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Guiding Teachers

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Hollering About Informational Text

Literacy coaches Amanda Adrian and Heather Rader plan a professional development activity around a deeper understanding of what is meant by the terms informational, literary, and nonfiction in defining texts.

Introducing the Writing Common Core Standards: Planning for Professional Development

Heather Rader sorts through goals, audience, and interest in planning a day of professional development linked to the writing standards in the Common Core.

Building Community Protocols

Clare Landrigan and Tammy Mulligan share two of their favorite protocols for building community among educators.

Ask Me – I’m Not the Expert

Heather Sisson explores the complicated links between relationships and expertise for literacy coaches and teachers.

Some Study Group Participants Aren’t Reading the Book

Have you ever experienced the strange phenomenon of having colleagues show up for book study groups and gab away, even though they haven’t read the text? You may be a victim of “bullcrit”—the willingness of some people to critique movies they haven’t seen, music they haven’t heard, and books they haven’t read.

Opinion Exchange: A Workshop Activity for Study Groups

New teachers need so much their first year and having the ability to be heard and have their opinions valued is right up there. Ruth Shagoury offers a respectful exchange to meet that need.

Making Assumptions

The shift from teaching children to mentoring adults can be difficult for many educators. Ellie Gilbert chronicles the biggest assumptions that harm collaborative relationships with colleagues.

Walk-Arounds: Gathering Data to Test Assumptions

Do you have a tattler in your midst? Not a child, but a teacher complaining about the work habits of a colleague? Jennifer Jones explains her proactive use of walk-arounds to gather data and confront misconceptions.

Triangulating: The Importance of Multiple Data Points When Assessing Students

No data point for any child stands alone.  Clare Landrigan and Tammy Mulligan write about the importance of triangulating data when looking at student assessments, and in the process affirm the value of classroom observations.

Supporting New Teachers and Appreciating Their Gifts

Melanie Quinn thinks through the two common "phases" of early-career teachers, and creates a checklist of guidance they will need from literacy leaders.

Busywork?: From Classroom Assistant to Agent of Change

Ruth Ayres deals with the conundrum of wanting to assist teachers to build relationships as an instructional coach, yet not accepting all menial task requests.

Professional Development and Then What? How to Keep Learning Alive Long After the Staff Meeting

Melanie Quinn mulls over the challenges and distractions that hamper transfer of learning from professional development sessions to classroom teaching.

Acquiring Knowledge Two or Three Strategies at a Time

Amanda Adrian knows that a teachers learning new skills need accurate and timely identification of what’s next as support.

Overwhelmed Coach

When literacy coach Brian Sepe realizes he’s wearing thin, he adopts some practical strategies to deal with feeling overwhelmed.

Collaborating When the Going Gets Tough

Literacy coach and high school English teacher Ellie Gilbert finds her ninth-grade teaching team is at odds when they work together to plan a new curriculum.

Curriculum Work: Making Meaning Together

Jennifer Allen ponders what professional development structures support authentic changes in curriculum tied to the Common Core.

Tips for More Effective Debriefing Sessions

Clare Landrigan and Tammy Mulligan share strategies and seven different observation templates for participants to download and try out.

“Step Over the Line” Professional Development Icebreaker

This video of the “Step Over the Line” icebreaker activity was captured at a meeting of district-level coaches in Washington state early in the fall led by Amanda Adrian and Heather Sisson.

Collaborating with My Principal on Student-Centered Coaching

Heather Sisson is inspired to try something new with her staff, but first she needs to think through the proposal with her principal.

Teacher and Coach Common Quiet Signals

Coach Heather Rader and Teacher Sean Moore use the same quiet signals to ensure continuity in Sean's second-grade classroom when they share instruction.

Coaching Minute: On the Go Follow-Up Tip

Heather Rader shares advice for dealing with teachers who need support when you are in the midst of other responsibilities.

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