Just as one-on-one conferring in the classroom impacts student learning, individual coaching has the potential to significantly grow a teacher’s practice. With a foundation of trust and solid communication skills, coaches and teachers collaborate to improve curriculum and instruction. Not that it’s easy. It’s not. Teaching is personal; it’s who we are. Here you’ll find support from experienced coaches who have been there and attend to teachers’ learning styles, teaching styles, communication preferences and more on the imperfect journey of working intimately with adult learners.
Matt Renwick is stunned when a teacher complains that he doesn't take the time to know the staff. After getting over his initial anger, he decides on two strategies to address the problem.
Dana Murphy outlines a simple process for building trust and shared vision in the first meeting before the launch of a coaching cycle.
Matt Renwick resists the urge to console a teacher who is disappointed in a student assessment. Instead, he considers whether taking on a mentoring or coaching role would be most helpful.
Matt Renwick talks about the importance of paraphrasing and meandering in conversations after classroom observations so teachers can take the lead in their learning.
Gretchen Taylor helps middle school teachers rethink their instruction by considering areas of the classroom as "zones" for learning, and redesigning them accordingly.
Ruth Ayres recalls a humorous canoe trip as a teenager when a group leader had to rescue her and she didn't like it. She realizes sometimes this is just the role literacy coaches need to take on, even if it sparks initial resentment in teachers.
Matt Renwick realizes that sometimes we have to ignore our path as learners to help teachers find their own way to better instruction.
Heather Fisher and Kathy Provost reflect on how just a few words can define relationships between literacy coaches and teachers.
Cathy Mere ponders the unspoken messages we can send other coaches and teachers, and how to make our work more collaborative through the language we use.
Cathy Mere shares strategies for avoiding distractions and staying focused while coaching.
Clare Landrigan and Tammy Mulligan provide some simple listening and questioning strategies to help coaches focus on the specific needs of each teacher.
Kathy Provost works with a third-grade teacher to plan long-term and daily goals in a coaching cycle in this video.
Matt Renwick examines the cues, routines, and rewards that are necessary for making classroom visits a regular part of his daily routine.
Matt Renwick shares the many benefits of literacy leaders spending as much time as possible every day in classrooms.
In this open letter to her literacy coach, Andrea Smith shares the secrets of how any coach can find themselves welcome in classrooms.
Gretchen Taylor thinks about the messages we send when we allow ourselves to be distracted by technology in professional settings.
Gretchen Taylor finds that her coaching cycles are much more rewarding for everyone when goals and roles are defined at the start of the process.
This is the time of year when many teachers are getting new grade assignments for the coming year. Melanie Meehan shares a tool kit she's designed to help each teacher make the shift.
Brian Sepe explores the difference between appreciative and coaching feedback, and why both are essential for literacy coaches to give to teachers.
Melanie Meehan meets with kindergarten teacher Katie to talk through the needs of two children who are just beginning to learn how to transfer their stories from home to the page.