Hats Off to Educators

This week I am overcome by the difference educators make in the lives of their students. In my region, it is the last week of the school year, and I am thinking back on a year I hope we never repeat.
 
We have survived this year – the months when substitute teachers could not fill the holes, so colleagues gave up their planning periods and principals went back to the classroom. We were hoarse from teaching all day through a mask. We didn’t dare hug the child we were sending home to quarantine. This school year is ending with the loss of lives of teachers and students that is heavy on our hearts. As the poem by William Wordsworth repines, “The world is too much with us.”
 
As educators, you are exhausted from a long and challenging year. But you have touched the lives of children in an unmeasurable and ongoing way. Although districts spend millions of dollars on curricula, teachers are schools’ most valuable resource.
 
This year, I have also witnessed the difference a caring educator can make. Someone who is willing to joke and share. Someone who is willing to both talk and listen. I have seen the difference made by teachers who see possibility and potential, who have high expectations and work to assure those expectations are met.
 
The difference made by an educator with an asset-based mindset was made clear to me this week as I talked with teachers from a building I was visiting. One teacher told me about the high-expectations parents had for their children. She talked about students’ enthusiasm, how hard they were working and how much growth they had made over the course of the year.
 
I also spoke with a teacher who told me about how challenging his students were. They just “didn’t care” about education. They were behavior problems, and their parents didn’t seem to have education as a priority. The thing is – these two teachers were talking about exactly the same kids.  Because the grade-level was departmentalized, these two teachers shared students. But one saw students as disengaged and troublesome, while the other saw them as thriving.
 
There was truth in both their statements. I had seen students sent out of the negative-minded teacher’s classroom because of bad behavior and I had noted the low energy during the little time I’d spent in that teacher’s classroom. On the other hand, I’ve spent lots of time in the classroom of the asset-minded teacher, and I have seen students’ engagement, their creativity, and their interest and enthusiasm for learning.  The. Same. Students.
 
Hats off to the educators who have kept on believing in students, despite all that this year has thrown at us. Thank you for the caring that leads to good teaching. Hats off to you for the difference you are making in the world.
 
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I’m excited to share that my book, Differentiated Mentoring and Coaching in Education: From Preservice Teacher to Expert Practitioner is available for preorder here!  The book is my gift to coaches. I’ve put all my best thinking into it, and I can’t wait for you to read it!
 
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This week, you might want to take a look at:
 
Continuing professional learning as a coach:
 
https://blog.teachboost.com/put-your-learning-first-with-peer-coaching
 
 
A podcast about creating affinity spaces in the classroom:
 
https://www.classroomcaffeine.com/guests/james-gee
 
 
Prioritizing educators’ well-being:
 
https://www.edutopia.org/article/schools-not-teachers-must-reduce-stress-and-burnout-heres-how
 
 
The importance of the first 5-years for brain development (brought to you by in this TED talk by a 7-year-old):
 
https://www.youtube.com/watch?v=aISXCw0Pi94
 
 
How to increase the chances that your feedback gets heard:
 
https://www.ascd.org/el/articles/creating-a-culture-of-feedback
 
 
That’s it for this week. Happy coaching!
 
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Reflective Affirmations

News flash!  I’m excited to share that my book, Differentiated Mentoring and Coaching in Education: From Preservice Teacher to Expert Practitioner is available for preorder here! (Free shipping code: TCP 2022.)  The book is my gift to coaches. I’ve put all my best thinking into it, and I can’t wait for you to read it!
 
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The final coaching conversations of the school year are all about closure and celebration. For me, this week’s lesson observations led to reflective conversations that were full of affirmation. It was glorious to think back on goals we’ve had throughout the school year that have come to fruition, and the evidence was in these final observations.
 
After watching a lesson in Naomi’s classroom, we sat down together and I asked, “Thinking back on the math lesson, what stands out to you?”  She launched into a description of how she used their morning work to transition into the lesson; she started the description by saying, “Something that I really liked was…” She said she was able to “prime their minds” for the upcoming lesson. I loved that phrase and used it in my follow-up comment. “Yes, it primed them for it – they were ready to think about fractions.”
 
Because Naomi started our conversation with a discussion of the beginning of the lesson, I didn’t want to pass up the opportunity to talk about another positive aspect of the start. After affirming the smooth transition from morning work to math lesson, I asked her to talk about her decision to start the lesson by “hooking them on the why.” Before launching into the math content, Naomi had asked students, “Why are we even talking about fractions? When do we use fractions?” Naomi wanted students to recognize that what they were learning was actually relevant to their lives. Responding to Naomi’s question, students launched into a long list of ways fractions could show up in their lives: cooking, measuring, construction, cutting up bread, making video games, and even middle-school science class.
 
I tied Naomi’s description back to a topic we’d talked about together many times: class discussion. The goal had been for students to take more ownership for whole-class discussions, rather than ping-ponging back and forth between teacher and student – and it happened during this discussion, as students affirmed and built off of one-another’s ideas about the relevance of fractions. That was something to celebrate!
 
During this final coaching conversation, even the one recommendation I made was wrapped up in an affirmation. Something I’d noticed as Naomi listed students’ ideas about fraction use on the board was that many of the comments were morphed into something for future job use; when students talked about cooking, Naomi mentioned a job as a cook or baker; when they talked about measuring, Naomi mentioned a job in construction. When they talked about measuring in middle-school science, she talked about a career as a scientist. While career insights were worth highlighting, I wanted to make sure Naomi recognized the value of the more-immediate applications students were bringing up. So as our discussion of the discussion continued, I said, “That makes me think about…” and I brought up the middle-school science lab example mentioned by a student. Naomi nodding, remembering. Then I said, “I thought that comment was especially interesting, because it wasn’t about the long-term future, it was about something they’d been thinking a lot about – that transition to middle school. That seemed like a really authentic, important connection.” Naomi brightened up, “It was a point of excitement!” she said, launching into a description of their enthusiasm about both science and middle school and saying, “I definitely think that was an authentic connection.”
 
I picked up the conversation, saying, “One thing I was thinking about is, some of the things on the list are pretty long-term.” I then emphasized the value of students making connections with their lives now – as they had done during this lesson. I hope that lingering a bit on that “authentic connection” moment becomes a reminder to pay attention to such connections in future lessons.
 
Our conversation continued as Naomi and I took turns bringing up positive parts of the lesson: Her effective modeling, giving students classroom responsibilities, using all-respond techniques (and expecting all to respond!). We talked about her probing questions (“How do you know?”) and even the specific words she used, as I commented: “I loved the way you framed the practice by saying, ‘You’re about to get a chance to show what you know as far as ordering fractions goes.” This led to a thought-filled exchange about the power of teachers’ words.
 
There were so many things to affirm during this final observation of the school year. Coaching is not about intervention or remediation; it is about finding the right level of support based on specific needs and contexts. When the need for other types of support falls away, commenting on the good things that are happening highlights and celebrates them. I find that affirming not only benefits the teacher, it lifts me, too. I am more buoyant when my efforts are focused on helping teachers recognize their strengths.
 
This week, you might want to take a look at:

As the school year draws to a close, I wish you more:
 
https://www.youtube.com/watch?v=hti6bGm4664
 
 
Tips for transitioning from teacher to coach:
 
https://www.teachingchannel.com/blog/transition-teacher-coach
 
 
What data counts for student growth:
 
https://ccira.blog/2022/05/17/creating-a-narrative-of-progress-broadening-the-definition-of-reading-growth/
 
 
TEDx Talk: Collaboration starts with you:
 
https://www.youtube.com/watch?v=euPrdRGSEpY
 
 
Characteristics of an effective PLC (beyond Solution Tree):
 
https://www.edutopia.org/article/fostering-effective-professional-learning-community-your-school
 
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

Coach as Liaison

Coaches sometimes act in the tenuous but valuable role of liaison, connecting teachers and administrators in ways that increase success.  When something is amiss, serving as a liaison requires careful consideration. If you are aware of a situation that may need attention, you’ll want to think carefully about whether there’s a part you should play in this process.  Relationships are the foundation of coaching, and liaising may put relationships at risk.  
 
It’s easiest to broker touchy conversations when evaluation is not part of the picture – when the coach is not in a formal evaluative role of teachers and when the principal is not the evaluator for the coach. Of course, there are many instances when one or both of these are not the case, and these require even more caution and care.
 
Let me offer an example and some possible steps forward: One problem you may be recognizing is teacher burnout. Although teacher attrition is a longstanding concern, the post-pandemic climate has resulted in an exodus of teachers from the profession.  If plans for next year seem out of step with teachers’ stamina, it may be worth offering your perspective to the principal.  But you’ll want to carefully consider both if and how to broach the topic.
 
First, ask yourself:

·       Would my administrator want to be aware of this concern?

Also ask:

·       Are there things the principal could potentially do about it?

Even if the answer to the second question is, “No,” it might still be helpful to have the discussion. If the answer to both questions is “Yes,” you may be the right one to broach the topic.
 
As an instructional coach, you are always thinking about what’s best for kids. That’s the bottom line. And as a liaison, you also consider what’s best for teachers and administrators. Ultimately, supporting both administrators and teachers is in the best interest of students.
 
Discussing touchy topics can strain relationships, so the conversation better be worth potential tension, and a positive outcome should seem tenable. Be sure you think about:

·       Confidentiality:  Ask yourself, “What can I say without breaching confidences? What should I avoid saying so that I don’t cast a teacher in a potentially negative light?  Make general statements without naming names, but phrase things in a way that doesn’t leave the principal wondering, “Who said that?”

·       Positive presentation:  Cast teachers in a favorable light. In the example of overburdened teachers, for example, be sure to emphasize how hard teachers are working, offering specific examples.

·       Positive assumptions:  Go into the conversations with the attitude that both the principal and the teachers are doing their best and want everyone involved to be satisfied with the outcome.  You’ll want to make sure your own positive assumptions are evidence as well.

·       Trust:  The liaison role is all about trust. You are willing to consider this conversation because you care. The trust you have built through previous interactions makes the role of liaison possible. 

With these characteristics of the situation in mind, decide whether the discussion you are contemplating is worth the risk.  If the chance for a favorable outcome seems high, plan for the conversation. Considering different approaches and anticipating possible responses will help you feel more confidence and increase the potential for success.  

 

Remember all the coaching moves in the GIR model (model, recommend, question, affirm, and praise)?  Your skill with some of these moves can come in handy as you talk with an administrator about a touchy topic.
 
You might want to start with praise.  You can acknowledge how hard the principal is working, with specific evidence. For example, that appeal to the school board for funds to repair the playground really paid off. Maybe the principal took on an extra school fundraiser requested by the PTO, and you saw her sorting orders and counting cash herself – that was a lot of extra time! Or you noticed how she scrambled to make sure classes were covered when three teachers were out and no subs were available.  If praise is sincere and specific, it sets a positive tone.
 
Next you might be ready to broach the topic you’ve been worrying about. It’s helpful if you can connect it first to your own work. In the example about overburdened teachers, you might say, “I’ve noticed that teachers have a lot on their plates right now, and there are some new initiatives being rolled out in the fall. I’m worried that teachers may not have the energy for coaching.”  Making connections to your own needs gives a context for why you are bringing up the topic.  It doesn’t point a finger at teachers.  What might your principal say when you pause after this connection? Think it through.
 
Next, you might ask a question that encourages the principal to brainstorm some things that could be done or changed. In the overburdened teacher scenario, you might say something like, “Teachers are going to have a lot of plates to spin in the fall. There’s the state’s expectations for PLC work, the new district reading curriculum that will include lots of trainings, and the focus on inclusion from SpEd. Do you think there’s anything that could be taken off their plates?
 
If it feels right, you might even make a recommendation about the situation, asking, “Would you mind if I suggest something?”
 
Notice how the sequence outlined above moves in the opposite order of the way we think about moves in the GIR model. When approaching a school leader, it can help to lay some groundwork that acknowledges their decision-making role.
 
If you chose to play the role of liaison, contemplate how the administrator might react to your insights and ideas and what you can do to increase the odds that they will be well-received. How will you temper the conversation to ensure that you abide by the ancient principle, “First, do no harm”?
 

This week, you might want to take a look at:
 
Prioritizing educators’ well-being:

https://www.edutopia.org/article/schools-not-teachers-must-reduce-stress-and-burnout-heres-how
 
 
A podcast by Jay McTighe about teaching real-world thinking skills:
 
https://www.ascd.org/podcasts/jay-mctighe-on-teaching-real-world-thinking-skills
 
 
Solutions for class discussion problems:
 
https://choiceliteracy.com/article/small-solutions-for-big-problems-with-classroom-discussions/
 
 
Upbeat ways to end the school year:
 
https://www.edutopia.org/blog/celebrating-end-of-school-year-vicki-davis
 
 
You make a difference:
 
https://www.youtube.com/watch?v=sr9QjaB83YA
 
Was this helpful?  Please share!
Want to know about new posts? Click “Follow” (bottom right)
Follow on Facebook at: facebook.com/mycoachescouch or Twitter @vscollet for more coaching and teaching tips!  You can also find me at VickiCollet.com