The final Weekly Coaching Roundup of 2018 covers different ways that coaches can support teachers during all phases of parent-teacher conferences, the use of "learning walks" to build relationships, the value of a shared vision with peers, and more. Enjoy!
"Often when we are in a room, teachers would ask us to join them during a conference with a parent. When teachers are not requesting our services, my co-instructional coach and I utilize the time we have during the conference to plan for future professional development and role play coaching conversations together."
"SCSD2 is a nationally recognized exemplar school district in the deep, sustained, and rigorous implementation of professional learning communities. They've been referenced in multiple PLC books and articles, have been awarded multiple Blue Ribbon School distinctions, and their leaders have won numerous awards for their leadership in implementation. . . . Before PLCs, they were, in fact, quite low-performing."
"When school leaders make instructional walks a daily habit, we start to discover patterns and trends. . . . This consistency in non-evaluative classroom visits, noticing strengths and naming practices, often leads to more trust between administration and faculty members which is more conducive to professional growth."
"In order to stay the course in educational change, teachers need the opportunity to engage in ongoing, focused, challenging, professional learning. Teachers' professional learning can (and should) take many forms, however, sit-and-get is not one of them. Passive professional development experiences tend to result in more frustration than change."
"Our choice of words can have a surprising effect during a coaching conversation. Words that are used commonly in everyday situations can convey unintentional meanings in the context of the delicately balanced dynamics of coaching conversations. This need for careful choice of words can be illustrated with the use of the phrase, 'How can I help?' in situations when help has not actually been requested by the teacher."
"We need to demonstrate the courage it takes to watch ourselves on video, interview students, experiment with prototypes and iterations, stay hopeful, draw on the resources that already exist, and forgive ourselves when things don't work out. What matters is that we intentionally keep learning. When we do, our children's lives will be better, and so will our own."