In my previous post, I described several of my “go to” tools for planning and reflecting on coaching conversations. In this post, I want to share two of the language tools I use in partnership meetings. When I focus on language, I can ask more precise questions and model how intention to language is important when we work with students and colleagues. The more precise we are with language, the more impact our language can have!
Transformational Coaching & Leadership
Coaching Partnership Tools: Part I
As I engage in mid-year reflection on my goals as an instructional coach, I would like to share some of the tools I use to plan and engage in coaching meetings. I call these coaching meetings “partnership meetings” because both my colleague and I are learning together. It is my job, as a coach, to reflect on, and plan for the conversations. Intentional planning focuses on ensuring that conversations focus on my colleague’s goals and priorities, while centering students, especially our formerly marginalized students. In this post, and an upcoming part two, I want to summarize some useful coaching tools. Continue reading “Coaching Partnership Tools: Part I”
Empowering Elementary Students With Disciplinary Literacy
I’m so happy to share that my third article has been published! Here it is:
Shifting the Balance: Disciplinary Literacy Connections
I’m finally making time to read Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom, thanks to a colleague who is reading it with me and discussing direct application of the reading to her classroom. As I’m reading, I’m making connections to Disciplinary Literacy. In this post I want to explore some of my initial connections and takeaways. As always, I look forward to feedback and ideas from my readers, as I know many of you are reading, or have already read the book!
Continue reading “Shifting the Balance: Disciplinary Literacy Connections”
What’s Most Important?
As I review the posts from the past year, I see two major themes: language/voice and equity/justice. I am grateful for having had the time to reflect, synthesize, and write throughout the year; and I appreciate all my readers out there! Today I want to focus on the theme of language/voice as I believe that when we give space for students to share their experiences, their ideas, and their genius, we are working towards equity and justice.
Disciplinary Literacy and Equity
Over November break, I started reading Disciplinary Literacy in Action: How to Create and Sustain a School-Wide Culture of Deep Reading, Writing, and Thinking, by ReLeah Cossett Lent and Marsha McCracken Voigt. I couldn’t put the book down! In this post I want to begin to synthesize the book by discussing one of the themes I found across the chapters, Equity. Continue reading “Disciplinary Literacy and Equity”
Data Protocols
Over the past few weeks we have engaged in data talks at my school and several colleagues from other sites have asked me to share effective protocols for data talks. Ever since I began developing my facilitation and coaching skills, protocols have intrigued me. Not only do protocols provide structure and a predictable, transparent routine, but they also can be intentionally designed to support asset-based and equity-rich conversations. In this post I want to share some of what I have learned and, as always, I hope to learn from reader suggestions and feedback.
Tools for Calling In to Conversations About Race
A colleague recently said to me, “We know we are doing important equity work if people are asking lots of questions, when people are getting uncomfortable.” Like many, I like to refer to the conversations we have as Healing or Courageous Conversations rather than Hard Conversations. In a recent email, Elena Aguilar called these simply “Conversations About Race.” Aguilar writes, “Even if they’re uncomfortable or complicated, these conversations can bring relief, closure, and closeness.” I think that Hard Conversations are about me, while Healing and Courageous focus on the purpose which is to address racist actions, biases, and microaggressions. The purpose is to be an advocate for marginalized groups and to plant seeds of awareness, reflection, and potentially transformation for those who intentionally or unintentionally cause harm. The purpose, in education, is to continually ask “How Are the Children?” In this post, I want to share two tools to help engage in Conversations About Race.
Continue reading “Tools for Calling In to Conversations About Race”
Student Agency, Feedback, and Voice
Last year, I wrote about Pedagogy of Voice, as described in Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation. This weekend I am rereading the Pedagogy of Voice chapter: Redefine “Success” and striving to go deeper into the content. In this post, I want to share some of the passages that are standing out the most, and why.
Making Space for Student Feedback and Voice
“My job as a teacher is not to teach the curriculum or even to just teach the students; it is to seek to understand my kids as completely as possible so that I can purposefully bend curriculum to meet them.” – C. Minor
“Creating a collaborative culture is the single most important factor in school improvement for those seeking to enhance the effectiveness of teaching and learning.” – R. DuFour and B. DuFour
The quotes above are on my mind as I celebrate the publication of my second piece, Making Space for Students in PLCs. The processes I describe in the article are built off what we learned from our students and what we learned together as collaborative teams of inquiry.
As always, I look forward to feedback as you read the article!