A teacher who refuses to work with her grade-level team to design new units. A principal who is always upending your schedule with new responsibilities. A literacy coach who is in tears because she feels so isolated. A participant who continually interrupts an in-service session with “Yeah but . . .”
Tough Nuts are not easily defined, but you know one when you see it. They are the challenges that sit at the center of your forehead in the dead of night, robbing you of sleep. The stories of how we’ve dealt with these ongoing and immediate challenges are here.
It happens at least once a year for Jennifer Schwanke: she finds herself on the verge of crying in a professional setting. Here's her best advice for literacy leaders to keep the tears at bay.
Jennifer Schwanke explains how literacy leaders are often in "the awkward chair"—the position of having to explain painful truths to others. She has tips on how to handle the hot seat in meetings and discussions with colleagues and parents.
Jennifer Schwanke shares principles for leading those awkward meetings when staff need to decide between too many students who need a finite amount of services.
Ruth Ayres faces passive defiance when teachers learn they will be participating in coaching cycles as part of a school improvement plan. This is the second installment in a four-part series on building a culture for coaching within a resistant staff.
A failing grade for a school was splashed across the local newspaper and resulted in mandated coaching. It wasn't a recipe for success. Ruth Ayres explains how she built a coaching culture under challenging circumstances. This is the first article in a four-part series.
Dana Murphy reflects on some of the mistakes she made early in her coaching career, as well as what her standards are now for making the best use of limited time.
Cathy Mere is keenly aware that coaching positions can be expendable during budget crunches. She and her coaching colleagues are proactive in explaining their value by creating a series of graphic representations of their work.
Melanie Quinn deals with a panic-stricken young teacher near tears after a lousy evaluation. She explains what she did to move him past emotion and into a plan to improve his instruction.
Matt Renwick knew he didn't want any showy event for the last day of school, so he concentrates on finding quiet ways to celebrate reading and writing that don't stress staff or students.
Jen Schwanke is horrified at the quality of writing she receives when teaching a graduate course for school leaders. The experience gets her thinking about what motivates writers of all ages.
Feeling guilty about the quality of instruction is a common state for teachers. Kathy Provost gives some practical tips on how a literacy coach can help build teacher confidence in authentic ways.
Ruth Ayres explores what literacy coaches can do when they are sidelined or marginalized by different conditions in a school.
Matt Renwick tackles a tricky issue for literacy leaders. How do you build a relationship of trust when there are clearly issues with the quality of a teacher's instruction?
Brian Sepe struggles in a coaching cycle with an experienced teacher and realizes he has imposed his agenda on the work. His reflection leads to some changes in the ways he collaborates with colleagues.
No matter their level of skill or experience, teachers can find their confidence shaken. Melanie Quinn analyzes some of the reasons for teacher insecurity, and how literacy coaches can help.
Clare Landrigan and Tammy Mulligan ask this question to launch a discussion of one challenging learner and open teachers to the possibilities of case studies.
Gretchen Taylor finds that many of us are more opinionated than ever, but literacy coaches will never find a home in classrooms without suspending judgment.
Gretchen Taylor reflects upon a poor relationship she develops with an instructor, and how the narratives we construct can inhibit our professional interactions with colleagues.
Gretchen Taylor writes about the promise and peril of new tech tools that allow teachers, students, and coaches to always be connected. She shares some questions to help teachers make wise choices about how they will use these tools in classrooms.