We wrapped up July by learning how to clarify your coaching role in three easy steps, the four speeds of teacher buy-in, a few strategies for productive teacher mentoring, how to transition out of emergency learning and coaching, and more. Enjoy!
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"The truth is I don't love the term 'buy-in.'
It feels like I'm trying to convince you or have you 'buy in to' a decision I already made. I much prefer to use language of ownership and engagement because we're co-creating something. . . .
Adult learners have a wide range of interests, rich experiences, and learning styles; as leaders, we need to start engaging with the diversity within our school ecosystem."
Transitioning Out of Emergency Coaching and Teaching
"First of all,
teachers need to re-establish their relationships> with and among their students. Those connections are critical for a sense of belonging; students need to feel that they are part of a group and teachers are the glue that keeps them socially and emotionally attached. . . .
Instructional coaches need to create ongoing, continual collaborative work sessions that strengthen the relationships between teachers and provide opportunities for them to learn from each other."
"Many young, novice educators have a lot of technology experience that older teachers might not, providing mentees with opportunities to guide veterans. Mentors, then,
model a learning stance by allowing themselves to be vulnerable, highlighting and tackling knowledge gaps and pushing themselves forward professionally.
By reversing roles, mentors expand their knowledge while reinforcing relationships with mentees based on mutual respect, encouragement, and collaboration."
"Instructional coaches can play many roles and assume multiple responsibilities in a school building. . . .
I would suggest holding an all staff meeting to share your clarified role as an instructional coach for the building and how your work connects to the school’s overall support structure.
This way you and your principal are able to share the same unified message, and answer any clarifying questions as a team."
"When we affirm, it's helpful to be explicit about both the practice and the purpose behind the practice. . . . These affirmations invite thoughtful rejoinders that sustain effective practices.
By shining a spotlight on things the teacher does well, we build their confidence and encourage more of the same.What we focus on grows."
"Focusing on the moments of success can help us negotiate and better understand moments when we still have room to grow. . . .
A good dose of humility goes a long way in this vulnerable profession of ours. Teaching is essentially human and is a complicated balance of personal interaction, pedagogical implementation, and content area knowledge. The balance takes time."