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Guiding Teachers

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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.

Common Core Standards: Spreading the Word

Literacy leaders working in large districts face special challenges when implementing new programs. Suki Jones-Mozenter writes about the strategies being developed in one of the largest districts in the country.

Off the Dance Floor and Onto the Balcony: Getting the Big Picture in Schools

In the day-to-day triage of our schools and the sense of urgency that pushes us to always be accountable for every minute of the day, we need to keep the big picture in mind. Clare Landrigan and Tammy Mulligan help school leaders figure out how to use their time wisely in the early days of building relationships.

Same Old Books with New Intentions: Reflecting on Rigor and the Common Core

When Jennifer Allen first skims the Common Core, she’s confident there’s not much new in the standards. But after further reflection, she finds rigor and depth in unexpected places.

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.

Katherine Casey on Coaching in Classrooms (PODCAST)

In this podcast, Katherine Casey shares her wisdom on classroom modeling for coaches that really works because both teacher and coach have a shared understanding of purpose and practice.

Evocative Coaching with Bob and Megan Tschannen-Moran (PODCAST)

In this podcast, the authors of Evocative Coaching discuss their four-part model and what it offers educators.

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