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Getting Organized

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Using Metaphors and Analogies to Help Educators Shift Their Thinking and Change Their Practices

Matt Renwick shares the power of using metaphors and analogies during coaching conversations.

Transforming Our Own Professional Learning

Hannah Tills and Josie Stewart were inspired by Elena Aguilar’s work about transformational coaching. They share ways to be vulnerable when trying a new coaching technique with teachers, as well as the powerful outcome of implementing new reflective practice ideas.

Ways to Support Colleagues, Part 1

Ruth Ayres and Becca Burk share ways to strengthen our teamwork and help lower the stress levels of adults in the school when students exhibit dysregulated behaviors. This is the first installment of a two-part series.

Capturing Meeting Notes to Boost Accountability

Hannah Tills and Josie Stewart discovered a template to help boost accountability after a planning session with a teacher.

Help! I’m a New Coach

Mary Brower confronts the reality that often coaches have more ideas than they can possibly act on. She offers a filter to organize and vet ideas.

Humanizing Data

Hannah Tills and Josie Stewart share a way to open data conversations that humanizes the process and encourages everyone to dig deeper to examine each student’s whole story.

Reshaping Data Stories

Ruth Ayres encourages us to take a second look at the data stories we are telling about students. She shares four areas to help us see a more complete picture of a student.

Nuances of Norms (Part 2)

Ruth Ayres tackles the common resistance to norms. When norms seem to suck the energy out of the room, don’t make the mistake of thinking you need a new list of norms. Try one of these ideas to use norms to energize your team.

Shaping the School Culture to Encourage Professional Growth

Matt Renwick offers three suggestions for school leaders who want to shape school culture to encourage professional growth.

Are Norms the Problem? Part 1

Ruth Ayres shares the details of developing and using norms in intentional and meaningful ways. This is the first of three installments in a series about norms.

Making a Case for Leadership Coaching

Matt Renwick outlines a four-step process to engage in leadership coaching.

Not-to-Do-List

Julie Cox shares a poignant twist for making a list to set the new school year in motion—a not-to-do list!

Principals Are People, Too!

Instructional coach Mary Brower reminds us of the importance of maintaining the humanity of the administrators we work alongside. Her mantra—principals are people, too—guides us in building strong relationships.

Beyond the Books: A Tale of Empowerment, Influence, and Agency from the School Library

Matt Renwick shares about a project in the school library that builds students’ empowerment, influence, and agency. Matt gives resources and advice for you to try this in your school, too.

Five Questions to Ask When Reviewing Literacy Curriculum

Matt Renwick uses five questions to lead a team through reviewing a literacy curriculum resource. Download the checklist to use during your own review process.

AI in Teacher Prep

Suzy Kaback guides us in learning to use ChatGPT as a thought partner. She offers a compelling rationale, clear step-by-step directions, and resources to build a deeper understand of using AI to prepare for instruction. This is the second installment in a series about using AI with teacher candidates.

You’re Not There—Yet!

Mary Brower considers ways to support risk-taking in classrooms. She shares a simple process for reflective practice that helps fuel professional growth.

Visual Data for Literacy

When data was flying and difficult to corral, David Pittman sought to create a tool for teachers to use that would encompass all pieces of data as well as align with shifts in instruction. David shares the process of developing a useful tool that honors student learning and provides clarity for next steps for growth.

Coaching Up: How Teachers Can Support School Leaders ’ Capacity for Positively Influencing School-wide Instruction

Matt Renwick encourages school leaders to be brave and engage a teacher as a thought partner. This helps leaders construct a better understanding of school-wide instruction.

Coaching from Teachers’ Strengths

When observing literacy instruction, Matt Renwick asks the question “Who is being served and who is not?” This allows an entry point into a conversation based on teacher strengths while simultaneously being aware of equitable practices.

Balancing Ambition with Humility

Brian Sepe defines a leader as someone who balances ambition and humility. Although ambition and humility may seem like opposing forces, the most effective leaders are those who skillfully blend these two traits.

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