Suzy Kaback shares the power of taking time to honor results late in the school year with teachers in professional development settings.
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.
Matt Renwick shares five tips for ensuring you have a smooth and smart hiring process.
Cathy Mere finds that the last weeks of the school year are the best time for literacy coaches to reflect on long-term goals attained and missed, as well as to plan next steps.
It's hard to judge the engagement of teachers during professional development sessions when there are side conversations going on. Dana Murphy has some practical tips for dealing with side conversations in a tactful yet firm way.
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.
Signature moves are developed over years, not days. Gretchen Taylor explains how they can define literacy leaders in positive and negative ways.
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.
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.
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.
Jennifer Allen shares a practical strategy for building vocabulary and interest in word study throughout a school.
Jennifer Allen shares her topics, schedules, and plans for study groups in 2017-2018.
Matt Renwick realizes that sometimes we have to ignore our path as learners to help teachers find their own way to better instruction.
Dana Murphy shares a simple technique to ensure there is more transfer of new learning strategies from meetings and professional development workshops to classrooms.
Brian Sepe develops a simple reflection checklist to plan next steps, calm his mind, and transition from school to home.
Ruth Ayres explores what literacy coaches can do when they are sidelined or marginalized by different conditions in a school.
Heather Fisher and Kathy Provost reflect on how just a few words can define relationships between literacy coaches and teachers.
Student centered? Teacher centered? Dana Murphy finds that one of her most important jobs as a literacy coach is defining her role.
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?