As teachers, we are only one step away from a bad lesson, which is why instructional coaching is so important. However, a recent bad performance made me realize that coaches need some coaching too.


Principal churn is an issue leaders and schools have to face, but some leaders are doing better than others. There are six stories that will help leaders want to stay in their school, get out of their office and really connect with students.


Over the years the NY State Education Department has forced accountability and compliance through mandates, but a recent story by WNYT (Albany, NY, NBC affiliate) should force us to ask why the State Education Department doesn't play by their own rules.


When done correctly, instructional coaching offers enormous benefits to teachers and students. Unfortunately, during these days of accountability there are at least three ways that coaches are used as less of a resource and more as compliance officers.


The words "Teacher Voice" are met with some interesting reactions because of confusion over what it is, and what it's not. Teacher voice is about a shared responsibility among staff, but administrators have to give them a place at the table first.


The technology industry hasn't just fostered a culture of change, it has gotten consumers to expect and embrace it. What can the education profession learn from that?


On any given day we contribute to the stories of our students. Some of us continue the tragedy while others help inspire a new ending. How do you contribute to the story of your students?


Flipping for the sake of flipping is not enough to move the dial of learning. In this co-authored blog between Peter DeWitt and John Hattie, they discuss the reason why true learning in school needs collaborative leadership.


When coaches and leaders have difficulty creating authentic dialogue that will help foster collaboration, they may not understand that their status may be the wedge that causes the issue.


If leaders want teachers to engage every student, perhaps they should try engaging every teacher.


The opinions expressed in Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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