This week we learned a few fun alternatives for professional learning to combat the traditional "sit-and-get" model, three tips on how to neutralize the effects of personal baggage ICs carry into coaching sessions, how coaches can deal with change, and more. Enjoy! 👍
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Strategies for Shaking Up Your Professional Learning
One of the first things I learned as an instructional coach is that my work isn't about me. It isn't about my favorite tools or my favorite strategies. What it is about is teacher learning and growth. . . . So, before you begin to design your next professional learning for your staff, ask them what they want to learn more about. After all, it is their learning, not ours, and adding a little fun to the mix never hurt anyone!"
"For many novice teachers, incorporating evaluator feedback into their daily practice can seem like an overwhelming challenge. In particular,
school administrators may make suggestions for improvement without providing specific tools, resources, or guidance for how novice teachers might plan and implement changes to improve their teaching practices. . . . First you will need to devise a data-driven action plan, and then analyze and reflect on the data to improve your teaching."
"We all bear the marks of our particular backgrounds, perspectives, education, relationship history and prejudices. . . . I'd say we shouldn’t just sit back and accept this state of affairs. Why? Because
if we are unaware that we carry around with us prejudices and 'baggage', or if we refuse to admit this is the case, those prejudices and 'baggage' will come back to bite us in coaching sessions, potentially damaging the quality of the service we can offer our coachees. Those prejudices and 'baggage' will get in the way of our ability to offer the kind of non-judgemental individually-tailored coaching our clients have every right to expect."
"At the beginning of this year, I was talking with another campus dean and in our roles as a dean and an instructional specialist,
we wanted to find a way to provide more meaningful feedback beyond the sticky note for instructional coaching with non-evaluative criteria. . . . Lastly, the dean I created this with plans to have teachers share what they are doing in their classrooms at department meetings as a way to share, grow, and learn from each other."
"One thing we have learned is that in order for a partnership to be successful,
a coach needs to position the teacher as the decision-maker. . . . Sometimes a coach must learn to be comfortable with a shift in the school environment or district. One major adjustment coaches could face is the shift from a more hierarchical administrative environment to an environment that thrives on partnership. For example, if a coach has previously been an administrator in a school or district, that coach has to address the change in the type of leadership that is needed in coaching."