Recently, this short graphic article "What do I do with IT?" landed in my email. Take a quick look—it's not long. I was reminded of a couple things: First, how much my brain likes visuals (all human brains do), and second, how much we like to tell stories. Our brains also love stories. We're wired to remember them, and we are constantly making up stories about our experiences. A story is essentially an interpretation of an event or occurrence, and we do this in order to make sense of our lives. Our stories can be empowering, motivating, and useful—or...
As a coach, your job isn't to determine when to give up on a teacher. Your job is to believe in her potential, to coach and coach and coach her, to put your own anxiety to the side, and to recognize that the journey of transformation is a long one.
Ask the people that you coach: Who do you want to be in this world? Who do you want to be for your students?
I think it is very, very hard for an administrator to coach someone they evaluate or supervise. It's hard for the administrator and it's hard for the coachee. Here's why.
Here are five things a coach must do when he or she sees a teacher engaged in a behavior that hurts student learning.
When we coach teachers, we must remember that we are coaching—and talking to—a human being, and to recognize and honor their humanity is a coach's primary mandate.
If coaching is new at your school, if you're new at your school, or you're new in the role of coach, you can cultivate trust by being explicit, direct and transparent about what you're doing and why.
If a teacher is delivering a message of hatred and exclusion to students, how should other teachers respond?
What I learned from my Kenyan colleagues was that we need each other because their work and who they are being in the world gives me strength and perspective. They help me see our commonalities and interdependence.
The intentions and struggles of instructional coaches in Nairobi, Kenya, are remarkably similar to those of their counterparts in the United States.