#StoriesinEdu

For several years, I have enjoyed listening to podcasts. I actually began by listening to the Serial podcast, from the creators of This American Life. I was drawn in by the voices, the engaging storyline, and the humanity in the voices that would play through my earbuds. I then briefly dabbled in Mortified, based on the recommendation of my friend, Kate Wood. This podcast introduces you to someone new each show who recounts a most embarrassing moment, usually from their teens or twenties. Isn't that when the very most mortifying things seem to happen to us?! Again, what makes this podcast intriguing is not just the storytelling, but also getting to hear the stories from real voices, with laughter, groans, hesitant pauses and the humanity that is presented throughout the show.

It seems like everyone is jumping on the podcast trend, and as much as I like words and stories, it seemed natural to want to try something like that myself. I'm working on a book, but that can seem so daunting and overwhelming. The episode structure of a podcast lends itself to succinct storytelling and can be a welcome friend on a drive to work, a walk around the neighborhood, or just background as one gets ready for work.

After several Google Hangouts and Twitter DMs, my friends Jason Bretzmann and Kenny Bosch of #personalizedPD fame encouraged Josh Gauthier and I to give it a try. They take care of the technical stuff and I get to jump in on conversations with the most fascinating educators and hear their stories.  It's not particularly glossy or famous, these educators are from rural and urban districts, work with elementary, middle, and high school students, coach teachers toward technology integration and the pursuit of personalized goals, and are one of the reasons that I wake up motivated each day. The #StoriesinEdu podcast gives me the beautiful opportunity to turn up the volume on the voices in education that we should be listening to, the voices of the people with feet on the ground doing the work.

As an instructional coach, my role has changed and that shift hasn't always been easy. In the classroom, I always knew my impact, and even when I felt under-celebrated, I had kids that would validate the importance of the work I was doing. I had love notes, trinkets and treasures, missing-teeth smiles, and lots and lots of hugs. As my role has changed, so to has my mission; I want teachers to feel empowered and celebrated, to be reflective and flexible, and to own the importance of their own impact. The #StoriesinEdu podcast has given me the opportunity to broaden that mission, to expand it outside of the work I do in my own district, and to amplify the stories in education.

If you have a story to tell, reach out to Josh or myself. We'd love to hear from you!

Some other podcasts to check out:
Always a Lesson podcast with Gretchen Bridgers
Cult of Pedagogy podcast with Jennifer Gonzales
Mortified
Serial

Put Me In, Coach!

The beginning of the school year is still a little strange since I left the classroom to be an instructional coach. I do have an office I get to decorate, but there is still a small twinge of sadness when I see teachers getting their classrooms ready for a new group of kiddos. Ultimately, I think that's a good thing- it means that I still care deeply about children, relationships, and learning. As I begin my third school year as an IC, I have a better understanding of how these feelings affect me and I thought it may be helpful to offer a quick-start guide for new coaches.

image credit

Since acrostics are the only unflinching truth in education, I offer one for those of us that will be supporting teachers, encouraging growth in children and adults, and maybe even feeling a little overwhelmed at the task that lies ahead.

C: Cultivate contacts and connections
I wasn't prepared for how lonely I would be my first year as an instructional coach. I was a classroom teacher for 17 years and was always surrounded by my grade-level team. I did life with these people. They knew my students, my own personal children, struggles that I was having, and essentially became my group therapy for nine months out of the year. Often, ICs are the only one on a campus with their particular job description, and it can feel weird at first. Who do I sit with at faculty meetings? When do I eat lunch? It may seem petty, but don't underestimate the need educators have to connect with others and build solid, professional relationships. Connect with other coaches in your district or online to ensure you have a solid support system. You will need it!

O: Own your position
Ha! If only this was an easy one...As coaching becomes more prevalent in our public school systems, so do the ideas, models, and assumptions about what coaching truly is. The thing is, only you know what your position really looks like. Districts, systems, and campuses may provide fantastic training and ongoing support, but even then, there are many misconceptions about what exactly coaches do.  Work with your administration to articulate a focus for your work and make sure that you continue to communicate your goal of supporting teachers throughout the year. I had to continually remind myself that my entire job description was to improve student outcomes by empowering teachers to do what THEY want in the classroom. Reflect every few weeks and see if you need to adjust your sails. You will.

image credit

A: Accept ambiguity
Most coaches used to be teachers and are accustomed to the sense of security that surrounds effective systems and procedures. Coaching can feel like a roller coaster that has jumped the tracks because every day is completely different.  Keep your calendar in a convenient place, because things change all the time! Google Calendar is great because you can set up your appointments and even sync it with other scheduling apps like Book Me or Google Keep. The digital version is also helpful when you are reflecting on how you spend your time. When I applied to be an instructional coach, there were 23 bullets on the job description, and the ever-popular Performs other duties as assigned...YIKES!? You will be asked to do things that may interfere with what you think you are supposed to do, but as long as you are spending the majority of time in classrooms supporting teachers, you are impacting learning.

image credit

C: Champion Teachers

This may be the dirty little secret of instructional coaching, but you will be viewed differently. If you are coaching in the building where you previously taught, it can be even stranger because teachers you once vented with at Happy Hour are now coming to you to be heard. I thought I was a pretty positive person in the classroom but found it difficult to not feel discouraged when I was supporting educators who were frustrated, overwhelmed, or even angry. Teaching is such a personal profession, and anytime something doesn't go right, educators need to process. As a new coach, I tried to create a welcoming space for teachers to pop in, grab a piece of candy, make a cup of coffee, and talk shop. Often, however, I ended up feeling discouraged as I grappled with the reality that I couldn't fix things for these professionals I cared about so much. Find ways to listen, understand, and support, but try to communicate that you believe in people, in education, and solutions instead of going negative. Leave specific notes for teachers any chance you get. All I wanted when I was in the classroom was for SOMEONE over the age of 7 to recognize how hard I was working. Stand up for teachers any chance you can. It's one of the job's greatest privileges.

H: Harness the talent 

My favorite part of coaching is getting to spend my days learning from so many teachers. I have grown exponentially as an educator since I have been able to be in so many classrooms. Often, the teachers I serve don't need to see ME model something, they need me to be in their classroom so they can observe a colleague or mentor a peer. I am constantly on the lookout for connections I can help create between teachers that will spark learning networks. Sometimes this match-up is with teachers in our building, across the district, and I've even matched up teachers with members of my online PLN. If there is one thing I have learned from 19 years in education, it's that our relationships are paramount to our activities. If I can encourage teachers to build stronger relationships with each other and our students, then I believe the learning takes care of itself.

I am excited to have connected with other instructional coaches as I continue this learning journey. Happy new school year!

Teacher Celebrity Survey

I posted earlier about a survey I am using with our staff this year and received lots of questions about the specifics. Instead of replying to each person, I decided to add a quick post with the details! I would love to help you create something similar to get greater insight into the teachers you serve.

As an Instructional Coach, I try to build relationships with staff even before school starts. I hope that the underlying message implied in the survey lets staff members know how important they are and helps create an atmosphere of fun and family. I used Google Forms to create the survey. It took (maybe) ten minutes. I love Forms because it's super-easy, you can embed pictures and videos, and you can vary the response-types. It also exports the answers to a Google Sheet so you have all that info in an easy-to-read format.

Here are the questions I asked. I encourage you to include anything that will help you understand your people better. I'm working on a campus where I already know most teachers really well, so I wanted to keep it brief and fun.

1.  What's your favorite school-appropriate drink?

2.  How do you like to be acknowledged for a job well-done? 

I specifically asked #2 because I've learned that some adults love verbal acknowledgment, but it makes certain teachers uncomfortable. Written notes are important to some people, others like badges, small tokens of appreciation, or an e-mail. Coaches differentiate just as much for teachers as we once did for our students.

3.  What's your favorite candy?

4.  If you had a walk-up song like a Major League Baseball player, what would it be?

I'm going to compile the walk-up songs into a playlist and use it at staff meetings and other school events.

In Forms, you can add images and YouTube videos to your questions. I uploaded a picture of a vending machine for the drink question, and a video of MLB walk-up songs for question #4. 

In Lead Like a Pirate, Shelley Burgess and Beth Houf ask the following questions. I love the way it creates a fun twist on getting to know the teachers' goals. Teaching really is magic, and my job as a coach is to help make that magic happen for each educator I support. 

5.  What magic do you want to create in your classroom this year? How can I help?

When you're finished, you can send the link to your people, or copy the link and forward it out that way.

Happy Coaching!

Wonder Woman and What it Means for Educators

Today, as our time at the Central Texas Writing Project drew to a close, we chose to go see Wonder Woman in San Marcos. I'm typically not a super-hero-movie kind of girl, but this group of teacher-writers has come to mean so much to me this summer, that I jumped at the opportunity to extend our time together.

Please keep in mind- I know ZERO about Wonder Woman. I think she was in comic books, I know I used to have Wonder Woman Underoos as a small child because I can remember the gold cardboard tiara and arm cuffs. I believe she fits in with a larger picture of super heroes because there was a preview of the Justice League before the movie started and I think she was in it. I don't really know, and it's frankly not relevant to my reflections, but I wanted to make it crystal clear that I am not an authority on Wonder Woman. I looked on Wikipedia for some background on her and my eyes glazed over by paragraph two of 1, 465, 373. It's fine.  Image credit
I kept wishing I could get out my phone and take notes about ideas and quotes that were special to me during the movie. The Writing Project and #BookSnaps have me in such a journaling, annotating mindset that I feel sure I will have to see this movie 100 more times before I feel satisfied that I have expressed all the connections that are in my mind. So, what exactly, does Wonder Woman mean for educators?

1. Wonder Woman had a rag-tag team that had her back. 
Diana and Steve assembled a crew that had unique qualities and varied skill-sets. Sameer, Charlie, and The Chief had special reasons that Steve asked them to join their crusade. This is how the best teachers operate. They find a tribe. They find other educators who will support, challenge, build-up, and do life together. The most effective teachers do not feel like they are in competition with their colleagues, but view these most important people as a community of learners. They joke with each other at lunch, they hold each other's babies, and they talk about standards, students, and finding a better way. They know they can count on each other, just as Wonder Woman knew that her supporters were there for her.

Image credit

2. Wonder Woman had a small arsenal of highly-effective tools.
She did not need one thousand different weapons; she needed a few that she knew how to use well. She wielded a sword, a shield, powerful bracelets, a tiara, and that interesting light up rope thing. She used them flexibly, confidently brandishing the tool she needed when she knew it would be the most effective. Teachers are bombarded with tools, books, strategies, and images of darling classrooms with near-perfect lighting and precious decorations. It can feel dangerous to walk through the fire, shrapnel, and noise of best practice, innovative ideas, and do not get me started on Pinterest. The most effective teachers do not try to do it all. They may try out the latest thing, but if it does not fit their need and their kids, they will go back to what does. They will brandish what kids need when they need it, and move skillfully back and forth between innovation, reality, and common sense.

Image credit

3. Wonder Woman saw people.
She saw the people she loved and she saw strangers. She saw babies and children and poor villagers and wounded war veterans. She gave her attention to the people who could help her and the people who could not. She was a voice for the voiceless, a power for the powerless. She felt deeply, was not afraid of her emotions, and channeled brief feelings of fear and uncertainty into a fire that fueled her fight. Instead of needing a hero like Bonnie Tyler, she became the hero, bringing hope and peace to a fallen world. One of my favorite scenes is when she eats ice cream for the first time. Steve is trying to hurry her up, and she looks at the vendor closely and says, "It's wonderful. You should be very proud." The most effective teachers see people. They see students and colleagues and parents and children in the world. They see the power in the role they have chosen. They can turn feelings of sadness and worry into a fire that fuels the work they do with children and young adults. They listen to the WHY that is behind the words, behind the behavior, behind the silence. They notice if a kid is not himself, if a parent needs an explanation, or if a colleague needs a friend.

Image credit

As an Instructional Coach, my lens of education has broadened a bit. My mind was exactly where it needed to be when I was in the classroom, but coaching brings a new job description, a new focus, and a new clientele. My job as a classroom teacher was to be focused on my students, but my job as a coach requires me to focus on teachers...so they can focus on students. My ultimate goal is to improve student outcomes, whether those are academic, relational, emotional, or physical.

Wonder Woman has challenged me: I have assembled an eclectic group of educators who are cheering me on. If I need help, I can ask my people: those I know in person and those I know online. I have some highly effective tools that enhance the work I do each day. I write to reflect, I talk to understand, and I utilize technology to enhance and proclaim the messages I want to put out in the world. I try to see people. I see children in the building where I work, I see my family letting me be who I am, I see teachers working themselves to exhaustion to find better ways to reach children.

Steve tells Wonder Woman, 

'My father told me once, he said, "If you see something wrong happening in the world, you can either do nothing, or you can do something". And I already tried nothing.'

Fear

This summer, I am working with the Central Texas Writing Project, a program at Texas State University that is focused on the premise that teachers are better teachers of writing when they are writers themselves.

We focus on strategies and reflection, on pedagogy and educational theory. We work with teachers to strengthen their craft by connecting them with research, writing, and a network of other teacher writers. We work with teachers that are working desperately to reconcile what they know is true about children with what is true about teaching public school. How writing with passion can coexist with writing to a prompt. How informed writing for authentic audiences can accompany writing for a state accountability system.

Something I find over and over as I work with teachers is the unspoken, ever-present idea of FEAR. The fear of not doing enough for our students. The fear of doing so much for our students that we neglect our own families. The fear that high-stakes testing beats the joy out of school, for us and for the students we love. We fear litigation and not being able to provide for our families. We fear what happens to our students when they are not in our care. We fear what might happen to our jobs if we speak up for our kids, for our profession, for each other. We are scared. 

Image Source

Well said, Lee S. Shulman. Teaching is so technical that it is way more than a profession. It is as much art as it is dance as it is theory and surely adding countless young humans (and their parents) into that equation is terrifying. But, dear friends, identifying the fear is not enough. We are frightened, but as every brilliant teacher knows, it is not enough to sit paralyzed by that monster under the bed. We have to be BRAVE.

B: Be informed. Brave teachers are learners. They know what the issues are, and they know where to find answers. They have studies and articles and professors and other teachers to pull from, count on, and lean-in to. This community is in person and online, it is found in PLNs and podcasts, in classrooms and Voxer groups. This community gives teachers a collective voice to call upon when they need back-up from an educational posse of committed professionals who all want what is best for kids.

R: Reflect: Brave teachers are highly reflective. They are constantly asking themselves what could be improved. They are quick to identify when something does not work and they are committed to finding a better way. They know when a lesson goes haywire. They do not continually search out people to blame: kids, parents, administrators, a flawed system, but instead think about causes and practical solutions. Brave teachers open themselves up for reflection by talking to others: colleagues, coaches, and administrators. They are humbled by the enormity of their power as a teacher, and are continually looking for ways to empower others.

A: Accept reality: Brave teachers understand that there are certain things that cannot be changed. Initiatives, mandates, state curriculum guidelines, your class list- lots of things are just reality and time is wasted when we fret over them. Jim Knight, a research associate in the University of Kansas Center for Research on Learning and director of the Kansas Coaching Project, talks about the, "current classroom reality." When teachers are open and honest about what the realities are, they are better equipped to take targeted action towards strengthening instructional practices and ultimately, improving learning environments for our students.

V: Voraciously read: Brave teachers are readers. They read blog posts, journals, and Twitter feeds. They read e-mails from parents, administrators, and colleagues. They read children's books and YA books and Bluebonnet books and graphic novels to share with reluctant readers. They continually sift through a never-ending feed of words and phrases and information and research and opinions and must be cognizant of what is worth paying attention to, and what needs to be dismissed. Education is a rollercoaster of a profession, with jargon, acronyms, and buzzwords that are gone as quickly as a teacher's lunch break. Brave teachers consider this reading work necessary to their effectiveness as educators, and it has always been one of my favorite parts of the job!

E: Engage: Brave teachers are engaged. They engage with their students, their colleagues, and the families they affect. They are engaged in the process of teaching and learning. They are engaged in local policy, in weekend soccer games, and in the communities where they teach. They do not get to disengage at the grocery store on the weekend. They do not get to disengage when they do not feel well. They engage in relationships and hard work, in problem solving and celebrations. They stay engaged because they love what they do.

I'm so humbled to work alongside such brave teachers each day. Teachers who believe Haim Ginott's quote and live out the implications of such beautiful and powerful words:

“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” 

― Haim G. Ginott

Be brave, teacher friends. We are all standing behind you.

Brave teacher books...

                        

Baby, You're a Firework

Our family recently got a dog. We rescued him from a local shelter and he has apparently never lived in a home before. He is skittish and nervous. He is perplexed by our TV. He paces and flinches and cowers at noises despite our constant assurances that we are his people. My husband calls him 50 First Dates because every morning we start over- walking and petting, brushing and reassuring, hoping that today will be the day that he settles down and gets on with the business of being part of our family.

Yesterday was a great day. We even got him in the living room with us as we were watching a movie and the kids had him running around in the backyard before bedtime. And then...somebody started shooting off fireworks.

Suffice it to say that he couldn't get in the house soon enough. He wedged his way under our bed and did not come out until this morning. He whimpered, covered his face, and no promise of treats could assuage him out from under the bed. This morning, as I laid there aware of his presence under us, I kept humming Katy Perry's song, "Firework." I thought about how that song is supposed to be empowering and liberating. My nine year-old daughter belts it out as an anthem. It's a great song...if you like fireworks.

But what if you hate fireworks?

If there's one thing I have learned as an instructional coach, it is that disagreement is just part of life. Some people love flexible seating, some think it's distracting. Some educators are frightened of technology, some embrace every device, app, and extension that is tweeted out. Some teachers lean toward literacy, some math. There are leaders who are outspoken and boisterous, others prefer a more quiet approach.

And what if we pan out past the educators in a school building and look closely at the kids? My daughter and son are as different as two students can be. The needs, preferences, and learning styles of kids in any given classroom are as varied as the adults in the building. Teachers often lament how difficult it is to differentiate for each student. Not just the kiddos with IEPs and 504 plans, or those with a GT label or medical considerations, but all the kids. My son has a GT label, but my daughter does not. Don't I want her teachers to consider her needs just as much as a kid that is identified with a label? Don't all of our children deserve to be planned for, thought of, and honored as we make educational decisions?

As we gear up for another busy end-of-year season, it is my hope that we will all work a little harder to consider the perspectives of the people we encounter each day. It is so hard to look past the bubble of our classroom, our office, our laptop, but may we work towards empathy, understanding, and grace as we work to provide students (and adults) with the best educational experience possible. I want to support those who love technology and those that are frightened by it. I will extend support to the teacher that asks for help and the one who won't ask, but will accept it if I offer it. I will try and anticipate the fears, hopes, and dreams of all of the people with whom I work, and if someone needs to hide under the bed for awhile when things get overwhelming, that's OK.

But, I will be there when they decide to come out.

A Squiggly Story

One of the things I miss most about the classroom is reading to children. There is such power in telling a story well, and read-alouds afforded me the opportunity to use all those skills I learned in high school speech and performance classes. An enjoyment of reading, paired with a well-written children's book can set the stage for a host of learning opportunities, as well as (and equally as important) provide a warm, special experience between a teacher and her class.

Read-alouds build classroom community, provide common experiences, provide models for fluency and comprehension, and are just plain fun. Reading Magic by Mem Fox is one of my favorite books for adults that sheds light on the importance of read-alouds. In it, she talks about the classroom read-aloud and how it's ultimate design is to mimic the loving shared reading experience between a child and parent. Over my years as a classroom teacher, I've accidentally been called, "Mom," over a hundred times, and I truly do believe in the power of books that are read aloud by a trusted adult.

Every so often, a read-aloud comes along that makes me ache to have my own classroom again. A Squiggly Story by Andrew Larsen did just that. It came up in my Amazon list of books I should (of course) want to buy and I fell in love with the believable story line, the darling illustrations by Mike Lowery, and the myriad classroom implications. As the co-director of the Central Texas Writing Project, I am always on the hunt for books that highlight and celebrate the writing process of children who are not yet writing conventionally. This book is now one of my very favorites, and I cannot wait to share it with teachers this summer.

I borrowed a kindergarten class at the campus where I am the instructional coach so I would have a chance to try this book out with real children. After reading A Squiggly Story (which the kids LOVED by the way), we brainstormed a list of things that the kids may want to write about. In the book, the main character's older says, "It's easy, just write what you know." During this time, I modeled stretching out words and spelling phonetically since kindergartners often get hung up on writing because they want you to tell them how to spell everything.

I am so thankful I work with teachers who open up their classrooms and share their learners with me. 

I had such a fantastic time in kindergarten this week! 

Companion pages for A Squiggly Story by Andrew Larsen

Whatever you are...

My niece attends the elementary campus where I am an Instructional Coach. When I picked up my kids at my mom's house the other day, she was there and was drawing a picture for her teacher. I nonchalantly mentioned that I knew her teacher would love it. I also said that since I'm not a classroom teacher anymore, I don't get very many, "love notes," from students.

Two days later, I was in the crosswalk directing before-school traffic (Coaches often perform other duties as assigned) when my niece came to the curb. "Aunt Mandy, I made you this." It turned out the be the very best part of my day, as well as the inspiration for this post.

"Since you became a whatever you are..."

I am in my second year as a campus Instructional Coach. It is safe to say that I had zero idea what I was doing last year. I read books by Elena Aguilar, Jim Knight, and Jennifer Allen. I tried to be all things to all people, I felt sad when I wasn't well-received, and I doubted my decision to leave the classroom as I struggled with an identity crisis that was expected, but still very difficult. I believed there was an ideal coach, some model that I was searching for, but even though I was committed and read all the right books, I was still very much lost.

Don't get me wrong. I wouldn't count the year a complete loss. I tried really, really hard. I read and researched, advocated for kids, and tried to work with individual teachers and teams to accomplish the goals they had set for themselves and for their students. I modeled lots of lessons and tried to meet the needs of the teachers, the campus, and the district system. But still I wondered...was I trying to be what I thought everyone wanted me to be instead of trusting myself to be what my school really needed?"

The ambiguity of instructional coaching can cause confusion for more than just our students. Countless kiddos at my school think I'm the counselor because she visits their classrooms, too. I had a parent stop me in the hall the other day and ask, "What exactly do  you do here? My son said you were in his room and were a super-nice sub, but his teacher wasn't absent."

One of my favorite Instructional Coaching shirts

The other day, I found this post on an Instructional Coaching blog I follow. When I read it, I immediately agreed with the author, Cory Roffey when he said, 

"Clearly defining your role as an instructional coach takes a strong understanding of the varied and dynamic roles of a coach, but an even stronger understanding of your school site and both are essential in becoming the instructional coach that your school needs."

This year, my school needs support as teachers work to adapt to new administration, a new state accountability system, and new district initiatives. Our teachers and administrators have identified focus areas and I am busier than ever trying to provide support, build relationships, and facilitate a new fact fluency assessment system. 

While my precious, thoughtful niece may still have no idea I what I do, and as I struggle through the ultimate identity crisis, I take comfort in the idea that I can learn from my mistakes, set goals and work to attain them, and that every day, something happens that makes me so happy to be exactly who and where I am. 

Image credit

Keeping it simple when it's not...

Late October is a really hard time for teachers. The newness of back-to-school has worn off, the crayons aren't quite as pointy, and the reality of the task that lies ahead can seem downright overwhelming. Add on new district and campus initiatives, involvement in your own kids' activities, and all the allergies (I'm in Texas) and it can get just plain brutal.

I was in a team leader meeting this past week and our principal had us take out a notecard and list anything on the card that was a change from last year. "What are you currently dealing with that is new?" Here are just a few things that I scrawled out:

• New administration
• New lesson plan expectations
• New state teacher appraisal system
• New student login information (they had FINALLY learned them!)

Here are a few things my colleagues wrote down:

• New baby
• New teammate
• New levels of accountability
• New system for PLCs
• New math fact fluency guidelines
• New behavior unit on campus

The average number of items on the card was around 15. Fifteen?! No wonder things are feeling a little bit stressful. The task was NOT to list everything you actually do. She only asked us to write down what we do that is NEW. Just as surely as Benjamin Franklin's famous quote about death and taxes, in schools across this country, the only thing I know for sure is that things will change. The curriculum will change, the administrators will change, the current, "best practice," of the day will change. There will be new programs, new initiatives, new technology, and new kids. There will be new leaders, new state standards, new areas of focus, and new high stakes tests. 

As an Instructional Coach, I try desperately to limit the noise for teachers so they can focus on what is truly important. There are times, however, that my coaching colleagues and I feel like when teachers see us, what they really see is more work. A new coaching goal for myself is to keep my mouth shut, listen to what teachers are REALLY saying, and to draw on my knowledge, my experience, and my resources to match educators with whom or what they really need.

I was talking to a teacher yesterday whom I wholeheartedly respect. She was talking about how she has had to make a conscious effort to stop reading teacher books now that school has started because she knows it will make her want to change her already successful systems to try the latest new thing. Great teachers are always looking for better ways to reach students, but when we constantly change our approach, sometimes we cannot truly know the effects. I thought it was so brilliant of her to recognize the need to slow down, work on deep implementation as opposed to surface willingness, and to truly focus on the needs of her students and herself.

I recently attended Crucial Conversations training which is designed to help people have productive, valuable conversations when the stakes are high. In teaching, the stakes are always high because children are involved. There are three things that must be present for the conversation to be considered crucial:

1. Differing opinions (Never happens in education, right?!)
2. High stakes 
3. Strong emotions

One of my biggest take-aways from this training is that we often tell ourselves (inaccurate) stories about people and situations that directly influence how we respond when we feel threatened. As I reflected on this training and the recent conversations I have had with teachers, I think the story we are telling ourselves is that we are inadequate. If I am supposed to teach this way now, what does that mean for the kids I taught last year, or the last 20 years? Was I doing it wrong? Are you saying that if I do it this way, I'm now better than I was yesterday? Was that teaching not valuable? Did kids not learn? Do you think I'm not good at what I do?

During another recent conversation with two fourth grade teachers, they were asking about how we can possibly teach the state standards to the depth that is necessary in a workshop model. They were saying they KNOW that it is best for kids, but were struggling with the logistics of different genres, varying reading levels, a fixed timeline, time in text, and RTI expectations. As I listened to their conversation, I was struck with how well they teach. All they could focus on was how they were not doing it right, and all I could focus on was that they were. Even just having the conversation showed that they were honest and reflective, were meeting the needs of a broad range of learners, that they cared about their kids as readers and not just as test scores, and that they wanted to do their job so well. 

I work with some of the most amazing, caring, committed teachers out there. In schools all across this country, teachers are working themselves to the limits of burnout to balance what is being asked of them with what they know is right. In an ocean of ever-changing ideas, research, and initiatives, I want to help teachers identify what their state standards are asking them to do, what timeline their district has given them to do it, and what is best for kids. My daughter happens to be in the class of one of the teachers having the reader's workshop conversation above. I e-mailed her later and hope it resonates with other teachers who are fighting the good fight.

From a parent perspective, you are doing more than, "good things." My daughter is a tough nut to crack and she would take a bullet for you. She's independently motivated to work on reading and math, and is talking about social studies concepts like never before. She talks about experiments, the fun she is having, dance parties, and loves school.

You did that. 

Highly effective teachers always spend more mental energy on what isn't going well, but from my vantage point, and in her eyes, you are the best around.

My kids have been taught by the most caring and committed teachers. I am so fortunate to work with a building full of thinkers, reflectors, and teachers that put kids first. The stakes are high and our emotions are strong. When our viewpoints differ, let us focus on a mutual outcome. 

What is best for kids? 

Beginning of the Year Read-Alouds

Like most educators, I am slightly obsessed with bookstores. I love the way they smell, I enjoy watching people browse for just the right book, I love hearing the conversations between parents and their young children as they discuss authors and characters, and I get excited every time I find perfect books for lessons I want to teach or share with the teachers with whom I work.

The other day, I was in Half Price Books and found two gems that I am excited to take with me to school this year! Elementary teachers spend considerable time at the beginning of the year building community with their classes and setting the stage for future reading success. It is important to share special books together so that students can anchor their learning to mentor texts, establish norms and procedures for working closely in a shared space, and simply adjust to their new learning environment with the presence of quality children's literature. 

Wise teachers are very intentional about the books they choose at the beginning of the school year. They read books that are funny, books with characters that help children make connections, and books that model expectations in easy, relatable ways. Teachers understand what feelings and anxieties students may bring into their new classroom and can leverage read-alouds for a positive start to the year.

There are classic read-alouds that I have always read to my kids at the beginning of the year, but I get giddy when I find new titles that I can add to my coaching room for teachers to share with their new groups of kiddos. Here are two finds that I highly encourage you to check-out!

The Book That I Love to Read by Joe Fitzpatrick. This is the cutest read-aloud ever! The main character is a boy who has found the PERFECT book. It kind of reminds me of The Monster at the End of This Book because each new page has fun surprises that primary kids will LOVE. Selfishly, I want to keep this book for myself when I do read-alouds in classrooms the first few weeks of school year to introduce myself to the kids. But, if a teacher REALLY wants it, then (of course) I will concede!

How to Read a Story by Kate Messner. This is quite possibly the most perfect book to read to kids before a lesson on choosing a Just-Right book. It is versatile enough to read at home with your own kids or to your class as you establish norms for independent and partner reading.  It is kind of a clearinghouse of all beginning of the year reading mini-lessons, as it addresses everything from choosing a place to read, to changing your voice to match the characters, to boldly exclaiming, "The End." Just precious. Amazon recommends this book for K-2nd grade, but I would read it to third graders in a heartbeat. If I had to choose a similar book, it kind of reminds me of Wolf! by Becky Bloom.

As the new school year quickly approaches, I will continue to find books to support the teachers and students I get to work alongside all year. What are your favorite back-to-school read-alouds?

Reflections from the Stands

I got the opportunity to guest blog over at Your Instructional Coach. It is a blogged aimed at Instructional Coaches, but applicable to any in the field of education. I was recently struck by how teaching is a lot like playing baseball...

I would be honored if you would head over to Eric's page and check it out! I am rooting for you, teachers!

Great baseball reads...

                      

Mindsets for Parents!

I'm so excited! I have blogged before about the power of Growth Mindsets for kiddos, but I am thrilled about this new book by Mary Cay Ricci written just for parents! I hope to start up a Growth Mindset parent study at school soon. What are some things you would address in a group like this? I think parents and teachers working on this together could have a real impact...I would love to know your thoughts.

Mindset books I have enjoyed...

                               

Podcasts are the New PD

A few weeks ago, I had the pleasure of working with Gretchen Shultek from Always a Lesson on a project we've talked about for awhile. I connected with Gretchen through Twitter and she quickly became a mentor to me...even though we are not geographically close!

Gretchen and I quickly took our Twitter connection to the next level. Voxer is one of my favorite apps for taking control of my own professional development. It allows for quick, convenient connection with my PLN. I can throw out a quick question, ask for recommendations, participate in book studies, or just say hi. It is a great tool for #personalizedPD, which is my very favorite kind of PD (if you haven't heard me mention it already...).

Gretchen asked if I would be interested in being interviewed for her podcast, and at first I was confused. "Um, what would people want to hear me talk about?" And she said, "Just tell me what you're thinking." It fascinated me how talking to her in that format allowed me to reflect on ideas that have been swimming around in my mind for awhile. It was such a cool experience. If you'd like to hear the episode, you can listen here, or you can download her podcast in the iTunes store. If you like her style, please subscribe to her podcast and leave her some love in the review section.

Listening to a podcast is an easy way to grab some personalized professional development when it fits into your schedule. No matter what you are searching for, you are sure to find one that will give you insight, encouragement, and practical ideas for your teaching life. Here are a few of my favorites:

Always a Lesson

Cult of Pedagogy

Angela Watson

Jennifer Seravallo

All I Really Need to Know, I Learned from Kindergarten Lunch Duty

The first week of school for an Instructional Coach is a bit different. Teachers are working to establish routines and procedures and so I did what most ICs do...plan, attend meetings, help with bus signs, console sad students, console sad mommies, and assist in the cafeteria. 

During lunch time. 
During KINDERGARTEN lunch time. 

I have been an elementary teacher for seventeen years. I have birthed babies and parented school-age children. I have worked in daycares, camps, and every other conceivable childcare field since I was 16 years old. I like kids. I am pretty good with kids. Yet, there is something scary special about kindergartners in the cafeteria during the first week of school. So naturally, I had to reflect on what I learned and find a parallel to my actual life. 

All I really need to know, I learned from Kindergarten Lunch Duty:

1. Assume NOTHING.
I have taught first grade for twelve years. There are things that first graders know how to do that I guess I assumed all children just come to school knowing. Wait your turn. Don't put orange chicken in his ear. Don't stomp on the unopened Cool Ranch Doritos bag. This is a lie. First graders know how to do things because kindergarten teachers are angels sent by God to earth to teach children how to function in a school setting. They also teach letters, sounds, math skills that used to be second grade, how to segment phonemes, how to listen to stories, how to share, how to read, and don't get me started on only getting twenty minutes of recess. They also teach the new kindergarten mommies and daddies how to hold it together while their babies are transitioning into big kids.

2.Don't take things that don't belong to you.
What do you mean, she ate your Oreos? You ate her Oreos? You may never eat someone else's Oreos. You may only eat the food that your family sent for you to eat, or that you bought for your lunch. I'm so sorry she ate your Oreos. I would be crying too if someone ate the Oreos that I was looking forward to eating in my lunch. Also, now I really want to eat Oreos.

3. Just because it's easy for adults, doesn't mean it's easy for kids.
I have school-aged kids, so I get the appeal of prepackaged lunch items. They make it way easier to pack the lunches in the morning. For the ADULT. The average kindergarten lunchbox contains approximately seven prepackaged foods. The average kindergarten child can open zero things independently. Whether it is because of emerging fine motor skills, not-yet-developed muscle tone, unwillingness, the splat factor (what I now call what happens when a five year-old attempts to open the little fruit cup thingys: applesauce, mandarin oranges, pineapple tidbits, fruit cocktail, etc.), it's just not going to happen. Other things I didn't realize needed tutorials: yogurt tubes, applesauce squeezers, milk cartons (someone hold me), any bagged item (chips, Pirate's Booty- hahahahaMrs.Taylorhesaidbootyhahahaha, Ziplock baggies, raisins, and I seem to have lost the will to remind myself of all the things so I'm stopping here). For about twelve minutes, I tried to be all Maria Montessori and teach the kids how to open the things. Yep. I know, I know...I see you laughing.

4.Clean up your own mess.
You would think this would be common knowledge. It is not. Probably because their little arms and hands and fingers are just so tired and sore from trying to open all the food. 

5. Lunchboxes are not weapons, hats, forts, or guns.
Oh, but they are. Sometimes it's on purpose. Sweetheart, put that down. She doesn't seem to like it when you put your lunchbox on her head. Mrs. Taylor, it's OK. I said she could put it on my head. Actually, it's not. Sometimes it's not on purpose. Ouch! When you swing your lunchbox around your head like that and it hits me in the shoulder, I don't like it. Will you hold it the right way so I don't get bumped, please? 

6. Kids are funny.
So funny. So, so, so funny. The kindergartners think I am the PE coach. Not in one hundred million years. They asked if I was the principal. Um, no. They asked my friend (our school counselor) if she was the camp counselor. Yes, kind of. They asked if she was the, "feelings lady." Pretty close. One asked me where I get all my nice forks from. Mrs. Taylor, I'm being so good today. Can I go home?

All I Really Need to Know, I Learned in Kindergarten was originally written by Robert Fulghum over 25 years ago. The main points ring just as true for me now as I begin a new professional journey. The transition from the classroom to the PLC room to the lunchroom will continue to challenge me in unique ways, but as Fulghum stated, "And it is still true, no matter how old you are - when you go out into the world, it is best to hold hands and stick together." 

I am so thankful that the brave teachers I work with and those that are teaching in schools all across this country are holding hands and sticking together. And I am so glad they are with me on this messy, exciting adventure.