Student-Centered Coaching

What Should I Be Reading?

2012-01-08T16:41:00.000-08:00

Whenever I get the chance to pick the brains of my educator friends, I ask, “What should I be reading?” When I asked a friend this question recently, she suggested Kim Marshall’s book, Rethinking Teacher Supervision and Evaluation (Jossey-Bass, 2009). I ordered it that afternoon and am so glad I did.

In Rethinking Teacher Supervision and Evaluation, Marshall identifies what is broken when it comes to teacher supervision (a lot) and proposes new theories and practices for making it better. He does this in a very readable text and honestly shares his own progression as a principal in a Boston school. His perspective reminded me of how hard it is to be a principal, but also gave me hope that by designing strategies to hold teachers accountable and de-privatize instruction, things can get better.

After reading the book, I was excited to attend the author’s session at the Learning Forward Annual Conference in Anaheim. He did not disappoint. In his session, Marshall emphasized the following key features of effective teacher supervision and evaluation:

- Designing a system of unannounced mini-observations, in which the principal spends approximately ten minutes observing instruction. Mini-observations occur frequently so that teachers become accustomed to them, and so the principal can gather a large volume of information about the teaching and learning that is occurring in classrooms

- Providing feedback, he suggests in person, following every mini-observation. When providing feedback the principal notes what went well and areas where there is potential for improvement

- Engaging in collaborative curriculum development in which teams work to ensure that the right curriculum is being taught at the right level of rigor

- Sessions in which teams design interim assessments that accurately determine whether students are where they should be

- End-of-year teacher evaluations that are based on rubrics that outline the most important domains of teaching and learning

Though Marshall has made a name for himself in his work with mini-observations, this book makes the case that a multi-faceted approach is necessary. Mini-observations are a definite take-away for the reader, but aren’t presented as a silver bullet. If anyone understands the true complexity of supervision, it is a former principal like Kim Marshall. I give this book 5 stars!

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Student-Centered Coaching in Action

2011-11-27T15:30:00.000-08:00

I am regularly asked for videos of student-centered coaching, and I realized that YouTube could be a terrific vehicle for collecting and sharing glimpses into our daily work with teachers. A friend and coach in Wentzville, Missouri took the following videos of a conversation with a fourth grade teacher as they talked through an interim assessment they had recently given to students. She simply asked a friend to video tape and let the camera roll.

Watch them at:

http://www.youtube.com/watch?v=ScSqE28m7-w

http://www.youtube.com/watch?v=IMo-RydR8AA

http://www.youtube.com/watch?v=BgMtDJEvv0k

If you are practicing student-centered coaching, would you be willing to add to this collection? If so, just post to YouTube and save as Student-Centered Coaching #__.

And of course, a huge thanks to Amanda for sharing this video. It is such a gift to watch the power of coaching in action.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Is My Coaching Making a Difference Whatsoever?

2011-11-14T08:03:00.000-08:00

Susanna has wondered why she agreed to make the switch from teacher to instructional coach. As a teacher, she had a clear sense of what she was there to accomplish. As a coach, she’s not so sure.

Her principal isn’t quite sure either. Kathy is in her second year on the job and is still working to gain trust among a cohort of teachers who are dedicated to their students but are somewhat reluctant to shift their practices in the direction the district is moving. Mostly she has been working to create a culture of learning and collaboration among the teachers—a process that is proving to be slow-going. The school has recently slipped on the state test and Kathy has many questions about how to ensure that the students’ needs are being met.

The district left it up to Kathy to figure out how to implement coaching in her school. At first she thought she would use the coach to help a few struggling teachers. But as she reflected, she was concerned that this approach might create resistance towards the very culture of collaboration she was trying to foster. Then she considered making coaching voluntary for any teachers who were interested, but she worried that this approach would fail to create a broad enough impact across the school. When she considered student-centered coaching, Kathy felt it had the best odds for impacting more students and would be better received by the teachers. Susana liked the idea too. She had spent her teaching career thinking about how to better meet the needs of her students, and this felt like something she could do as a coach.

They moved forward to design a coaching effort that had the following characteristics. It would be:

- Driven by a goal for student learning

- Organized into ongoing coaching cycles

- Anchored in student work

- Progress is measured through formative and summative assessments

- Led by the school leader

Instead of suggesting that Susana’s role is to help struggling teachers, Kathy set the expectation that every teacher has students with needs, so every teacher is a candidate for coaching. Teachers gradually began engaging in the process and found it to be beneficial to themselves and to their students. Word spread and coaching took root. Now Susana is happily doing the work she had hoped for when she left the comfy confines of her classroom—and she is making a difference.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

What is Student-Centered Coaching?

2011-11-14T07:24:00.000-08:00

Student-centered coaching is in place in over one hundred K-12 schools across the U.S. It’s about a teacher and coach working together to set specific targets for students that are rooted in the standards and curriculum, and then working collaboratively to ensure that the targets are met. Rather than focusing on the acquisition of a few simple skills, impact is measured based on student evidence and formative assessment data. The coach and teacher collaborate to close the gap that Wiliam and Black (1996) refer to when they write, “In order to serve a formative function, an assessment must yield evidence that, with appropriate construct-referenced interpretations, indicates the existence of a gap between actual and desired levels of performance, and suggests actions that are in fact successful in closing the gap.”

Traditionally, coaching has often centered exclusively on the actions taken by the teacher—making the assumption that if we improve the teaching, then student learning will improve as well. There is some logic to this approach, but an unintended outcome is we’ve spent so much time thinking about what teachers should be doing that we’ve lost touch with the most important people in our schools . . . the students.

I Done This Today

2011-10-25T17:46:00.000-07:00

I love the website www.idonethis.com as a vehicle for tracking accomplishments. Sometimes a coach's life is filled with seemingly disconnected acts, and this tool is a great resource to quickly track the various things that you did, in a way that allows for quick review.

This is how it works:

1- each evening, they send an email to you that reminds you to quickly jot down your accomplishments and send them back by email. This seriously takes about 30 seconds.

2- then what you send is added to a calendar that you can log-in and view online

3- it is easy to reflect on the tasks you have completed across days, weeks, or months

To try this free service, go to www.idonethis.com. For more about Diane Sweeney, visit www.sparkinnovate.com.

A Great Day in Arkansas

2011-10-19T15:32:00.001-07:00

Today I enjoyed a very special day with a team of folks from the Arkansas Department of Education. The topic was supporting coaches to move towards a student-centered coaching model. A coaching model that shows measurable impact on students.

We used an innovative system in which I was able to stream a live conversation across the state to specialists who support school-based coaches. It was my first foray into a system like this but was quite fun. When folks had questions from the other sites, they were able to join the conversation and we could have a two-way conversation. I couldn't help but think about how helpful this tool was to bring folks together who are spread out geographically. Thanks to the Arkansas Dept. of Education!

For more information about Diane Sweeney or student-centered coaching, please visit www.sparkinnovate.com.

My Reading List

2011-08-22T17:52:00.000-07:00

In May I would have sworn I would get all my professional reading done this summer. I did enjoy Drive by Daniel Pink, but I also buried myself in some fabulous fiction titles to prepare for a literacy sojourn that my bookclub is planning to attend in Steamboat Springs, CO next month.

Now it is late August and I am looking forward to digging into a few texts recommended by my educator friends. On the short list are: Driven By Data by Paul Bambrick Santoyo and Rethinking Teacher Supervision and Evaluation by Kim Marshall. I also plan to read Cris Tovani's new book, So What do they Really Know?

Reviews will be forthcoming and please, share any other must-reads that you love.

For more information about Diane Sweeney, visit www.sparkinnovate.com.

Student-Centered Coaching is a Bestseller!

2011-08-19T08:54:00.000-07:00

Thanks to my friends in the Arkansas Dept. of Education, Student-Centered Coaching is now a bestseller for Corwin Press! Arkansas bought 1,200 copies to use throughout the state, and helped push us over to bestseller status. (Books are deemed bestsellers if they sell over 2,500 copies in the first year of publication.)

It is so nice to see people connecting with the idea that what we do with teachers should directly benefit our students. Thanks for all of your support!

For more information about Diane Sweeney, you can learn more at www.sparkinnovate.com.

Not again, here I go leaving my comfort zone

2011-07-20T13:24:00.000-07:00

If you read Chapter 8 of Student-Centered Coaching, you got to know my daring and fearless friend Cyndy. Cyndy is one of those people who pushes me out of my comfort zone on a regular basis. In chapter 8, we were mountain biking some insane trails in Colorado. This time, Cyndy and her husband Craig took me rock climbing near our home in Winter Park, Colorado. Craig is an amputee climber who recently broke the record for climbing El Capitan in Yosemite, and Cyndy is an amazing climber in her own right. They even coaxed our 8 year old son up the face of the cliff—truth be told he had a much easier time of it than I did.

So you are probably wondering what all of this has to do with coaching teachers. The answer is simple. As I literally dangled off the edge of a cliff, I got to thinking about how I take for granted the fact that many teachers we coach are metaphorically dangling from that very same place. I was honestly terrified, but as Cyndy boled me from below, she did all of the things a good coach does when taking teachers into the great unknown, such as:

- She made me feel safe within the risk. The moment I panicked, she instructed me to put all of my weight on the rope so I could feel her hold on me. This incremental feeling of security built enormous trust and helped me keep on going. Coaches can do this by showing teachers that what they are doing has merit and that growth is happening.

- She coached me to reach for certain holds that would provide the best support. This is no different than collaborating with teachers around their instructional decision-making. Breaking large and sometimes overwhelming tasks down to concrete steps can help to move a teacher forward.

- She told me to avoid other moves that she knew wouldn’t help me reach my goal. Sometimes as coaches we have to help teachers evaluate some things they are currently doing against their goals for student learning. We can’t view our work as only adding new practices, we also have to think about editing what someone is already doing that might not be working.

- She refused to let me wimp out, knowing that I would be so mad if I didn’t succeed. About half way up, I got pretty scared and was considering giving up, but she used her best coaching skills and talked me through what it would take to succeed. And I have to say, when I got to the top, it felt really good.

All of these moves that Cyndy used so naturally are what a good coach uses with teachers. Though their panic attacks might be more subtle, they are no less real and it is our job to pull them through towards success. Enjoy these photos from our climb.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Amazon Reviews for Student-Centered Coaching

2011-07-03T12:00:00.000-07:00

Anyone out there who has read Student-Centered Coaching and would be willing to write a quick review on Amazon.com, it would be much appreciated. The following link makes it really easy to share your thoughts.

http://www.amazon.com/Student-Centered-Coaching-Guide-Coaches-Principals/product-reviews/1412980437

Thanks very much!

Prezi vs. Powerpoint

2011-06-23T21:00:00.001-07:00

This week I had the privilege of spending two days with a team of coaches from across the state of Wyoming. Randy, a secondary coach, shared a presentation format he likes called prezi.com. I checked it out and looovvveee it. I made my first prezi tonight and will share it here. It is way cooler than Powerpoint, is free, and is very easy to use.

Check out my first Prezi

Thanks Randy for the tip!

To learn more about Diane Sweeney and Student-Centered Coaching, please visit www.sparkinnovate.com.

Rigor from Kindergarten through Grade 12

2011-05-23T17:56:00.000-07:00

The following video, produced by the Montgomery County Public Schools, makes a case for a rigorous school experience so our children can better participate in the world economy. I love it that they make the case that the most important indicator of student success in high school is rigor...beginning in kindergarten. What an argument for K-12 cohesion and articulation. Watch it yourself:

http://www.montgomeryschoolsmd.org/info/keys/about.shtm

We Have Lost a Beloved Educator and Friend- Bonnie Campbell Hill

2011-05-17T11:21:00.000-07:00

Bonnie Campbell Hill has touched the lives of teachers and students the world over, and we were sad to hear of her loss against liver cancer at just 56 years old.

In Bonnie’s style, she created the Bonnie’s Big Idea Campaign in her final months, working with teachers to raise $500,000 for libraries and scholarships for girls’ education in India.The following links provide more celebrations of Bonnie’s life.

http://www.bonniecampbellhill.com/bonniesbigidea/

http://www.king5.com/home/Edmonds-educator-leaves-legacy-of-literacy-121737624.html

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Interesting Look at Education Today

2011-05-02T20:06:00.000-07:00

Watch this compelling look at education today. It is super interesting.

http://training.tonyrobbins.com/1261/very-cool-old-school-animation-gets-honest-about-our-educational-system/

A Literacy Coach Learns to ‘See’

2011-04-13T10:02:00.000-07:00

The other day I was in the front car on a train between concourses at the Denver International Airport (DIA). I noticed some toddlers who claimed the seat right at the front of the train. As we zipped through the tunnel, they were transfixed by an art installation of metal fans that spin as the train moves past. I loved watching their glee as they took in this new and exciting piece of the world. Watching them ‘see’ helped me to realize that I’ve become dulled to much of what surrounds me.

Literacy coaching requires me to be able to identify growth and areas of need among the students. Yet sometimes I’m so focused on moving the students forward that I worry I’ve lost some of the ability to simply observe and ‘see’ how they are developing as readers and writers. I worry that I might be missing wonderful things that the students are showing me, just like I missed the beautiful art hidden in a tunnel.

I have a new goal, to ‘see’. My next post will be about how I’ll do just that.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

New Look

2011-04-05T08:56:00.001-07:00

We hope you like our new look. Stay tuned for new posts on the following topics:

- literacy coaching

- reviews of the latest professional development resources

- managing change in school reform efforts

To learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com.

Finally, a Comprehensive Study Measuring the Impact of Coaching on Student Learning

2011-02-28T12:33:00.000-08:00

The September issue of The Elementary School Journal included a 4-year longitudinal study of the effects of literacy coaching across a robust sample of 8,576 students in 17 schools located in eight states across the eastern United States. The study titled, Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning (Gina Biancarosa, Anthony S. Bryk, and Emily R. Dexter) is a comprehensive and well-designed study that demonstrates how coaching positively impacts student learning. The following key features set this particular study apart:

· This was a quantitative study that evaluated the impact of coaching on student achievement. In the past, coaching studies have taken a more qualitative approach and have sought to describe coaching without looking at how it affects students.

· The coaches who were evaluated participated in a rigorous year of preparation and then received ongoing support in their jobs. Other evaluations have focused on coaching programs that provided less support and training for coaches.

· This study used a value-added approach and included a baseline year of no treatment in order to measure students’ growth over time. This approach provided clear evidence of the impact of coaching on students over three years of implementation.

The report states, “Results demonstrate significant gains in student literacy learning beginning in the first year of implementation and that the effect’s magnitude grew larger during each subsequent year of implementation. On average, children in participating schools in the first year of implementation made 16% larger learning gains than observed during the baseline no-treatment period. In the second year, children learned 28% more compared to the baseline data, and by the third year they had learned 32% more.” (p. 27) The report goes on to say, “At a minimum, the current study does suggest that well-specified and well-supported coaching initiatives can effect positive changes in student learning.” (p. 28)

I can’t tell you how many times I’ve been asked the question, “Do you have any research that demonstrates the impact of coaching?” Finally I can say, “Yes.” Here’s a link in case you’d like to read more.

http://library.constantcontact.com/download/get/file/1102564327422-35/ESJ-LiteracyCoaching.pdf

Learn more about Diane Sweeney and Spark Innovation by visiting http://www.sparkinnovate.com/

Shooting the Gap

2011-02-17T11:44:00.000-08:00

I am the baby in my family. My sister is six years older and my brother is stuck right between us two girls. When I was ten, my sister got her driver’s license and a cast-off baby blue Dodge Dart. And with two working parents it was her job to cart us back and forth to school, ballet, soccer practice, and piano lessons. We lived in Riverside, California and would often drive up Central Avenue on our way home. Just as we neared our left turn onto Fairview Avenue, my brother and I would break into chants of, “Shoot the gap! Shoot the gap!” My sister would veer through an opening in the median, spend a few seconds going the wrong way against oncoming traffic, and then safely cruise onto Fairview. We loved the heart-stopping excitement of doing something dangerous. We loved getting our responsible sister to break the rules. And we loved ending up safe and sound.

My brother reminded me of this when he recently visited our old neighborhood. He said they had rebuilt the median and you couldn’t shoot the gap anymore. How times have changed. This got me thinking about how coaches shoot the gap in their work with teachers. We often see an opening (that might not feel safe) and drive ourselves right through it. In his book, Coaching: Evoking Excellence in Others (Butterworth-Heinemann, 1999) James Flaherty refers to this as the ‘opening for coaching’ and writes, “In coaching, timing is everything. Knowing when to start may well determine if you get anywhere. Since most people aren’t walking around soliciting coaching, it’s the coach’s job to determine when the correct moment occurs.” This can be a bit scary and it may even feel like you are shooting the gap. But Flaherty teaches us that when the timing is right, a coach can’t hesitate. When you feel nervous or fearful, just think of two little kids, sitting in the back of a Dodge Dart chanting, “Shoot the gap! Shoot the gap!”

Learn more about Diane Sweeney and Spark Innovation by visiting http://www.sparkinnovate.com/

Snow Days

2011-02-04T09:02:00.001-08:00

If you are in one of the thirty states affected by the recent storm, you may be digging out and playing catch up. My plan for the week was to coach teachers in literacy in a district north of Chicago--needless to say, I didn't make it. With three unexpected days at my desk, I was able to do a little planning around my own learning for the rest of the school year. If you are like me, you may neglect yourself as you stretch to meet the needs of so many others. But when we do take a little time for ourselves, it often reminds us of how important good professional development truly is.

You may already know about our institute titled, Getting Results from Student-Centered Coaching coming to Denver on May 19-20, 2011. It will be an intimate learning experience that will include opportunities to dialogue across districts, observe in Denver-area schools, and plan a strategy for using data to drive coaching. Slots in the secondary observation is filling up, so register now if you are interested. Get more info at: www.sparkinnovate.com.

Another great source of support for coaches, teachers, and school leaders is Choice Literacy at www.choiceliteracy.com. They provide workshops in both literacy and coaching and their website is loaded with wonderful videos from classrooms across the U.S.

And lastly, another terrific resource for coaches and school leaders is the Literacy Coaching Clearinghouse, sponsored by IRA and NCTE. Check out their online resources at www.literacycoachingonline.org. I love their short briefs and use them with teams of coaches on a regular basis.

After you dig yourself out of the snow and ice, make yourself a cup of hot cocoa and a plan for your own learning. It's worth it.

From ‘Have to’ to ‘Get to’

2011-01-25T18:19:00.000-08:00

My favorite session at the Learning Forward Annual Conference (formerly NSDC) was a keynote by Michele Norris from NPR’s All Things Considered. We’ve all sat in enormous ballrooms with PowerPoint presentations flashing on huge screens towards the front of the room—educational wonks sharing their latest research findings. Norris was different. She quietly walked to the lectern and had a conversation with a room of hundreds of people. She shared her respect for educators taught to her by her grandfather when she was a young girl. She encouraged educators to share the good work they are doing to counteract the negative opinions about teachers that are out there.

I’ll never forget a story she shared about a teacher she met in Denver bookstore during a recent signing for her new book. The teacher engaged her in conversation and asked what she had planned for the evening. Norris shared that she ‘had to’ fly to a new city the next day so she was planning to get to bed early. The teacher responded, “Why don’t you change the ‘have to’ to ‘get to”. Norris glanced at the long line of people waiting and made the change, ‘Ok, I get to fly to a new city tomorrow for another signing.’ Thinking she was done, she smiled and nodded. The teacher said, ‘Good, now try a few more.’ Norris thought a moment and said, ‘Ok, I get to feed my children breakfast. I get to go to work.’ Then it hit her. She gets to do these things. As an educator for almost twenty years this gives me pause. It was an ahha moment that we should cherish our profession, cherish our families, and cherish our lives. It is so easy to get mired in the abyss of negativity but that simple turn of a phrase changes everything, leave it to a teacher to share that important lesson with us all.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

My New Year's Resolution: Creating Effective Teachers

2011-01-05T09:52:00.001-08:00

Having worked in the professional development arena for over a decade, I am glad that teacher effectiveness is finally being recognized as one of the most important factors for raising student achievement. But as I hear more of the national conversation, I’m noticing very little discussion about how to actually support teachers to become more effective. The focus, it seems, is on recruitment and staffing rather than providing support and leadership to teachers. There is nothing wrong with trying to hire great teachers out of the chute, but I would argue that we have to make an impact with an existing staff as well. Some strategies are:

Create systems for teachers to improve through common planning time and regular collaboration. It seems like a no brainer but there are actually schools where this isn’t the norm. When it comes to allocating time for collaboration, keep both quantity and quality in mind. Ensure that collaboration is; needs-based, well facilitated, and driven by goals for student learning.

Hold teachers accountable for growth among students and themselves. We can’t just measure improvement based on how teachers have changed their instruction. A more important question is how such changes are impacting students.

Set targets for student learning that are both rigorous and measurable. When teachers operate from assumptions about where students should be at any given time, it creates an unlevel playing field in which the expectations for students vary from classroom to classroom. This perpetuates the reality that some kids luck out with teachers who know where they should be and how to get them there, and others end up in classrooms where the teacher knows neither.

Monitor student growth through data teams, student-centered coaching, and formative assessments. Teachers who understand that formative assessment is embedded into everything they do with kids (rather than as something that they are forced to do at the end of the trimester), they are more prepared to move their students towards the learning targets.

Focus professional development on moving students towards the learning targets. With the targets and formative assessments in place, student-centered coaching and professional development plays the ever-so-important role of moving the students towards those targets.

Carefully select curricular materials that match the needs of the student population and work together in a seamless manner. A curriculum that aligns (rather than distracts from) the learning targets becomes a vital set of resources to move student learning forward, rather than as something to be plowed through irrespective of where the students are in relationship to the learning targets.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

NSDC/Learning Forward Annual Convention

2010-12-02T18:52:00.000-08:00

Anyone heading to the NSDC/Learning Forward Annual Convention in Atlanta next week? If so, I'll be there and would love to connect. Also, stay tuned for a post after all of the great learning I'll be doing.

For more information, visit www.sparkinnovate.com.

There’s a Book for That!

2010-11-11T09:19:00.000-08:00

A friend and literacy coach in the Chicago area has just launched a terrific website to share books and how they can be used in the classroom. Teachers often ask me if I have a list of great books and now I am happy to say I do. I will tell them to check out www.bookforthat.com and you should check it out too!

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Interesting New Report on Formative Assessment

2010-11-11T09:12:00.000-08:00

As states and districts attempt to more closely monitor student progress, some are warning that we are losing sight of the real purpose and definition of formative assessment. Read the Ed Week article:

http://www.edweek.org/ew/articles/2010/11/10/12assess.h30.html?tkn=TNTFgrGAAaTla7uAp2cnfPpuQpnZqTq%2BoFyD&cmp=clp-edweek.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

The Role of the Teacher Leader

2010-10-14T10:01:00.000-07:00

I’ve been thinking recently about the role of the teacher leader. With recent cutbacks in educational funding, some districts are seeking out leadership among the teachers in their schools and districts. As a proponent of creating school cultures that tap into the knowledge, skills, and passion of our educators, I think, “Hooray.” But at the same time I have concerns about how to productively tap into teacher leaders. Here’s what I’ve been thinking:

1- If we choose to foster teacher leadership, we have to be careful to view all teachers as leaders. If we fail to do so, we may damage the school culture by creating an inner and outer circle within the staff.

2- It’s not always about serving on a committee. Finding where teachers’ knowledge, skills, and passions lie, is best accomplished by building relationships and through conversation. Simply asking the question may provide insight into possible areas for teacher leadership.

3- Budgeting for teacher leaders to engage as leaders is something that can give teacher leadership wings. Simply setting aside money for books, release time, and materials make learning among teachers far easier.

4- We have to be sensitive to the fact that many young teachers have young families and may be willing to engage as a leader for a short period of time, rather than on a consistent basis.

5- Teacher leadership thrives when it is fostered by the school leader. By thinking of the staff as a resource in its own right, changes the tone of a school and opens up possibilities that may not have been considered in the past. That said, the school leader also must channel teacher leadership in a positive direction so that it doesn’t become a vehicle for teachers to take the school off course.

Here are some ideas for creating teacher leaders:

1- When tackling challenges related to instruction, ask teachers to share ways they are going about resolving their issues. An example of this is a teacher I know who is struggling with teaching spelling. Rather than looking for resources in isolation, she has reached out to other teachers who are having this problem (which there are many) to see what they are doing and share strategies. This is teacher leadership.

2- Encourage teachers to open up their classrooms to one another for informal observations. By taking this step, teachers can move beyond their four walls (or even their grade level) to broaden their view about teaching and learning. All teachers can be encouraged to participate, as all teachers have something to offer their colleagues. This is teacher leadership.

3- Ask teachers to share books or favorite quotes from their professional reading during staff meetings or collaboration times. This sets a tone of scholarly inquiry and allows teachers to inspire one another. This is teacher leadership.

4- Teachers aren’t always comfortable facilitating adult learning. But with a few strategies and protocols, they can take the lead on small group learning sessions. This is teacher leadership.

Roland Barth has argued that we should create school communities that regularly share craft knowledge. He writes, “Once the exchange of craft knowledge becomes institutionally sanctioned, educators no longer feel pretentious or in violation of a taboo by sharing their insights. A new taboo—against withholding what we know—replaces the old. Repeated practice soon embeds generous disclosure of craft knowledge into the culture of a school or school system.

This is teacher leadership

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Race to the Top Round 2 Winners

2010-08-24T10:12:00.000-07:00

Reposted from Education Week by guest blogger Sean Cavanagh

Here's the final, confirmed list of winners. The department has also released the dollar amount each state is slated to receive, and their point score:

•District of Columbia: $75 million. Score: 450.0
•Florida: $700 million. Score: 452.4
•Georgia: $400 million. Score: 446.4
•Hawaii: $75 million. Score: 462.4
•Maryland: $250 million. Score: 450.0
•Massachusetts: $250 million. Score: 471.0
•New York: $700 million. Score: 464.8
•North Carolina: $400 million. Score: 441.6
•Ohio: $400 million. Score: 440.8
•Rhode Island: $75 million. Score: 451.2

The U.S. Department of Education confirmed the 10 winners of the second round of the Race to the Top competition late this morning as the news trickled out state by state from members of Congress, who were notified first.

Results and Respect—how can we do both?

2010-08-24T09:58:00.001-07:00

My inbox is busy again—a sure indication that my colleagues are finding their way back to their desks from the beach or pool as summer winds to a close. As our tans fade and we get back to the serious business of teaching and learning, I’d like to welcome you.

Lately, I’ve been thinking a lot about how we can design coaching and professional development in a way that gets results but also respects and values the adults in our schools. We know how to do this from our work with kids. The more we honor and challenge them, the more we can get out of them. So let’s start the year thinking about what we know works with our students, like choice and ownership, and translate those concepts to what we do with teachers. Let’s do the hard work of setting norms and expectations on the front end of the school year so that teachers know what we expect of them. And let’s celebrate the learning that takes place.

As a coach, principal, or district leader, what practices do you use to design a learning community that is based on respect and results? Please share your thoughts.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Recommended Blog- Kim Cofino’s Always Learning

2010-07-09T09:47:00.000-07:00

If you haven’t discovered Kim Cofino’s blog titled Always Learning I would recommend you check it out. In her latest post, Kim provides alternatives to the typical workshop that keeps you running from session to session. Instead she provides techniques for designing workshops around making connections both to the content as well as with your colleagues. You can find her blog at:

http://kimcofino.com/blog/

Teachers Who Collaborate are Better Prepared—No Surprise There

2010-07-01T09:53:00.000-07:00

The following article by Teacher Magazine details how the National Commission on Teacher and America’s Future is strongly encouraging schools to establish learning teams. As many of you know, learning teams have been in existence for some time (Critical Friend’s Groups, Professional Learning Communities, etc) and it is no surprise that they are a great support for teachers. But it is nice to read the following article as it supports the important work that we do to create scholarly learning communities for teachers.

http://www.edweek.org/login.html?source=http://www.edweek.org/tm/articles/2010/06/29/plt_nctaf.html&destination=http://www.edweek.org/tm/articles/2010/06/29/plt_nctaf.html&levelId=1000

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Summer Reading Book Review- Whatever it Takes: Geoffrey Canada’s Quest to Change Harlem and America. Written by Paul Tough

2010-06-30T11:58:00.000-07:00

If you are looking for some good summer reading, I would recommend Whatever it Takes by Paul Tough. Tough is a journalist and editor at the New York Times Magazine. In Whatever it Takes, he chronicles the work of Geoffrey Canada and the Harlem Children’s Zone. You may have seen Canada in an American Express commercial where he shares his belief that if we provide high quality health, education, and parent support from birth through graduation, we can create conditions in which even our most poverty-stricken communities achieve. Canada calls this approach ‘the conveyer belt’. And the data indicates that this approach works, with children from the Harlem Children’s Zone outperforming the rest of NY state in reading and mathematics. Tough writes,

“But in the end, what really persuaded me that the Harlem Children’s Zone was such a promising model was not just the results that in Harlem; it was also the surrounding research, a slew of recent studies by economists, sociologists, psychologists, and neuroscientists, much of which I’ve explored in this book and all of which independently points, as I read it, toward a set of solutions very much like the ones Geoffrey Canada has chosen to follow. To change the trajectory of a poor child in an inner-city neighborhood, this research shows, you need to: intervene early in the child’s live; continue to intervene throughout adolescence; give him extra time in school and extra support outside of school; involve his parents if possible but be prepared to compensate for their absence; focus on improving his cognitive skills but also nurture his noncognitive, social, and emotional skills (p. 282).”

It seems to me that a perfect summer read for any educator is one that presents hopeful solutions to the challenges we’ve been grappling with for decades. If you choose to read this book, you will be inspired and energized to continue serving our children well.

Whatever it Takes by Paul Tough is published by Mariner Books (2008).

© Spark Innovation, all rights reserved.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Confidentiality and Coaching

2010-06-04T15:45:00.000-07:00

Coaching is a system of non-evaluative support for teachers. So how does a coach respond when a principal asks for a report on who is (or isn’t) doing what is expected? Is it ethical for a coach to claim client confidentiality when the teacher is a part of the school community? And if a coach does provide information, how will it affect the trust they’ve worked so hard to build with teachers?

A friend who is the principal in a large, urban high school in Denver once challenged my views about confidentiality and coaching. As the school leader, he believes that he has the right to be fully briefed on what is going on in the school. At the time, this statement made me feel uneasy because for years I had been operating under the belief that coaching was purely confidential. I wondered how to have these conversations while protecting trust and respect for teachers and began to think that rather than discussing ‘who is doing what’ can we move a school forward by answering the following questions:

1- Is there a clear goal in place for students throughout the school? If not, what would it make sense to work on as a school for a period of time? Ideally the goal would have two levels—student learning and teacher practice.

2- Does everyone know what the goal is? District leaders, principals, teachers, coaches, and even the students? How do we make our goal public to hold ourselves accountable?

3- How will we collect data to measure progress and make adjustments along the way?

4- How will the school leader make time to spend time in classrooms to identify growth among students and teachers?

When there are clear answers to these questions, dialogue around teaching and learning becomes possible and it becomes less about what people should or shouldn’t be doing, and more about how their work is moving everyone’s learning forward.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Death to the Powerpoint? Not yet.

2010-05-24T12:48:00.000-07:00

Researcher Jon Sweller, a specialist in cognitive load theory famously said, “The use of the PowerPoint presentation has been a disaster. It should be ditched.” In some respects, I agree. I agree that the way PowerPoint has been used—by me included—has failed to match what we know about brain research and learning. Long lists of bulleted information, a presenter who stands at the front of the room saying exactly what you find on the screen before you, and listeners writing notes on their very own copies of the very same slides is hardly how most of us learn best. But for those of us tasked with presenting to others, what’s the alternative?

A few years back, I stopped using PowerPoint altogether because I never felt like it allowed me to interact with people in a natural way. As an alternative, I began using an agenda and handouts. Though I was able to provide lots of content this way, it failed to provide me with structure or creativity.

I needed a fresh take on presentation design and came across a book titled, Presentationzen: Simple Ideas on Presentation Design and Delivery by Garr Reynolds that has gone a long way in answering these questions. The timing was perfect because I was in the midst of creating a two-day presentation for teachers, and found the following ideas from Garr to be particularly useful:

1- Make slides that reinforce your words, not repeat them.

2- Use images, coupled with a few words, to illustrate your point.

3- Use no more than six words on a slide. (I’m still working on this one)

4- Keep it simple, and avoid the bells and whistles.

5- Do not hand out the slides themselves, but instead provide the audience with a written document that provides the content such as; the stats, ideas, and lists.

I have to be honest, designing a presentation in this way felt foreign and uncomfortable. But as luck would have it, I was able to see these practices in action in one of the least expected places. I was asked to serve as a panelist for projects created by the graduating seniors from the Denver School of Science and Technology (DSST), and was a little bit embarrassed when the high school seniors were using these principles in their presentations. But it was a wonderful opportunity because as an audience member, I was able to experience the impact that a simple, clear, and image-based presentation can make.

When I found my way back to my desk, I scrapped my original PowerPoint and started from scratch. I thought about what the big ideas were that I wanted to get across and laid those out on a written document. Then I chose selected images and a few words to represent each of the ideas. For example, when I wanted to speak about balancing reading instruction between comprehension and phonemic awareness, I found an image of a teeter totter and wrote the word ‘Balance’ on the slide. When I arrive at this slide, I will remember to discuss this concept, knowing that more details are provided on the handout. It was fun to look for images to use, and was far more creative than any work I’ve done lately. I found the following websites to be useful for finding images that were mostly free to download and high quality.

Flickr Creative Commons Pool (www.flickr.com/creativecommons)

Image After (www.imageafter.com)

Stock.xchng (www.sxc.hu)

Garr writes, “To amplify, simplify.” I like that mantra and plan keep it in mind when creating presentations. PowerPoint isn’t dead, just reincarnated.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

What is a Coaching Cycle?

2010-05-12T09:29:00.001-07:00

Organizing coaching into cycles helps coaches create a structure for their time in a way that drills down to impact student learning. Coaching cycles have the following characteristics:

One-On-One Coaching Cycles:
• One-on-one coaching cycles involve in-depth work with a teacher or pair of teachers, lasting approximately 6-9 weeks

• One-on-one coaching cycles include a weekly planning session
(30-50 minutes) and 1-3 times per week in the classroom for co- teaching, modeling, or observation

• One-on-one coaching cycles focus on a goal for student learning that comes from either formal or informal student data

Small Group Coaching Cycles:
• Small group coaching cycles involve a small group of teachers who are focused on a shared set of goals for student learning

• Small group coaching cycles consist of ongoing conversations on a specific area of focus for approximately 3-6 weeks

• Small group coaching cycles focus on a goal for student learning that comes from either formal or informal student data

• Small group coaching cycles are led by a coach and involve a variety of professional development activities

© Spark Innovation, all rights reserved.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com.

Data-Driven Coaching: Assessing the Impact of Coaching Cycles

2010-05-12T09:27:00.000-07:00

Coaches are busy, and there is no doubt they work very hard. But even with all of that hard work, they often wonder if they’ve made an impact. This can be a frustrating reality for coaches, especially since many come from the classroom—an environment that is rich in data and feedback. It can also be disconcerting for school and district leaders who want to know that coaching has been worth the investment.

A data-driven and outcome-based approach to coaching involves the following framework:

1- The teacher and coach determine a goal for student learning that will be the result of a coaching cycle. Tip: Get specific and use the following language, “Students will…”

2- The teacher and coach determine how they will measure student learning at the beginning and end of the coaching cycle. Tip: Work together to create an informal assessment or use an existing assessment tool. Use the assessment to guage student proficiency at the beginning of the coaching cycle for a baseline.

3- After determining a baseline for students, the teacher and coach create a plan for how the instruction to close any identifyed gaps. Tip: Be open-minded when generating an instructional plan.

4- The teacher and coach implement the instructional plan over a series of weeks. Tip: Throughout implementation, the teacher and coach reflect together on how the students are responding and how to adjust to better meet their needs.

5- At the end of the coaching cycle, the teacher and coach reassess the students. Tip: Use the same assessment tool to compare how the students as a result of the teacher and coach collaboration.

6- The teacher and coach identify the practices that the teacher is using as a result of the coaching cycle. Tip: Observation of the teacher by the coach and principal is an effective way to measure what changes have been put into place.

If you’d like to know more about coaching cycles, please see the next post!

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Data and Development Coaches are a Key Component of Delaware’s Plan for Race to the Top

2010-04-20T13:27:00.000-07:00

Delaware’s winning Race-to-the-Top plan includes both data coaches and principal development coaches as components of their overall plan for increasing student achievement. This is exciting news for those of us who have been advocating for a data-driven approach to teacher development. It is also refreshing to hear that the important work of coaches is valued by the key decision-makers in education.

How this looks in Delaware will depend on the state’s vision and definition of coaching, as well as on the capacity of the state to recruit and develop a highly qualified team of coaches. That said…the inclusion of data and development coaches in their plan has the potential to frame coaching in a way that can truly make an impact on student learning.

Coaching is still on the front burner in the world of educational reform and let’s keep it there by continuing to set our sights on a data-driven approach that involves the school leader, teachers, and our students.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Richard Allington Tackles RTI

2010-04-14T12:27:00.000-07:00

As an expert in early reading, Richard Allington is a voice of reason when it comes to RTI and its potential to dramatically impact struggling readers. Please don’t miss this interview of Allington, featured in today’s EdWeek Update. It’s a must-read for all educators.

http://www.edweek.org/tsb/articles/2010/04/12/02allington.h03.html?cmp=clp-edweek

We're on Facebook!

2010-04-14T12:25:00.000-07:00

Student-Centered Coaching is now on Facebook. Become a fan and stay connected.

The Seven Norms of Collaborative Work

2010-04-12T12:17:00.000-07:00

So often we pull teachers together to collaborate but never set norms regarding how they will interact, communicate, and learn from one another. This is particularly ironic since as teachers, we know to do this with our students and spend countless lessons teaching them these precious skills.

Many of you are familiar with the Seven Norms of Collaborative Work (Bill Baker Group Dynamics, Berkeley) and have probably used them in your work with teachers. I was recently asked to paint a picture of how these norms look in action, which made me think about how they look within collaborative groups and how that compares with how they look for coaches working with individual teachers. Here’s what I came up with:

Seven Norms of Collaborative Work in Action

Norm

What it Looks Like in Action

Pausing

Pausing before responding allows time for thinking and enhances dialogue, discussion, and decision-making.

In Group Work: Group members engage thoughtfully in the conversation by taking time to think and reflect before responding. This requires participants to slow down, listen, and weigh the thoughts of others before sharing their own thinking. To promote this behavior, the facilitator may use practices such as; reflective writing/journaling at specific points in the conversation, reminding group members to resist the temptation to solve a problem right away, and using protocols that build in time for each person to contribute.

In Coaching Conversations: The coach listens attentively to the teacher before responding with the ‘right’ answer. The coach also recognizes that coaching conversations are more meaningful when both the teacher and coach are provided with the opportunity to share their knowledge and ideas over time.

Paraphrasing

Paraphrasing allows us to hear and understand each other as we evolve in our thinking.

In Group Work: When a lack of clarity exists around what is being shared by a colleague, participants regularly paraphrase what was said and seek confirmation that the message of the listener is being understood. Examples of paraphrasing stems include; “I think what I’m hearing you say is…” or “It sounds like you are saying…”

In Coaching Conversations: The same strategy readily applies to coaching conversations. Using similar stems, the coach may paraphrase what was shared to confirm that the teacher was understood and move the thinking forward.

Probing

Using gentle open-ended probes or inquiries increases clarity and precision of a person’s thinking.

In Group Work: Group members regularly probe one-another to enhance the overall learning of the group. Probing is honest, open-minded, and has the sole purpose of clarifying and enhancing the work of the group. Examples of probing stems include; “Please say more…” or “Can you tell me about…” or “Then, are you saying…?” Effective probing does not include; leading questions, questions that are driven by a personal agenda, or suggestions that are disguised as probing questions.

In Coaching Conversations: When used effectively, probing is a non-threatening process that deepens and extends the learning of both the teacher and coach. Examples of probing stems for coaching are; “Why do you think the students responded in this way?” “Tell me more about this…” “What can we learn from the student work to enhance our thinking?” “I’d love to hear your thinking on this, tell me more…”

Putting Ideas on the Table

Sharing ideas are the heart of meaningful dialogue. However, one must remain open-minded and thoughtful in relationship to the ideas that are being shared by themselves and others.

In Group Work: Group members understand that there are many solutions to any given problem and are encouraged to toss a variety of ideas on the table during a conversation. Examples are, ““Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “I’m just thinking out loud…”

In Coaching Conversations: In order to validate and learn from teachers, coaches begin most conversations by soliciting ideas from the teacher before sharing their own ideas. Later in the conversation, a coach may share an idea or two using the following stems, “One thing that might make sense is…” or “What do you think about…”

Paying Attention to Self and Others

Meaningful dialogue is facilitated when we are aware of both what we are saying as well as how others are responding.

In Group Work: Group members demonstrate this norm by staying conscious of how their behavior affects the group. A common example is group members who may choose to speak too often or not often enough in group settings. By making a group aware of this norm, participants learn to adapt their behavior accordingly.

In Coaching Conversations: Coaching conversations, like all conversations, are a back-and-forth dialogue in which the two people respond and adapt to one-another. By paying attention to self and others, the coach adjusts throughout the conversation, and may do so by drawing upon other norms including; pausing, probing, and paraphrasing.

Presuming Positive Intentions

Assuming that a colleague’s comments, questions, or statements are coming from a positive place promotes and facilitates productive dialogue and eliminates unintentional resentment, hurt feelings, and misunderstandings.

In Group Work: Though group members may disagree with a colleague, the underlying sentiment is that they believe that the intentions of that person are positive. Groups that don’t demonstrate this norm bring judgments and negative viewpoints of their colleagues into group dialogue. Groups that demonstrate this norm may use the following stems, “I appreciate what you are saying…” “What you are saying makes sense because…” “I understand that with your background, this is how you view the situation. However…”

In Coaching Conversations: Coaching is driven by respectful and trusting relationships and when a coach carries a negative view of a teacher, it shows. Coaches who demonstrate this norm are open-minded about both the teachers with whom they collaborate as well as regarding how any given problem might be solved.

Pursuing a Balance Between Advocacy and Inquiry

Maintaining a balance between advocating for a position and questioning one’s own position assists the group in becoming a learning organization.

In Group Work: We all carry baggage and groups are no different. Effective groups refrain from pushing a personal agenda and instead regularly question their position throughout the learning process.

In Coaching Conversations: Coaches also benefit from maintaining a position of inquiry in their work with teachers. Even in situations where the coach’s role is to promote a specific program or curriculum, there is still room to question and analyze. When we approach coaching myopically—or as there being one way of doing things—we’ve lost sight of this norm.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Please Join in the Conversation—Tips for Logging In

2010-03-26T08:36:00.000-07:00

Keith’s post this week reminded me of the power of a conversation with varying points-of-view. I’m hearing from many of you who are enjoying reading this blog, and some have had questions about how to log in. To join in the conversation, please follow these steps. I'd love to hear from you.

1- If you have a Gmail account you can log in using your Gmail user name and password.

2- If you don’t have a Gmail account, go to the main Google page (www.google.com) and select Gmail to get to the page to set up a free account that will allow you to sign in.

3- If your district blocks Gmail you may have to do it from an off-site computer.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Ownership Matters in the Pursuit of a Cohesive Curriculum

2010-03-22T09:10:00.000-07:00

When it comes to developing curriculum we sometimes have to make tough choices about ownership. For the sake of cohesion, a school district may purchase a curriculum or program. May choose a select group of individuals to write the curriculum and use coaches to support teachers in the implementation process. Or, for the sake of ownership, a district may choose to directly involve teachers in the process of developing curriculum.

Margaret Wheatley is famous for saying, “People support what they create,” a statement that aligns with the philosophy of the principal at Prairie View Elementary (Wentzville, MO). When the school faced the task of creating Units of Study for Reading, Matt wanted the teachers to be a part of the process but he also knew that they would need support to pull it off. We’ve just finished our first session of three, and the teachers are enthusiastic and (need-I-say) fired up to continue this important and challenging work. They see the value of what they have created and can’t wait to put these units into action in the fall. Here’s our plan:

1. Cluster the state reading standards into unit groups

2. Identify and map the units for each grade level

3. Write learning targets for each unit of study

4. Work collaboratively to write a few sample lessons for each unit of study

5. Integrate strategies to differentiate for various student needs within each unit of study

6. Develop assessments to be used at the beginning and end of each unit of study

We could have visited Amazon.com to order units of study to disseminate to the teachers at Prairie View. But in my experience, if we took this approach, the implementation process would become uneven and challenging because each teacher would have to personalize the units to their own classroom contexts. By developing the units themselves, the teachers at Prairie View will have a much deeper understanding of the purpose and meaning of what they create. Though they will still need support in the implementation process, the meaning is there.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Thanks to Race to the Top, Teacher Quality is Now Front and Center...But Where’s the Danger?

2010-03-15T17:48:00.000-07:00

Fifteen states and the District of Columbia have been named as finalists for Race to the Top educational grants. In Colorado, where I’m from, the conversation has become wholly focused on defining what makes a ‘high quality teacher’. You see, receiving grant funding requires this component and our educational leaders are hamstrung on how to define something that is easy to recognize but hard to name.

You’d think that as an advocate for supporting teachers through school-based coaching, that I’d be happy to hear that our leaders are finally recognizing that teacher quality is the most important factor in student success. But I’m worried. I’m worried that if we don’t keep our students at the forefront of the conversation then their voices will be lost. And instead that we will resort to checklists and other generic formats for assessing good teaching. Formats that in reality, don’t transfer very well to the world of the classroom.

I believe that teacher quality can, and should, be the focus. But it must be within the context of student learning. And that the way we get there is by setting discrete and measurable goals for our students and working backwards to attain those goals. Sure, there are some specific things teachers can do to improve their instructional pedagogy. See http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html for more about this. But the truth is, good instruction is about knowing what you want your students to be able to do and carefully planning your instruction to get them there. This work isn’t always intuitive or easy and demands a school-based coach who can design and lead the process so that teachers can learn, develop, and achieve right alongside their students. Let’s just not forget them.

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

A Thought-Provoking Article on Teacher Quality

2010-03-08T08:49:00.000-08:00

The following article was published in the NY Times Magazine this week. It is a thought-provoking review of the state of education and the connection to quality teaching. Very interesting.

http://www.nytimes.com/2010/03/07/magazine/07Teachers-t.html

Learn more about Diane Sweeney and Spark Innovation by visiting www.sparkinnovate.com

Student-Centered Coaching

What Should I Be Reading?

Student-Centered Coaching in Action

Is My Coaching Making a Difference Whatsoever?

What is Student-Centered Coaching?

I Done This Today

A Great Day in Arkansas

My Reading List

Student-Centered Coaching is a Bestseller!

Not again, here I go leaving my comfort zone

Amazon Reviews for Student-Centered Coaching

Prezi vs. Powerpoint

Rigor from Kindergarten through Grade 12

We Have Lost a Beloved Educator and Friend- Bonnie Campbell Hill

Interesting Look at Education Today

A Literacy Coach Learns to ‘See’

New Look

Finally, a Comprehensive Study Measuring the Impact of Coaching on Student Learning

Shooting the Gap

Snow Days

From ‘Have to’ to ‘Get to’

My New Year's Resolution: Creating Effective Teachers

NSDC/Learning Forward Annual Convention

There’s a Book for That!

Interesting New Report on Formative Assessment

More on Presentation Design

The Role of the Teacher Leader

Race to the Top Round 2 Winners

Results and Respect—how can we do both?

Recommended Blog- Kim Cofino’s Always Learning

Teachers Who Collaborate are Better Prepared—No Surprise There

Summer Reading Book Review- Whatever it Takes: Geoffrey Canada’s Quest to Change Harlem and America. Written by Paul Tough

Confidentiality and Coaching

Death to the Powerpoint? Not yet.

What is a Coaching Cycle?

Data-Driven Coaching: Assessing the Impact of Coaching Cycles

Data and Development Coaches are a Key Component of Delaware’s Plan for Race to the Top

Richard Allington Tackles RTI

We're on Facebook!

The Seven Norms of Collaborative Work

Please Join in the Conversation—Tips for Logging In

Ownership Matters in the Pursuit of a Cohesive Curriculum

Thanks to Race to the Top, Teacher Quality is Now Front and Center...But Where’s the Danger?

A Thought-Provoking Article on Teacher Quality