"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
"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."
"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."
"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
"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."