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.
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.
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.
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.
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.
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.
Mary Brower considers ways to support risk-taking in classrooms. She shares a simple process for reflective practice that helps fuel professional growth.
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.
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.
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.
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.
Brian Sepe guides leaders in determining how to strike a balance between ambition and humility to achieve objectives and to influence and inspire the people they lead.
As a traveling coach, Mary Brower was overwhelmed by the amount of things she was. One day when the load felt too big, she heard joy spilling out of a classroom. Stopping to look into the classroom led to a powerful connection with a teacher…and a realization about what a coach really needs to carry.
David Pittman offers several ways to make the work of PLCs visible to everyone. The more open we are with our growth, the more connections we make, the stronger every educator becomes.
Paula Fiscus questions how to uplift more teacher leaders, and decides peer observations may be the catalyst to teachers believing they can grow and lead. Paula offers procedures, forms, and the encouragement needed to set peer observations in motion in your school
Matt Renwick shares a powerful story of a student growing leaps and bounds as a reader. He insists that we must always look beyond isolated data points, and gives several resources to richly assess students as readers.
We live in a world where connecting seems easy with social media, and at the same time it can feel impossible and overwhelming. Mandy Robek offers nine ways to begin connecting with a larger community.