Keep a schedule....

Wish you could be everywhere?

I know the feeling - and distractions are everywhere.

A student needs you, your principal has a question, wait and now there is an emergency in the cafeteria. You suddenly feel pulled in every direction to help everyone...right?

But what about that teacher you were on your way to visit at planning.....

And just like that your schedule has been changed. NOW I am not saying we should not be flexible but a schedule is created to ensure you able to plan time to be effective.

Try these creative ways to create more time in your schedule

1. Create a routine. Create habits and build predictability in your schedule. example: set times to check emails don't feel obligated to respond immediately.
2. Maximize your efforts. Avoid distractions that will suck your time with no benefits to student learning.
3. Say "NO"! Make judgement calls and prioritize, say no or delegate when appropriate.
4. Schedule for the unexpected. Build in margins of time to deal with the unexpected. When something arises respond that you will get to it at that designated time.
5. Try the Pomodoro technique. This time management technique is based on the idea that frequent breaks in focus can improve mental agility. It works like this: work diligently for 25 minutes, then take a three to five minute break. Repeat this cycle four times and then take a longer, 15 to 30 minute break. The purpose here is to keep your mental acuity sharp and avoid focus fatigue.

Thankful thoughts ...

I have always been thankful for the career path I have chosen. As a classroom teacher I was thankful for the students I served, the parents I supported and the teachers I worked alongside of as team leader or peer mentor. This passion grew as I became the Reading Specialist out of the media center and began working with not just 25 students in my class but teaching K-8 and over 700 students.
I never thought I could be more thankful, but then as a school site coach, my heart swelled with thanks. I soon took on the love for helping my teachers who I knew ultimately impacted my former students that had a special place in my heart. I came to work full of energy knowing I could help students, teachers and support staff on a daily basis.
Now here I am coaching my coaching friends! I can't even explain how thankful I am work alongside some of the strongest, passionate coaches I have ever met. Above and beyond does not even BEGIN to touch the work you do everyday and I am so very thankful for you and all you do driving our vision and mission within our teachers, and working with our students to exceed the highest expectations!!!!
Don't forget to tell those around you that you are thankful for them! with words, with small acts of kindness or simple notes. check out this simple note to leave

What are you thankful for??

Wearing many hats

Do you sometimes feel you wear a MILLION hats???
I get it, you have your data hat, your collaborative planning hat, your model hat, the resource hat.... I mean the list just keeps going! So "hats off" to you for the amazing work you do!
Honestly, these "many hats" only emphasize how critical planning your schedule and reflecting is SO IMPORTANT!
Think of this as the coaching cycle:
1. assessing - assess your priorities as a coach
2.plan - plan your attack so that you are using your time effectively and making an impact
3.implement - this is our favorite part right? you finish a full day of modeling, planning with teams, working with teachers and you feel like a rock star!!!!
4. reflect and complete a gap analysis....what are your next steps!?

I like the way this fellow coach defined the many things we do....

Teacher Time

Time is the most precious commodity!

There is NEVER enough time in the day. When talking to teachers, always remember time is the most precious commodity! Make EVERY minute count! Don't waste time :) and always have a take away that assists the teachers, don't add to their plate. 

when attending a data or planning meeting be sure teachers walk away feeling they have planned for their future lessons.

DATA CHATS should always result in planning for differentiated instruction and PLANNING should alway be focused on standards based assignments that are focused on end results. 

Coaches not only respect this time but find ways to make this time collaborative and easier for teachers to make purposeful connections. 

MAKE EVERY MINUTE COUNT! share with us in the comments what you do to make "every minute count"

Planning with a Purpose!

"Alone we can do so little, together we can do so much" Helen Keller

The impact of collaborative planning is nothing short of phenomenal. We underestimate the tremendous power teachers have in deciding what kids will learn and how they will learn it. Teachers are making decisions every day and it is up to us to make these choices explicit and data driven. As coaches we guide teachers in making intentional choices.

Autonomy in lesson planning for all teachers only guarantees one thing: That some teachers will have the "freedom" to fail to plan effectively.
To continue to have planning success ensure the following as you coach teams:

• Maintain end goal driven- create objectives that aligns with the end goal assessment ensuring a focus on student needs!
• Provide sufficient guidance- don't ever shy away from assisting teachers in planning. Though autonomy is valuable, planning is a challenging and often counterintuitive skill that requires guidance, especially early on. I liked a reference a read once, imagine if a piano teacher did not teach students how to read music, time notes or switch keys.....the only "freedom" that piano teacher offers is the freedom to fail! There would be no music! Likewise if we give teachers autonomy to plan without guidance we are not assisting our teachers in meeting their potential!
• Planning goes beyond a textbook. Intentional planning involves in-depth conversations about differentiating, questioning techniques, and complex tasks. Simply sharing the objective and the page students will read is not planning....that is sharing resources.
• Keep plans ALIVE!!!! change them, make adjustments, GIVE FEEDBACK!!!! 

Here is the bottom line: Planning works when it starts from assessments, not from standards that is the roadmap to rigor! Begin by showing the assessment you want your students to master, then talk about how you want to get there! Think about: what students will need to do, teacher order and prioritization, and ultimately what activities will engage students.

Determine what matters most...

There are times it is hard to see the path-

we "can't see the forest through the trees" as they say.

So how do we determine what matters most?
Establish Priorities! Lay a foundation, set the expectations and then decide.... "What will give you the most bang for your buck"? 

Focus first on teachers that accept change and ask for feedback. Often there are teachers that are keen to try out new ideas and approaches, including to their own professional learning. Begin by working with these teachers to boost confidence in the school culture and developing a growth mindset for professional learning. 

Next use the data! There are two types of data to inform your coaching decisions. 

Student data & Teacher data

The use of student data to inform the  direction of coaching contributes to a common language of the outcomes to be achieved by the implementation of specific strategies. It is essential to use benchmarks and common assessments for collaborative teams to review data and student work.

The purposes for using student data include:

• track individual students’ progress over time
• improve the quality of instruction looking at student outcomes
• guide the direction of differentiated instruction 

The use of teacher data to inform the  direction of coaching may be collected by walkthroughs, observations, and reflections from targeted professional learning.

The purposes for using teacher data include:

• track individual teachers’ progress over time
• improve the quality of instruction with high yield strategies
• guide the direction of differentiated professional learning 

Both types of data create the basis for ongoing coaching conversations between the principal, coaches and teachers and establish the priorities for what matters most!

Boo!

Are You Scaring New Team Members? 

So how do new people feel at your school? Are you creating an environment that’s welcoming and encouraging, or are we scaring them away? Let’s take a look at a few ways we scare away new team members and then how to avoid making that happen.

Lack of Timely Communication

When are you communicating? Or are you constantly promising to get in touch with people, but never following through?

Unspoken Expectations

Are you communicating the schools expectations clearly to your team? There’s nothing worse then being held to standards that were never communicated. Or perhaps even worse, does your team have any “elephants in the room”? How about the team member that never prepares but doesn’t get held to the same standard as everyone else? Few things can make a meeting more tense and uncomfortable than when there’s inequity in the team.

Unrealistic Expectations

Are you expecting your new teachers to step right in with no guidance???

How to Avoid Scaring Away New Team Members

If we’re all honest, there’s likely been a time in all of our leadership careers that we’ve done something to scare team members away. But what can we do now to make sure it doesn’t happen again? Here are a few quick thoughts:

Keep it Simple and Slow

The safest bet is always to keep it simple. I’m not sure of any situation in history that’s been improved by over-complicating it. Be careful to not implement a new strategy or tool/technology just because it’s cool or new. When you implement something new, do it slowly. The best and most effective change is slow change. Communicate your changes with current team members or the direction you’d like to head to new team members and then get there slowly.

Live Under Your Own Rules

As often as you can, put yourself into their shoes. Experience the rules and regulations - It’s easy to put a requirement in place that without thinking how someone new would respond. Experiencing the results of our leadership will help you make better-informed decisions. Don’t be the leader that demands things of their team they haven’t experienced themselves.

Be Real

Just be yourself. Don’t try to be the school down the road. Be the school and team that makes you unique!

Ask for and Accept Feedback

Ask someone new on your team what the process was like. Let them know you’d like to see where you and the team could improve the process. Give them freedom to speak their mind, openly, and be willing to accept their suggestions. You don’t have to change, and you don’t have to make excuses. But listen to their feedback. Accepting feedback doesn’t always mean doing what they suggest, but it does mean listening without making an excuse.

Make change...with with a positive attitude!

Focus on the Positive Result
Throughout the coaching cycle there will be MANY opportunities to work through struggle but to persevere you must focus on the positive to keep the teacher on track to make the change and remain consistent.

The first exposure to change should highlight only the positives. Think of this as the teaser to a movie. Movie trailers show highlights to entice viewers, these are often the funniest parts of a comedy or scariest part of a thriller to hook you into a movie... The first exposure to a change needs to sell the teacher on the change and develop buy-in to the concept. This will lay the foundation you need for success.
As you continue your work, there will be times when setbacks and obstacles create a doubt. This is the time to maintain the positive focus on the end result. As coaches it is our job to walk alongside the teacher and keep them on course for success. Foster a growth mindset and continue to use positive language that will strengthen the power of yet. Have you heard this Sesame Street Song "the Power of Yet?"

Teachers need the same reminders when struggling with change that our students do as they persevere through obstacles. 

So check out this tool when looking for conversation starters to use with teachers to foster the growth mindset!

Making Change..

Change is inevitable...growth is optional!

As coaches we evoke change, but change is hard and uncomfortable! Don't expect to master the art of making change but don't be afraid to continuously try -
the first step to making change is to identify the change needed. Many times it is overwhelming to walk into a classroom and think, this rooms needs change in EVERYTHING! We have all been there, but to get through the hardest journey we need to take only step at a time and always keep stepping!

Talk through what change will look like and feel like in the classroom. Change doesn't happen overnight and teachers have to persevere through the struggle and not give up when there is not an immediate celebration!
5 tips to offer a teacher about to go through change:

• Embrace Changes as opportunities for growth
• Don't be afraid of the "new" ideas or reactions
• Apply wisdom from past experiences, learn from mistakes and move on
• Think positive thoughts, and celebrate swift successes
• Be BOLD- don't be shy or embarrassed, seize the day and the opportunities!

SO how do we determine where to begin??
A root cause analysis will help to define the problem and what variables you and the teacher can control.
Talking through the problem together will establish a baseline for conversations in the future!

Remember we want to set our sights high to improve student achievement. Help the teacher to understand that improving his/her classroom means improving skills, maximizing effort and ultimately change~ Once you have identified your goals for significant change, you and the teacher can get to work. Together you can begin to make a difference!

A little bit about a big topic....Adult Learning...

Instructional Coaches work with teachers to enhance their craft ultimately improves student learning. 

Often times Instructional Coaches feel resistance from teachers, and this results in doubt ....
How do we create job-embedded, non-threatening support ???


Let's start with some infamous research from Malcom Knowles who studies Adult Learning and formed the Andragogy Model. His work highlights crucial components that will help to lay a foundation for learning:

• Adults are self-directing - find ways to help them feel like they are steering the boat. Create a balance of idea sharing and collaboration. Ask guiding questions and keep the focus on what is best for student learning.
• Adult's life experiences are rich resources for learning - Provide Professional Development time where they can reflect on their practice. This will help them feel valued, we learn from life experiences and history so take the time to share stories and discuss scenarios together.
• Adults need to know the reason for learning something - Talk about the Big Picture & explain the reasons why there is a need for change! This will build buy-in and a clear vision of expectations.
• Adults want to be a part of the planning and the evaluation - find ways involve every stakeholder in the planning by surveying their needs and seeking advice on the approach. Afterwards allow time for feedback and reflection, 
• Adult readiness increases when content is relevant - live in the moment. Connect new learning to what is relevant to teachers in the classroom, what is most important to them and lessens their burdens.
• Problem Centered - Help to fix the problems that are weighing on teacher's minds. Create a shared vision in attacking the problem and together find solutions or strategies.
• Motivated by internal drives - do an inventory of what teacher's need! Use a menu of learning 
  

Let's Empower adults to learn!

Take the time to...

How much of your day is spent serving others? I think I already know the answer! We spend so much time building others up, adding to their buckets- that we often are left empty.
While I believe it is critical to spend the majority of your time in classrooms modeling or planning meetings supporting best practices, don't forget that you need to build in time to reflect and prepare.

Reflection is often a lost practice in the rush to action. Don't forget to make time to reflect.

Remember, reflection is the key to progression. having trouble reflecting... ask yourself these questions:

1. What is something new I learned?
2. What is something I am proud I did last week?
3. What is my memorable moment from last week, why? 
4. What is the one thing I MUST do this week? 
5. What can I do right now to make the upcoming week less stressful? 
6. What monopolized my time last week? 
7. Is there anyone I’ve been meaning to talk to? 
8. Is there anyone that deserves a big Thank You? 
9. What am I looking forward to during the upcoming week? 
10. What are my fears? 
11. What am I most grateful for? 

Building Relationships...

Building relationships is the key to a foundation in coaching. 

A famous soccer coach has stated "They forget what you say to them. They forget what you do with them. But they never forget how you made them feel!" while we aren't coaching a sport, what we do is so similar to that of a sports coach.

Our victory comes when they "score" the right lesson!

Building the foundation will create an environment where teachers can trust you and ultimately take your advice. 

Top ten ways to build relationships with your teachers:

1. Be on time. Time is precious to teachers, start and end on time ALWAYS!

2. Be polite. Remember to say "please" "thank you" and "you're welcome" never demand or come across as a know it all. Embrace and use the principles of etiquette: Consideration, respect and honesty.

3. Be prepared. Plan for everything. It will show they are important.

4. Be aware. Keep a pulse on your school and the climate, take note of nonverbal cues.

5. Be thankful. Harness the power of the sincere compliment. Send handwritten thank-you notes or gifts for teachers trying new ideas or challenging themselves.

6. Be attentive. Pay complete attention in meetings or conversations. Make eye contact, smile, nod, summarize or paraphrase what you hear.

7. Be responsible. Take responsibility for your mistakes. Apologize and offer a solution.

8. Be intentional. Always keep your vision clear and remember to align everything with what is best for students.

9. Be available. Make them feel like they are top on your list of a MILLION things to do...even when they aren't!

10. Be yourself. Build relationship by genuinely taking the time to show you care. 
Looking for notes TRY THESE on our google drive.