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?