How can instructional leaders help teachers make deep and lasting changes to their practice?
On a dark and stormy night, you sit down for an evening of instructional coach planning and preparation. Suddenly, through the pouring rain, a bolt of lightning crashes, illuminating sights previously unseen. You realize you are not alone—you’re being haunted by instructional coaching monsters!
The summer is over, but if you’re like me, you’ve thought all summer long about how to help teachers increase student engagement, build their repertoire of teaching skills, and refine your own coaching practices at the same time.
We’ve all been there: The school year begins with traditional excitement, time passes and excitement continues to build toward the mid-year holidays, then things start to get a bit cold and stale. Perhaps your work with teachers also starts to become monotonous and repetitive. So, what do you do?
Picture yourself sitting down to have a reflecting conversation with a teacher you just observed teaching a lesson. The conversation is going well; the teacher shares that she thought the lesson went okay, basically the way she had planned.
To help the teacher explore her practice more deeply, when the teacher finishes sharing you ask, “So what would you do differently next time?”
Suddenly the teacher’s posture changes.
The below excerpts are highlights from Iowa educator Kathy Perret's recent blog post, "A New Administrator's Journey." Once again, we are thrilled to read real-life stories that illustrate how TeachBoost supports exceptional instructional leaders. You can read Kathy's first story on working smarter (not harder) here.
The below excerpts are highlights from educator Kathy Perret's recent blog post, "Let's Work Smarter, Not Harder." Thank you, Kathy, for sharing this Iowa story of success!