Maxwell said, "Leaders are learners." The trouble with learning is unlearning. The trouble with learning is it changes past thinking. Learning amplifies, modifies, or invalidates past learning. The...
Mary Perfitt-Nelson's insight:
Welcome awkward and uncomfortable questions from underlings and outsiders. Insiders seldom put you on the spot. You sign their pay checks and impact their career.Explore the assumptions of others. Learning leaders assume the assumptions of others. Try getting in the head of someone else and defending their position. You never learn when all you do is defend what you know.Read every day.Ask, “What if?” often.Journal. Record and reflect upon what you learn.Adapt and change. Name one thing you’ve changed in the last few months. You haven’t learned till you change, regardless of what you know.Draw out thoughts and ideas from others. How is the idea-flow around you? Is your closed mind closing their mouths?
Instructional coaches seem to be a new phenomenon in schools. Their job is to help educators become better teachers. They observe teachers teaching, go over instructional data, and model good teaching practices. As much as this may be new for schools, the core of instructional coaching has been around for a long time.
"Knights says instructional coaches employ the following seven practices: • Enrolls the teacher - they conduct one-to-one interviews with each teacher prior to the experience. • Engages in collaborative planning - The coach meets with the collaborating teacher to discuss how a new teaching practice can be implemented effectively. • Models the lesson- The coach must model the lesson in the collaborating teacher's classroom while the teacher observes. • Teacher-directed post conference - Both parties must meet to discuss what the teacher observed the coach doing while modeling the lesson. • Coach observes the lesson- It's the teacher's turn to teach the lesson. • Exploring data together - The coach and teacher discuss the data gathered during mutual observations. • Providing continued support - This is a continuous relationship that needs to be fostered over the year."
I am eager to keep practicing effective coaching. Fidelity is an on-going issue.
cc licensed ( BY ) flickr photo shared by phalinn As a student, I had a specific notion of what a principal should be and in my head they were similar to the “Wizard of Oz”; a person that hid behind the curtain but had all of the knowledge in the...
Mary Perfitt-Nelson's insight:
Leading doesn't mean you know everything. Leading does mean you have a future focused vision; you know how and where to find answers.
This article was meaningful for me. As someone rabid for growth, I know I need to think carefully about how I approach things with others who might not be as eager to change what is currently happening.
Great take aways:
Knot new ideas with old; invigorate interest, simplify language, seek input. Great, great tips.
This instrument is designed to allow teachers to anonymously self-report their affective positioning towards instructional coaching. As schools look to implement instructional coaching models as part of a professional development program, professional development personnel will need to gather baseline data regarding their teacher’s level of comfort with the various elements of the instructional coaching process
Envisioning a better future, setting worthy goals, and following through with sustainable impact first and foremost requires leading yourself. Often leadership is a lonely road. And to keep ourselves inspired, motivated, and energized we need to lead ourselves with our heart, purpose, and devotion.
Building capacity in the school district means improving and strengthening the learning in our students, employees, teachers, administrators, school board, and community. Coaching is a great way to build capacity, and leaders naturally build capacity.