Taking Stock

I’m working on my weekly no-contact grocery pick-up order – taking stock of what we’ve been using a lot of, sorting the fridge to see what’s there and what to get rid of, and making a list of needed ingredients as I plan for upcoming meals. This weekly task gives me a sense of what we’ve been consuming and what I should get more and less of.  

Taking stock is a good idea, and now that we’ve been at this remote-learning business for a month, it’s probably a good time to take stock of the situation.

For both teaching and coaching, we can ask questions like:

·       What’s the proportion of synchronous to asynchronous experiences?  Does that proportion seem about right, or are shifts needed?

·       What’s the proportion of sit-and-get vs. active participation? 

·       Who is participating and how?  If a change is needed, how might that happen?

·       Have do you feel about the phone calls you’ve made?  What about texting?  How do these less tech-intensive options compare with what you’re getting out of video conferences?

·       How are relationships with parents supporting students’ learning?  What is working to build these relationships?

More generally, we can ask:

·       What have I learned from this experience?

·       What learning experiences were the most valuable?  Why?

·       What learning experiences were less valuable?  Why?

·       What more do I need to learn about this approach/concept/topic?

“Taking stock” questions like these can be used to examine different platforms you’re trying: Google docs, Zoom, Teams, Hangouts, etc.  Do you need more of some and less of others? 

“Life is a series of commas, not periods.”*  Reviewing our current situation is a prelude to making decisions as we move forward.  Because educators are carrying out their responsibilities in isolation from colleagues, there’s a special need for self-reflection and personal responsibility.  No one else is privy to how things are going, so we have to take stock for ourselves.  

Reflecting gives the brain an opportunity to pause, untangle, and sort through experiences, consider interpretations, and create meaning.  It gives us the chance to consider recent experiences in relation to the past, opening opportunities to thinking deeply. As we take stock of our unusual experiences these past few weeks, it will help us plan future menus for teaching and coaching.

*Quote attributed to Matthew McConaughey, actor and producer.

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

Supporting teachers during remote learning (recorded webinar):

https://soundcloud.com/user-134345725/understanding-the-impact-of-coronavirus-on-k-12-education-part-6

This sentence got my attention: “’Dear Students: You all get an A.’ I wonder what would happen if we gave those “A’s” now to our schools as well.”  More thoughts to ponder here:

https://www.middleweb.com/42772/covid-19-is-showing-us-the-cracks-and-flaws/

Ways to make sure students get feedback:

https://choiceliteracy.com/article/consistent-feedback-in-writing-workshop/

Student voices about improving online learning:

https://www.educationdive.com/news/students-have-to-be-creative-with-the-way-they-learn/576370/

This podcast about self-care for teachers during school closure:

https://soundcloud.com/user-134345725/understanding-the-impact-of-coronavirus-on-k-12-education-part-5

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Renewal

A friend posted a quote in Facebook that caught my eye: “We are all in the same boat. We are not all in the same storm.” It went on to say that right now, some are experiencing a peaceful sprinkle, while for others, life is a disruptive storm or a life-changing hurricane.  However this moment’s changes are impacting you, I hope you can make space for renewal for yourself and the teachers you work with.

Check your foundation

When storms come, it’s important to check your foundation to be sure it is strong. What are the foundations of your coaching work?  If you believe that coaching should provide a gradual shift that empowers teachers, you could review early posts from this blog that describe phases in the Gradual Increase of Responsibility (GIR) Coaching Model.  If, at your core, you believe that coaching should be student-centered, that could be another cornerstone for your coaching foundation. Do you believe coaching should be invitational? Should it focus on teachers’ assets?  Is the role of language in coaching and using the right words central to your work?  These are just a few examples. 

What is really important to you in your coaching work?  What does your foundation look like?  What condition is it in?  Can you make time for an introspective look and then do some restoration?  Shoring up the foundation of your coaching work can help you weather the storm now and be better prepared for the future. Reflecting on guiding principles brings renewal.  Know your cornerstones.

Encourage self-inspection

As you check your own foundation, you could also encourage the teachers you work with to perform a self-inspection.  Ask them to identify four cornerstones for their teaching, the things that really matter to them.  It might be helpful to provide a few examples of core principles to help their brainstorming.  You could offer ideas like having a growth mindset or accentuating the positive.  Do teachers believe that teaching isn’t telling or that they should encourage student talk?  Do they want to give students opportunities to teach?  Is differentiation key to their instruction?  Do they want to be sure to be responsive  or teach for understanding?  Principles like these can be anchors for instruction.  Even as circumstances change, teachers will steer true when they’ve identified core principles.

Teachers’ beliefs guide their teaching and knowing them can guide your coaching, so it’s worth asking teachers to share the cornerstones they define for themselves. Whether the days ahead are unsettled or stable, teachers and coaches can be unshakable when their foundational principles are secure.

Take time for renewal. Take time to do maintenance work on your coaching foundation. With a reinforced foundation, you will be strengthened to face the storms that test your resolve, no matter their direction, duration, or intensity.  Your strong coaching foundation will allow you to face challenges with steady understanding. You’ll be prepared to be true to your coaching cornerstones.

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

Making the most of parent-teacher life at home:

https://www.teachingchannel.com/blog/teacher-home

Connecting with community partners:

https://www.youtube.com/watch?v=Lc_8Qjl2GPU

Teens talk about identity on social media:

https://www.youtube.com/watch?time_continue=2&v=cLFMBT1Ayls&feature=emb_logo

Supporting young writers at home:

https://www.heinemann.com/shared/onlineresources/e09972/bomer-supporting-writers.pdf

Teaching during a pandemic:

https://www.edutopia.org/article/teaching-through-pandemic-mindset-moment

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Courage

Right now, many of us are putting typical coaching routines on hold.  Our own prospects for professional growth might also be delayed.  I wonder, though, if our current reality might offer opportunities to cultivate attributes that could make us better coaches.  I’ve personally felt the need to pause, ponder, and take stock of how I relate with others.

Relational characteristics can make or break a coach’s work, even if all the right procedures and protocols are in place.   In recent posts, I’ve explored personal attributes that make for better coaching. Traits like empathy, curiosity, humility, approachability, joyfulness, and consistency are important to the relational work of coaching.  Another important attribute, one that doesn’t feel quite so soft and fluffy, is courage. 

Courage is doing something difficult, even when there’s a risk.  It means you have the strength to withstand difficulty, that you’re confident enough to do what you believe in, Courageous people don’t let their fear stop them from taking action.

It took courage for me to coach a veteran 5th-grade teacher during my first year as a coach.

It took courage for me to say that our district’s Title One office was recommending DIBELs data be used in a way that would harm children.

It took courage to encourage a popular high school English teacher to include more interactive activities, when he was known for his entertaining lectures.

I had to “screw my courage to the sticking-place” before asking the principal to find funds to pay teachers for the after-hours collaboration they were doing.

How can we practice courage now, so that when we return to more normal routines, we bring this attribute with us to our coaching work?

Courage can mean:

Honesty

Apologizing

Asking

Forgiving

Going

Creating

Starting

Believing

Learning

Speaking

Leading

Following

Staying silent

Walking away

As you look at that list, can you think of ways you can practice courage today?  Every courageous step counts.

To be courageous, we have to master our emotional response to fear. We have to manage fear so that it doesn’t manage us. 

To be more courageous in the face of uncertainly, fear, or risk, we can ask ourselves:

What are the things that could happen as a result of my action or inaction?

What are the risks to me and to others?

How will what I do make a difference?

How will I feel when I look back on this situation?

Courageous people stand up for the people and things they care about. They act in ways that are consistent with their values.  Sometimes that action is loud, but sometimes it is quite and thoughtful.  Winston Churchill famously said, “Courage is what it takes to stand up and speak; courage is also what it takes to sit down and listen.” 

Honestly, I have often felt scared about using open decision-making processes, giving up the power to be the final voice.  But I do it anyway, because this practice aligns with my values.  It takes courage to be silent then.

But courage also gives us faith in ourselves and the power to speak and act on our convictions.  When stakes are high, opinions vary, and emotions start to run strong, it takes courage to move forward.  We demonstrate courage when we align our actions with the meaning we attach to our work, when we voice our vision even when challenged by the response.  It means, as Parker Palmer says in Courage to Teach, “living by our best lights” (p. 183).

Ralph Waldo Emerson said, “Whatever you do, you need courage. Whatever course you decide upon, there is always someone to tell you that you are wrong. There are always difficulties arising that tempt you to believe your critics are right.”  The coming days and weeks will give us many opportunities to practice courage.  As we become more courageous, we’re developing a relational skill that makes us better coaches.

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

Dirt Simple Online Teaching:

https://emergencyonline.blog/category/dirt-simple-mini-course/

Sparking joy in reading:

https://www.smartbrief.com/original/2020/02/3-ways-encourage-reluctant-readers?utm_source=brief

Self-care for coaches:

https://stephanieaffinito.blogspot.com/2020/03/self-care-for-instructional-coaches.html

Measuring your day by tasks, not time (good advice for working remotely):

https://www.iheart.com/podcast/105-before-breakfast-30642889/episode/measure-the-day-by-task-not-59763758/

Science experiments kids can do at home:

https://www.youtube.com/watch?v=4MHn9Q5NtdY

That’s it for this week.  Happy Coaching!

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Just Ask

Dear Coaches,

In recent weeks, I’ve struggled to know how to help educators. Most are overworked and overwhelmed, struggling to do new things in a new context. If you are a coach or someone else who wants to play a supportive role for educators right now, you, like me, might be wondering what to do that won’t feel intrusive and burdensome.  You want to do something truly helpful, but you’re not sure what that is.

Unfortunately, there is not a prescription right now for how to help. I cannot say to you, “If you do X, it will make things better.”  The need may be different for each educator, so we must take a flexible approach to support.

At all times, an important attribute of teaching and coaching is responsiveness.  Responsive educators are the ones that pay attention. They reinvent and adapt to the worlds and lived experiences of those they serve. They build on the resources that learners bring to the table and consider context. 

Our current reality is frequently referred to as “unprecedented.” There isn’t a track record for how to teach and coach now. To figure out how to navigate this space, we could ask a simple question:

What are you wondering about right now?

Think about the right venue for asking that question: a group message? an individual text? an email? It’s a short question, so it won’t overwhelm. Maybe only a few will respond. My guess is that, even those who don’t respond will be prompted to reflect because of the question.  And for those who do respond, reading their wonderings and questions will provide insight about how you can support.  Teachers’ questions will tell us what they are troubled by and what they need help with. That is the beginning.  We can’t know what to do until we know where they are.

Perhaps an obvious way to know what to do is to ask. As with all queries, it’s important to frame the question in a way that prompts a thoughtful pause. You might try:

What is missing for you right now?

This question feels accessible. It could open a conversation about knowledge or resources that would be helpful.  More directly, you could ask:

What would supportive coaching for you look like right now?

This question is a bit heavier, asking the teacher to come up with the solution.  Maybe only a few will respond, but for those who do, you can provide targeted support. 

As we work our way through the current reality, it will also be important to pause along the way and consolidate the insights we are gaining.  We can encourage this stance by asking questions such as:

What are you understanding?

What are you learning?

Teachers’ responses to these questions could be compiled and shared to benefit and encourage others.

As you gather information from teachers, you can make professional decisions about how to best support them.  You will be armed with greater understanding about their current needs. You will be more responsive.

Teaching and coaching must always be dynamically adapted and reinvented to match learners and contexts. We are all learners right now in a brand-new context.  Asking questions can ensure that the support we offer is responsive to felt needs.  The questions listed above might be helpful at any time, but they have increased importance as we strive to coach during times of uncertainty.

If you, or the teachers you work with, are juggling the jobs of educator and home-school teacher for your own little ones; if you are working remotely but connecting with loved ones far away who are fearful; if you are trying to find a new rhythm for the tasks and time in your day, let’s keep things simple right now.  When we ask about the support that is needed, we are more likely to be truly responsive, rather than reactive, in the current situation. 

If you have the mind-space for it, you might also ask yourself the questions above. Reflection can bring insight, and hopefully with it, a measure of peace for you.  That is my hope for you, my coaching friends, at this difficult time.

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

Resources for coaching during current challenges:

https://www.kathyperret.org/2020/03/15/coaching-through-challenges/

Reassuring children during the pandemic:

https://www.turnaroundusa.org/7-tips-coronavirus-outbreak/

Learning about multiple perspectives through picture books (important social-emotional learning):

https://choiceliteracy.com/article/whose-point-of-view-matters-considering-multiple-perspectives/

Don’t steal a teacher’s learning opportunity:

https://brightmorningteam.com/2020/03/level-up-the-power-of-intentionality-reflection-and-practice/

Scroll down for tips on preventing loneliness during physical distancing:

https://www.scientificamerican.com/article/how-to-prevent-loneliness-in-a-time-of-social-distancing/

That’s it for this week!

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