Does writing a letter lead a teacher to a deeper understanding of curriculum, instruction, and assessment, or does writing a letter lead an instructional leader to better serve those they lead? For me, the answer is “yes” to both questions.
Why Letters?
I have a love affair with education, and for those who know me, it is probably no surprise that when I write to self-reflect, write to colleagues regarding instruction from lessons, or write in response to curriculum or unit planning, I put my head, heart, and gut into everything I do and write. Teaching and learning is both personal and professional and what makes this work so rewarding.
What does it mean to lead with love? It is being intentional, combining purpose with empathy, kindness, and care. It is asking tough questions, but knowing that one of the most important ingredients is the teacher’s belief systems about learning. It is knowing when to push, when to hold back, when to offer suggestions, and when to stay quiet. It is all about building rapport, the power of observation, and exquisite timing.
My current role as a literacy director has afforded me the opportunity to get at the heart of curriculum, instruction, and assessment by being “in the moment” with classroom teachers. It has provided opportunities for teachers to work alongside an instructional coach in an effort to get stronger and smarter together, and it has afforded me the opportunity to study up close what it is that teachers need. Although many experiences help shape, shift, or deepen teachers’ practices, coaching letters from the heart are at the center of our work together.
The What and How of Coaching Letters
I don’t think there is one right way to go about writing a coaching letter. I don’t believe in a one-size-fits-all model. My coaching letters change, evolve, and shift, depending on my own growth as an instructional coach and to meet the needs of the teachers I serve. But here are some key ingredients in my coaching letters that I believe have made a difference. These rituals and routines that I have come to expect of myself tie directly to what I believe about how teachers learn best. They include these elements:
|
Ritual/Routine |
Why It Matters |
| Write in a friendly letter format. | This style lends itself to connecting our work together—a match between the personal and professional. |
| Find some good in every observation. | Teaching is hard work, and it takes dedication, skills, strategies, love, time, and effort. There is always something good to say! |
| Ask questions. | Try to crawl into the teacher’s brain and understand what he/she was trying to accomplish. |
| Give tidbits, snippets, ideas, strategies, and resources that will push the teacher to dive a little deeper. | Balancing this carefully (not too much, not too little) is an important aspect of the coaching letter. It requires that you ask, “What is the most important thing the teacher needs next to push forward?” |
| Take action. | Find something for the teacher to take action on or something you will take action on together as a team so that the coaching letter is a catalyst for change. |
| Show gratitude. | Teaching is incredibly challenging, and we need to be thankful every day that teachers are working stronger and harder to do the best they can for our youth. |
This work we do in education today is tricky. It is filled with smiles, frustration, excitement, worry, joy, and fear, with most days including all these emotions. Coaching letters help the teachers I work with and me tease out the learning in our packed days, and build relationships that endure. In the next installment of the series, I’ll share a sample coaching letter.
