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.
Through flipping, leaders can provide an avenue to focus on learning and help foster the collaboration in adults that we all want to see in our students. And now there is research to support it.
For all that we talk about the importance of student voice, we don't always provide the actions needed to support it.
John Hattie says that teachers answer 40 to 50% of the questions they ask students in the classroom. Why do we do that? How can we change?