"The BDA cycle sets the tone and reiterates the seriousness of the coaching collaboration. It's a planned conversation that maximizes the time for collaboration, collective problem-solving, and consultation."
"Responsive coaching means that the path to meeting a goal will look very different for every teacher, campus, and district. There simply isn't a mold that works the same way for every situation. . . . So, while it may not be an easy approach, I encourage fellow coaches to continue learning and finding ways to support teachers where they are, no matter what that may look like."
"When coaches model, they convey this blend of science and art. They use best practices flexibly and uniquely with real students in the complex chemistry of a classroom. Teachers participate in an apprenticeship as they see this blend in action and as we dissect it together through conversations before and after."
"We need to be honest with ourselves. Are we deep down seeking to 'tell' our coachees something, to listen in order to justify our own 'solutions?' Or are we genuinely trying to put ourselves in their shoes, listening in order to learn and modify how we're thinking and feeling in reaction to what we find out?"
"I have spent a lot of time in the past year thinking about the process for designing NGSS units that are based upon the UbD framework, and which also connect with the PLC work of collaborative teams. Fortunately, I have been able to trial and refine this process as I work with collaborative teams. This has allowed me to improve and more clearly articulate the process each time I have worked with a team to help them plan a unit."