Your work matters.

I recently attended a new workout dance class called Werq with my friend. I love to dance and daresay I can hear the beat, though I’ve never been formally trained in dance, I’m no Elaine Benes. Until I showed up, I hadn’t given much thought to how I would feel - then everyone hugged each other and I realized they KNEW how to do this class. I, on the other hand, had no idea what I was in for. Even with an instructor wearing a shirt full of affirmations and the beginning of class message telling us not to worry about what we looked like… I found myself laughing to save face the entire time. I was lost in the choreography (which was FAST!) and never seemed to figure out a pattern to the dances until the song ended. I wasn’t even “safe” at the back of the class because my lack of coordination was on full display in the wall of mirrors.

Can you relate? How do you feel when you learn something new and are expected to get it right the first time, even if those expectations are self-imposed? And yet, that’s often our approach to learning with educators, shutting down opportunities for growth by eliminating vulnerability (nod to Brené Brown). Maybe this scenario is familiar: We participate in a 90 minute workshop that shares a new teaching practice or routine. And the walkthroughs begin the following week to see what was discussed in action. Whether we are ready or not.

In our excitement or misguided support, we visit classrooms too soon, skipping the time educators need to safely test out new practices. School leaders must manage to do both - provide grace and time for safe practice, while holding educators accountable. How do we do that?

Let’s unpack our scenario differently.

• Week 1: We provide a workshop that shares a new teaching practice, such as using intentional read alouds. Teachers are asked to test out this practice and are given time to plan during the workshop and planning periods that follow.
• Week 2: Leaders HOLD OFF on visiting, instead finding other ways to support teachers as they practice using the new Intentional Read Alouds routine. During this phase, leaders must “act like a vampire and be invited in” to visit the classroom upon request. We might also find ourselves answering questions, providing exemplar videos, holding office hours, etc.
• Week 3: Now, we schedule a planned visit with specific look-fors to provide feedback to teachers.
• Week 4: Teachers and leaders work together to consider the look-fors and feedback to determine next steps.

How might adjusting our support in this way provide teachers space for safe practice? How might this impact implementation of new practices and routines? By adjusting our approach to create time for teachers to practice without our presence, we might actually make room for collaborative improvement.

Leadership Moves for Safe Practice:

1. Reign in your excitement to visit classrooms unless invited.
2. Work collaboratively with teachers to develop shared goals and look-fors to guide classroom visits.
3. Slow down to go fast.

What does this mean for me?

Many of us are thinking about shifting to practices that better align with reading research. Consider all that is new for the teachers you lead and how you can create an environment that allows for safe practice and therefore improvement.

**This is a preview of my Coach’s Role in a Professional Learning Cycle workshop in which we discuss the Teach-Support-Reflect-Advise (TSRA) approach. Would you like a deeper dive into this process? I can provide this workshop in-person or virtually. Just reply to this email or get on my calendar.

Where have we been?

This month, I kicked off long-term work for the year, continuing to work with district instructional coaches. We had our beginning of year workshops in which we developed coaching goals then “Chewed the KUD” by getting clear on the Know-Understand-Do and associated actions to achieve those goals. Together, we developed aligned 30-60-90 day strategic plans to provide focus for the first quarter.

I also developed a custom course for a client called “Centering Knowledge Building.” This course uses the text, The Knowledge Gap by Natalie Wexler, and pairs it with a multitude of resources related to the importance of knowledge-building to develop reading comprehension. Does this topic intrigue you too? I am signed up for this upcoming webinar featuring Hugh Catts and Sonia Cabell which will discuss it - let me know if you attend!

Where can we connect? Bold font shows events at which I'm presenting. ​ Power of Coaching Conference | Learn more here​ ​ Check out my calendar Would you like me to join an upcoming event as a speaker? Please reply to this email to inquire about how I can support you.

How Can We Work Together?

Professional Development & Trainings:

1. Coaching workshops
2. Literacy workshops
3. Skill-building courses

Audits & Strategy Development:

1. Coaching Systems
2. Literacy Program and Curriculum

Long-term consultation:

1. Improve Literacy and/or Coaching Practices

Want to learn more? Just reply to this email or get on my calendar.