Julie Johnson fails in an attempt to assess two kindergartners, and over time learns a lot about trust and the children's abilities from observing them and listening to their teacher.
Jennifer Schwanke tackles the challenge of developing an inviting curriculum for an "extra day" added to the school calendar because of weather disruptions.
Kathy Provost and her coaching colleague are delighted with the assessment binders they've created . . . until they realize teachers aren't actually using them.
Heather Sisson takes you through a professional development session in which she lets new teachers take the lead in guiding the conversation after she has carefully laid the groundwork.
Natasha Axelson shares some of the surprises and challenges of coaching, as well as the importance of celebrating small victories with Brenda Power in this audio interview.
Ruth Shagoury observes how a classroom community is built in one sixth-grade classroom, and ponders how she can use what she has observed with the young teachers she mentors.
Jennifer Vincent adds ways for committee members to share notes and insights in writing outside meetings, as a way to ensure that all voices (especially those of introverts) can be heard.
After two years of coaching, Kathy Provost worried that her classroom sessions with teachers lacked purpose. She shares a notetaking form she developed to focus and extend the learning from these interactions.
Jennifer Schwanke changes her collaboration with her school's Parent Teacher Organization when she realizes that many in the group don't have the background knowledge to understand current practices.
In this audio interview, Brenda Power chats with Gwen Blumberg about her lessons from her first years of coaching: trust takes time, and baby steps toward change need to be celebrated.