We sprung into June by learning how ICs can set boundaries and expectations with their supervisors, tips for encouraging teacher reflection, the importance of affirmations at the end of the year, and more! 😀
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Setting Reasonable Expectations
Margaret Harris-Shoates shares what ICs can and cannot expect from their supervisors and what to do when they are feeling less than supported.
"Even if your supervisor is non-evaluative, there are things that they should be doing to support you that begin with being present. This could be amplifying the story of your impact, providing you with feedback, or just understanding your context and lived experiences as an IC. While your supervisor should advocate for you, you must also advocate for yourself. This means reflecting on your values and decisions, owning your mistakes, having tough conversations, and committing to do better each day."
A Quick Heads-Up for Inspiring ICs
Elena Aguilar provides five pieces of advice for educators looking to transition into a coaching role.
"In spite of all the challenges, coaching a teacher or leader can be incredibly rewarding. . . . Effective coaches can contribute to teacher-retention, building instructional capacity at a site, improving relationships between colleagues, and establishing ways for teachers to collaborate. Beyond those ways of impacting a site, helping a teacher or leader figure out how to manage his/her job better or how to enjoy it more can be very satisfying."
Supporting Teacher Reflection
Chrissy Beltran highlights a recent podcast of hers on ways ICs can encourage reflection and make it a regular part of their dialogue.
"Ultimately, reflection is a valuable tool for helping teachers grow both professionally and personally. That's why it's so important for coaches and administrators to encourage educators to take time for reflection at the end of the year and throughout the year too."
Vicki Collet believes the final coaching conversation of the year should focus on wins and celebrating growths from the year.
"Coaching is not about intervention or remediation; it is about finding the right level of support based on specific needs and contexts. When the need for other types of support falls away, commenting on the good things that are happening highlights and celebrates them. I find that affirming not only benefits the teacher, it lifts me, too."
Student-Centered Learning Practices
Steve Barkley highlights three approaches for increasing student agency from an American Institute for Research publication.
"During the conversations, ask teachers what they are wondering about their students' agency and their connected teaching practices. Those wonderings can set the stage for coaching observations and conferencing. Coaching for increasing student agency will likely increase teacher agency."
Lessons From This Year
Jessica Cabeen encourages educational leaders to seek feedback, reflect, and honor their highs and lows before the summer.
"In reflection, acknowledging the mistake taught me a lot. Although it can sting a bit to reflect on what didn't go as planned, there are lessons to be learned from our mistakes that we can transform into future successes. What I learned from this very public lesson was to admit my errors, make amends, and move forward."
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