Growth Plan

A friend is updating the garden in her yard to include more space for home-grown fruits and vegetables along with more flowers to nourish the soul (and less water-sucking lawn, given that she lives in a desert clime). The new “bones” are there now, with arches, raised beds, and trellises. In terms of production, it’s not putting out much right now, but there’s a solid plan for growth. Soon the trellises will support beans and peas, those arches will be bursting with blooms, and the beds will be flush with foliage.  Like my friend’s garden, coaches benefit from having a plan for growth.

As this eventful school year winds down and you look forward to summer, what plans do you have for your own professional growth?  Would you like to spruce up the supports you offer as part of the coaching process? Are there skills you want to add to your coaching toolkit? Attributes you want to develop? Knowledge you should deepen? Let’s think through each of these questions.

Process

To spruce up the coaching process, you might consider the phases in the GIR Model for Coaching: Modeling, recommending, questioning, affirming, and praising.  Which would you like to be more intentional about in your dialogues with teachers as partners? How could your impact be amplified if you coupled these coaching moves with deep listening? (I hope you’re pausing at each question mark to consider your own aspirations!)

As you think about the coaching process, you might want to get better at helping teachers define their own essential questions for inquiry or recognizing and celebrating their own growth. You might want to be more intentional about infusing formative assessment information into the coaching process. Pick part of the coaching process and identify an aspect for growth.

Skills

Coaching requires a variety of skills: not just pedagogical skills, but also skills like communication, problem-solving, flexibility, and time management. Honing these soft skills can produce noticeable coaching growth.

Could you communicate with more clarity or friendliness? With greater empathy or confidence?  Do you want to learn more about taking an open-minded approach to problem-solving? Be more responsive in the face of the unexpected?  Create a more productive schedule? Think of these skills as your toolkit for coaching. How can you sharpen the saw?

Attributes

I’ve written recently about personal attributes we can nurture that support coaching. I’m including them again here as a reminder about their role in your four-part plan for coaching improvement. Revisit posts about being humble, consistent, courageous, approachable, and joyful if you’d like to think about these mindsets for coaching as part of your growth plan.  

Knowledge

Knowledge for teaching includes general pedagogical knowledge, pedagogical content knowledge, and content knowledge. General pedagogical knowledge can be applied across academic areas; for example, asking good questions is an important teacher skill whether the content is biology or Shakespeare.  Pedagogical content knowledge is more specific to the discipline. For example, Socratic circles work well for deepening students’ understanding of literature, and base ten blocks are great for helping young students develop number sense. Content knowledge is the knowledge of the discipline: Which battles were turning points in the Civil War? What is the formula for calculating the length of the hypotenuse of a right triangle?  If you’re going to teach the content, you need a substantive knowledge base.

As you think about the teachers you work with, the ways they teach, and the content they’re responsible for, are there areas where you’d like to strengthen your own knowledge?  Increased knowledge is another aspect of growth.

How does your professional garden grow?

In my friend’s garden, the plants are taking root and her plan is becoming a reality.  Like plants, humans are built to grow. We have an innate drive to improve. By making and following a professional growth plan, we become better versions of our coaching selves.  

Now, I’ll pose the growth questions again:  Would you like to spruce up the supports you offer as part of the coaching process? Are there skills you want to add to your coaching toolkit? Attributes you want to develop? What knowledge should you deepen? A growth plan that considers coaching processes, skills, attributes, and knowledge can support your productive summer of professional development.  

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

Promoting your coaching role:

https://blog.teachboost.com/promoting-your-coaching-role

Read alouds for saying goodbye:

https://choiceliteracy.com/article/end-of-year-read-alouds/

A podcast episode about educational videos with a YouTube Star:

https://soundcloud.com/edsurge/how-a-youtube-star-thinks-about-his-educational-videos

This 11-min. podcast about how discussion makes students the lead learners:

https://jackstreet.com/jackstreet/WASCD.EL.wiggins.cfm

End-of-year reflection to next year’s writing teachers:

https://choiceliteracy.com/article/end-of-the-year-reflection/

That’s it for this week.  Happy Coaching!

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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com

If you’re interested in my book, Collaborative Lesson Study, there are a couple of days left when you can get it for 15% off plus free shipping using the promo code:  MAYB2020 at https://www.tcpress.com/collaborative-lesson-study-9780807763070

Just Say, “Yes!”

Do you know the book Yes Day, by Amy Krouse-Rosenthal and Tom Lichtenheld? If not, find the YouTube video and give yourself a treat!  The book is told from a kid’s point of view, about the one day a year when his parents answer every request with, “Yes!” As the book illustrates, the fruit of Yes Day is liberation and joy! 

Are there yeses at the end of this uncertain semester that could open opportunities for educators and students? Perhaps requests met with a spontaneous, “Yes!” would spur creativity.  When students and teachers have had an overall healthy educational diet, a few “just for fun” goodies can be thrown into the mix without calamity.  It’s unlikely that a “yes” will lead to anything catastrophic, and the freedom and resulting positivity are worth a risk. So, let’s say yes as often as possible and sort out the details later. 

These times are mostly uncharted territory for educators. Some of the questions you are asked this week will be trivial, and some clearly will not be.  I really don’t know what questions you’ll be faced with, and you probably can’t anticipate them, either.  I do feel certain there will be requests you don’t have a ready answer for.  When the next question might be something we’ve never faced before, it’s hard to feel prepared.

When we feel unsure, or when we don’t have the energy to think through all the possible outcomes, “no” can feel like the safe response.  Instead, give yourself permission to say “yes.” Prepare your mind and mouth for it so that “yes” spills easily from your lips.  It will make the asker happy, and you can figure it out together. That one word could smooth over a lot of tension.

Saying “yes” can be a relief for both the receiver and the giver.  Having a ready “yes’ will also free up emotional energy for you.  Dealing with resistance can be exhausting, and you don’t need to engage in energy-draining activities right now.  When you feel overwhelmed with uncertainty, remember the option to just say, “yes!”  I think we could all use a few more yeses these days!

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

A video explaining social-emotional learning:

https://video.edweek.org/detail/video/5793468539001/social-emotional-learning-explained

Thoughts about reflecting on distance learning:

https://barkleypd.com/blog/a-time-for-reflection/

Book clubs as activism:

https://www.schoollibraryjournal.com/?detailStory=ya-books-reflect-the-activism-of-real-life-teens

How a teacher of ELs is reaching students the old-fashioned way:

https://hechingerreport.org/teachers-use-high-and-low-tech-means-to-reach-english-language-learners-during-coronavirus-crisis/

Adding a personal touch to remote learning:

https://twowritingteachers.org/2020/04/24/bringing-virtual-classrooms-to-life/

That’s it for this week.  Happy coaching!

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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!

You can also find me at VickiCollet.com

Decision Fatigue

These days, even seemingly simple decisions can feel difficult: Should I go to the grocery store?  Pick up or delivery? What about restaurants? Is eating inside a safe choice? Should I let the kids use that public restroom?  Seemingly insignificant questions have taken on increased importance. And that can lead to what author Emily P. Freeman calls, “decision fatigue.”  If the teachers you work with are suffering from decision fatigue, making instructional decisions may feel especially hard. I’m a big fan of open-ended questions, but at times like these, it may take a closed question to move coaching forward.

Open-ended questions encourage exploration and contemplation. Asking, “What are you finding success with during remote learning?” seems like a wonderful reflective question, but for a teacher with decision fatigue, the catalog of options might seem too big to explore. A more focused question, such as, “How did your synchronous meeting with students go yesterday?” might be better received. 

Now might also be the time to incorporate some closed questions. Questions with an either/or, yes/no response lighten the burden of decision.   When it’s time to take action and there’s a need to induce it, there’s a place for questions like, “Would you rather use Loom or Snagit to record that info. for students?” or, “Would this YouTube video be helpful?” Offering a clear choice eases the decision-making process.

Even if asking questions is the way you usually support a teacher, now might be a time to take a look at the GIR coaching model (see below) and take a step back.  Would it feel more supportive for you to make a recommendation than ask a question?  Is there an approach you could model that would be helpful?  Right now, teachers might benefit from the increased support of recommendations or modeling.

As seemingly simple questions become complicated in today’s world, teachers might feel overwhelmed by instructional decision-making. Asking closed questions, making recommendations, and modelling are supportive coaching moves that could be the right fit for teachers suffering from decision fatigue.

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

Ask before acting (especially now):

https://ccira.blog/2020/04/21/ask-first-teach-later/

Check out the “Read on a Pattern” section of this post for ideas about encouraging variety in students’ reading (could be a summer reading goal):

https://www.middleweb.com/42294/how-we-get-kids-to-read-hard-nonfiction/

Tips for remote teaching with ELs:

https://video.edweek.org/detail/video/6151369779001/larry-ferlazzos-tips-for-remote-teaching-with-ell-students

And more tips from Larry for remote teaching in general:

https://video.edweek.org/detail/video/6146066355001/larry-ferlazzos-7-tips-for-remote-teaching

Providing writers feedback that gets used:

https://www.edutopia.org/article/teaching-revision-blended-learning-environment

That’s it for this week.  Happy Coaching!

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Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!

If you’re interested in my book, Collaborative Lesson Study, this month you can get it for 15% off plus free shipping using the promo code:  MAYB2020 at https://www.tcpress.com/collaborative-lesson-study-9780807763070

Make Joyful Space

As weeks of working from home wear on, it may be helpful to think of ways to make your workspace more joyful.  When your space brings peace, cheer, and a smile, you can bring needed optimism to coaching interactions. 

Start with your desktop

Your screen is now your home office.  Take a moment to redecorate!  As the home design experts suggest, start by decluttering.  Look at every icon.  If it’s not an app you frequently use, remove it from your desktop. You’ll still have access to the program. Now organize the icons for ease of use (I like most-frequently used in the lower left, with favorites pinned to the taskbar along the bottom).

Filing documents you don’t need ready access to will further clear the slate. 

Now that you can see what your background is, do you like it?  Does it inspire you?  Same with your lock screen image.  It’s the first thing you see when you pick up your laptop, so it sets the tone.  The image for this blog post is my lock screen – a photo of my granddaughter getting the job done, and the photo makes me smile and gets me ready to work, too! 

Now that you’ve decluttered and got a nice backdrop, you can intentionally add to your space.  Are there bits of inspiration you want easy access to?  I’ve got a PDF of some colorful art that inspires me.  When I need a creativity boost, it’s one easy click away.  You might do the same with music you like to work to.

Maybe all this won’t dramatically increase your joy quotient, but for me, removing clutter and creating organization is brain-freeing, and some inspirational touches make me more productive.

Think about the view

Optometrists say it’s a good idea to look away from your screen regularly.  This vision-friendly reminder can also be good for your mental outlook.  What do you see when you lift your eyes from the screen?  Do you have certain chairs you go to at different times of the day or for different tasks?  This morning, I had a meeting with a colleague who had created a workspace in his garage, complete with an honest-to-goodness green screen.  Spring breezes refreshed him and there was the occasional hum of a neighbor’s car going by.  When I need inspiration from hummingbirds and bird song, I move to the deck behind my house, and when I’m inside, I like a clear view to the window.  Nature views improve attention and decrease stress.  Plants, landscape prints, and even fabric patterns can liven up your inside view.

I may be more OCD than you are, but the “clear the clutter” principle is also important for the space around me as I work.  (Sometimes this just means moving the piles!).  Being at home, unfolded laundry or undone dishes can be a distraction, so I ban them from my view by choosing a chair away from them. 

Of course, another view we’re thinking about these days is the view our colleagues will see behind us.  Choosing a cheerful (but not-too-distracting) background screen is an option in some meeting platforms.  For long meetings, changing up that background can reenergize. I f you’re not using an artificial background, take a look at what’s behind you before starting an online conversation.

Comfort quotient

What’s your comfort quotient for working at home?  I’ve spent a lot of time in slippers, and there are still some chilly days when I have a blanket thrown across my legs. But that has to be balanced (especially in the late afternoon!), with enough movement so that I don’t slip into a comfortable daze or snooze.  Think about what brings comfort to your day. Something soft to touch? Your dog at your feet?  I think we should be pampering ourselves a bit right now, taking care so that we can bring our best selves to our interactions with teachers. 

Elements of joy

I recently read the book, Joyful, by Ingrid Lee, an interior designer.  She talks about how elements of energy, abundance, freedom, and harmony bring joy.  Surround yourself with light and color that add energy.  Ingrid suggests that non-uniform light is more joyful and that most people feel energized by bright colors.  How do light and color work for you?

A feeling of abundance also creates joy. You might tap into this attribute with colorful patterns or art with exuberant movement or lots and lots and lots of something.  I found a favorite scarf and draped it across a chair in my line of sight.  Seeing something lavish can add verve!  Bubbles, circles, and symmetry create joy and harmony and can bring order to our thinking.

As the weeks of working from home have rolled on, the view from my window has changed from bare branches to a spring-green backdrop.  I’ve been more aware of the treasures in my own backyard and thought, “Why haven’t I always done this!” On Facebook I see photos of friends’ reorganized closets and revived backyards.  Maybe these gestures have created joy and contributed to positive interactions.  Maybe they weren’t escapes from work, but ways to make it more productive. 

Whether work continues from home or moves back to classrooms and school offices, creating joyful spaces can energize our coaching work.

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

Phone calls connect teachers and students during closures:

https://www.npr.org/2020/04/16/833099546/to-stay-in-touch-with-students-teachers-bypass-computers-pick-up-phones

Tips for surviving remote learning:

https://www.spedtechgeek.com/blog/5-rules-for-surviving-remote-learning

Interesting comparison between reading music and reading other texts (with relevant takeaways for developing inner voice):

https://www.edutopia.org/article/borrowing-literacy-strategy-band-class

Fixes for loneliness as a coach:

https://blog.teachboost.com/loneliness-of-coaching-infographic

And because you can never have enough Joy, here’s Beethoven’s “Ode to Joy,” by the Colorado Symphony:

https://www.youtube.com/watch?v=p09hpKAv9Jc&feature=youtu.be

That’s it for this week.  Happy Coaching!

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Be a Better Coach Now

Coaches are responsible for supporting and encouraging the teachers they work with.  You can be a better coach now as you fine-tune four things.

Communicate Openly

Maintain open communication with teachers. Welcome their thoughts, worries, concerns, and celebrations. Ask teachers how they are feeling now, and establish a conversational tone where teachers feel free to talk about their thoughts and opinions.  Let teachers know that they can bring up both everyday issues and difficult topics.

Listen carefully to what teachers are saying, and offer thoughtful feedback.  When having a conversation with a teacher, eliminate distractions and make eye contact.  This is equally true in online conversations.  Teachers need to know that they can trust you to be confidential and that you will respond with composure.  Sometimes this means taking a deep breath before launching a conversation or before responding in a difficult situation.

Be Consistent

Have clear expectations.  In our current reality, those expectations will be revised and extended with grace.  Be sure that the purpose of these expectations is clear.  This probably means thinking through your current expectations and their purpose in advance of conversations.  As you do so, you may find that the purpose you previously had for some expectations doesn’t currently seem relevant. If there’s not a clear purpose, eliminate or revise the expectation.

Consistency goes both ways.  Having consistent routines and practices is not just good for little people.  Adults, too, thrive when they know what to expect. Being dependable will make you a better coach.  What can teachers expect from you?  Being consistent in our support and responses to teachers builds trust.  We need to walk the talk about living up to expectations.

Encourage Problem-Solving

Support teachers’ problem-solving by safeguarding their role as instructional designers.  Sharing meaningful data and identifying useful resources supports teachers while leaving decisions in their hands. Ask questions that guide teachers to their own conclusions. For example, if a teacher is grappling with concerns about sustaining students’ engagement during remote learning, you might ask:

·       Can you think of a time when students have been really engaged? 

·       What are your hunches about why this lesson worked so well? 

·       What are some ways you might make this part of upcoming activities?”

Help teachers think through the possible outcomes of different options.  After the fact, if a teacher is unsatisfied with results, help him identify what happened, analyze what contributed to the outcome, and discuss what changes might be warranted.

Validate

People thrive when their work is validated.  There is a clear need in this moment for teachers to be validated in the important work they are doing to maintain some normalcy in the lives of children and to ensure learning continues. Reinforce the things they are doing that are effective!  Commend their hard work!  Praise their strengths! 

As coaches communicate openly, expect and respond consistently, encourage problem solving, and validate both the effort and the results, teachers will feel sustained and strengthened.  These four principles guide coaching in normal (and not so normal) times.

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

Tips for surviving remote learning:

https://www.spedtechgeek.com/blog/5-rules-for-surviving-remote-learning

Affirming is the fourth phase in the GIR Coaching Model. Check out Jenna’s thoughts about affirmation:

https://blog.teachboost.com/the-power-of-affirmation

25 Simple and fun non-screen things to do at home:

https://medium.com/pobble/simple-and-fun-non-screen-activities-that-children-can-do-at-home-115543cb3b9c

How understanding the mood of a story supports reading and writing:

https://ccira.blog/2020/04/01/entering-stories-through-mood/

Benefits of changes in grading policies during the pandemic:

https://blog.heinemann.com/pass/fail-or-no-grades-during-online-pandemic-teaching-a-gift

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