doing, or it might be a radical change because you see that the teacher is ready for a new challenge.

Think about a “big-ticket” recommendation you’re considering for a teacher you’re currently working with and run it through the following checklist:

·        Will this recommendation give the most bang for the buck right now?  Of all the recommendations you could make, why does this one seem most important at this time? 

·        Will the teacher be able to make sense of the recommendation?  Is she ready to really hear it?  Does she have the background to understand what you’re suggesting?

·         Does the teacher have the prerequisite skills to use this recommendation successfully?  Envision her putting your recommendation into action.  Can you see her utilizing your suggestion with her class?  What stumbling blocks might there be?  Is there another recommendation you should consider first? 

·        Can you work with one of the teacher’s strengths as a way to approach the recommendation?  In other words, could a strength that she has provide a solid foundation from which to launch this recommendation?  Leading with the strength will make the recommendation more hearable.

·         Then, ask yourself, “Have I thought this through enough so that I can articulate the recommendation well?  If yes, then…..

·         Find the right time to make the recommendation.  A “big-deal” recommendation requires good timing – a thoughtful space where she can be open to the conversation. 

Of course, all of this should be preceded by a self-check – making sure that the recommendation you’re considering is founded in evidence-based best practice.  Since you’re not trying to create a “mini-me,” you’ll want to evaluate whether the potential change is more than just your way of doing things.  Teaching styles can differ, but tried-and-true instructional practices are the recommendations worthy of our attention.  In your quest to help a teacher become the best she can possibly be, giving big-ticket recommendations some extra consideration will make these crucial conversations productive and keep the teacher moving in the right direction. 

The flowchart below might be helpful as you think through high-stakes recommendations.


*Patterson, K. Grenny, J., McMillan, R. & Switzler, A. (2002).  Crucial conversations: Tools for talking when stakes are high. NY: McGraw-Hill.
 

This week, you might want to take a look at:

Coaches are some of the busiest people I know!  To shore up your resolve to say “no” the next time a new project gets tossed your way, consider the ideas in the blog post: “Beat the Shiny Objects Syndrome”:

 

An interactive timeline creator:

 

File-folder organizers to keep students focused and organized (the description is for read-alouds, but could easily be adapted:

 

Evidence that active learning helps close the achievement gap:

 

Silent signals to promote active listening:



That’s it for this week.  Happy Coaching!

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