Working with “Pumpkin Patch Teachers”

It's time to think again about "Working with 'Pumpkin Patch Teachers'" - my most-read post of all time! Not only is it seasonal, I think we can all relate:

Are you working with a teacher who is desperately hanging on to old ways of doing things? Jennifer Schwanke calls these teachers “Pumpkin Patch Teachers,” referencing a social studies teacher she knew who, every year around Halloween, made each student buy a pumpkin and dress it up as a character from American history…..even after American history was no longer part of her grade level standards. The project should have disappeared, but didn’t, because it was fun, easy, and enjoyed by both the teacher and her students.
 
Working with Pumpkin Patch teachers can be discouraging. Over the years I’ve noticed a few coaching strategies that encourage reluctant teachers to embrace innovation—or at least try something new! Here are a few ideas you might consider when working with reluctant teachers:
 
I frequently espouse the merits of modeling, and this coaching move can encourage change with teachers who are highly-invested in the status quo. Seeing a strategy work, especially in her own class with her own students, can nudge a teacher in a new direction.
 
Providing opportunities for peers to share ideas with one another about implementing a new strategy can also be helpful. Sometimes hearing about something in a slightly different way makes it resonate. And colleagues often share similar contexts and concerns, making their insights especially helpful.
 
Finding a way to provide resources can also move the change process along. What teacher doesn’t like new stuff for her classroom? Beg, borrow, and reallocate to get materials into the hands of reluctant teachers. Then review the new resources with the teacher so they don’t end up gathering dust on a shelf.
 
Offer time. That is one thing teachers never have enough of. For hard-to-reach teachers, covering her class (by teaching yourself or, better yet, arranging for a sub) can give the teacher time to plan for implementing new ideas. If you are not able to be with the teacher during this released time, provide structures that will support planning, and then follow up.
 
Asking questions can provide a segue into non-threatening suggestions. If you observe, ask questions afterward about instructional decisions. The teacher’s responses will give you insight about her purposes and open opportunities for offering recommendations in ways that are more likely to be welcomed.
 
Offer support. “Would you like me to look for resources for you?” “Do you have a unit coming up that you’d like help revising?” Specific offers of help are less likely to be turned away than more general overtures.
 
Pumpkin patch teachers may require some extra effort on the front end, but with support they’re likely to become just as loyal to the new ideas as they were to the old!

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

Making positive calls home – and making it manageable!
 
https://www.edutopia.org/article/why-positive-call-home-worth-effort
 
 
Using QR Codes to send writers’ voices home:

https://choiceliteracy.com/article/bringing-writers-voices-home-with-qr-codes/

Keys to coaching conversations:
 
http://www.kathyperret.org/2018/06/25/the-keys-to-coaching-conversations/

 
Using objects to engage writers:
 
https://ccira.blog/2018/08/07/a-writing-lesson-that-works/

That's it for this week. Happy Coaching!

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Hooray!!! My new book, Differentiated Mentoring & Coaching in Education: From Preservice Teacher to Expert Practitioner is a fall release from Teachers College Press!  I’m so excited to share it with you! During October, you can use the code: OCTC2022 for 15% off plus FREE SHIPPING. Click  here  and I’ll email you the free Book Group Study Guide that includes questions, prompts, and activities you can use as you share the book with colleagues.  I hope you’ll love this book as much as I loved making it for you!