This week we learned about strategies for coaching in response-to-intervention programs, the power of affirmations, how to start your PLC journey, learning progressions to enhance feedback, and more!

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5 Strategies for Coaching in Response-to-Intervention Programs

Kristen Craig relays some of her techniques for supporting both students and educators in response-to-intervention programs. Learn how she stays vulnerable, present, and engaged with everyone she works with!

"A coach must be able to problem solve, suggest best practices, and model intervention lessons for teachers based on current intervention research from pillars in the field. . . . Teachers often know more than they realize about their students and a coach must listen and digest their teachers' ideas in order to point out and foster creative intervention ideas."

Learning Progressions to Enhance Feedback and Teacher Clarity

Laurel Matthews shares the benefits of learning progressions for teachers in order to to create clear and concise learning goals.

"Improving the skills of our students is, ultimately, our goal as educators and when we can isolate specifically what our students need through conferencing, you can give feedback that actually works. In order for educators to improve teacher clarity we must spend time with our curriculum and understand the skills and content required. When we know our curriculum, isolating the goal and identifying the learning progressions will become far easier."

Sounds Good!

Vicki Collet explains how affirmations go a long way when working with a coachee who shares their successes.

"Affirmations come when a teacher shares a planned-for practice or a recent success. . . . Affirming applauds advances that have been made, and recognizing advances leads to more! As one success leads to another, these positive feelings can promote a winning streak in teaching."

Starting the PLC Journey

Robin Noble reviews why individuals, organizations, and even states incorporate PLCs into their professional learning initiatives, and shares a few real-life implementation stories.

"The truth is that the ways educators come to the PLC journey are as numerous as the individuals on the path. However, one common influence we all share at the beginning of the journey is a prevailing sense of hope—the expectation and desire for something different, something that can change things for the better."

Starting From Wherever We Are and With Whatever We've Got

Alison Newby identifies the attributes coaches and coachees need to successfully move forward with learning and growth (no matter their current position).

"How many times when we're coaching do we find ourselves getting frustrated with coachees who do not see what we see as the way forward? How many times might we assume we know best? . . . If we don't recognise our actual starting point, then we will in all likelihood not bring forth the tools and approaches that are necessary to facilitating the thought and development of the particular individual we are working with, in that particular moment."

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