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Because It’s the Right Thing to Do

The staff at Melanie Quinn's school realizes they have created a monster with positive reinforcement through extrinsic rewards. Here is how they changed behaviors and expectations over a two-year period.

Leading a Demonstration Lesson: When It Doesn’t Go Well

In this brief video, Jennifer Allen talks in a leadership team meeting about the unsettling but valuable feedback she received from a principal and teacher on a demonstration lesson that didn't go well, and the reflection the feedback sparked.

Sign-In Sheets, Professionalism, and Being Human

Clare Landrigan and Tammy Mulligan explain why they will not take responsibility for one record-keeping tool: the sign-in sheet for professional development sessions.

Breaking Away from the Team

Literacy coach Gretchen Taylor is stymied by a grade-level team with one dominant member. She needs to find creative ways to separate individual teachers from the "group-think" herd to guide and collaborate effectively.

Struggling Teachers? Don’t Force It

Melanie Quinn confronts the dilemma that vexes many coaches: how to support struggling teachers who are required to receive coaching, whether they want the help or not.

Failure to Norm

Gretchen Taylor watches her coaching unravel with a teacher, and slowly comes to realize that the problem is a lack of shared expectations.

Coaching Minute: Videos in the Selfie Age

In this quick video, Kathy Provost and Heather Fisher share an alarming experience: young teachers pulling out phones and other devices to take videos of instruction without permission. They discuss the need for school leaders to develop policies that tackle issues of privacy and permission.

What I Know for Sure: Reflection and Core Beliefs

Stella Villalba shares a reflection activity that centers her coaching and relationships with teachers and children.

Coaching Conversations: Carry the Water

In this audio interview, Susan Kennedy chats with Brenda Power about the challenges of starting a new coaching position in a different part of the country, and building relationships with resistant teachers.

Apps in Perspective

Jennifer Vincent helps a group of teachers who request suggestions for apps in Spanish. She "zigs" when they want her to "zag" by encouraging them to go deeper into exploring what students need.

Staying Focused: How Leaders Can Keep Their Passion for Literacy Alive

Jennifer Schwanke shares nine strategies to use in the midst of days, weeks, and months that seem to be nothing but distractions.

When Is Coaching a Waste of Time?

Brenda Power asks a crucial question for coaches: When is it time to admit positive changes aren't happening and move on?

Drop the Rope

Clare Landrigan and Tammy Mulligan share a strategy for working through tense situations when coaching.

Above the Clouds

Jennifer Vincent reflects on the drudgery and angst that is a normal part of the life of literacy leaders helping others.

Leadership 101: Knowing When to Step Back

Jennifer Schwanke prepares to lead a book study group among colleagues, and finds teachers are balking at the idea of adding one more responsibility. She asks herself an essential leadership question: Should I pull back or push?

Find the Common Ground

Ruth Ayres is set up to fail in a toxic environment, yet finds a surprising way to build community among a middle school teaching team.

Coaching Conversations: Defining Your Role

Brenda Power chats with Kathleen Collaro about the challenges of carving out time for coaching when teachers are clamoring for additional instruction support for struggling learners.

Coaching Boundaries: Do You Have Any?

Jennifer Allen realizes she may be provoking unreasonable requests from teachers because she doesn't have clear boundaries for her workday.

Lessons from a Multitasker

Trying to do too many tasks at once causes Jennifer Allen to make an embarrassing error and develop a plan for slowing down and focusing.

Hear It, Clear It Up, and Steer It

Heather Rader finds that when colleagues express frustration through email, responses that address both the people and the problem are the best practice.

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