Recently, I was asked, “what did you like about being an Instructional Coach?” It took seconds for the words to roll right off of my heart…. “When you are deeply passionate about education, the students, colleagues, and community you serve, coaching is the most meaningful opportunity to make an impact on instructional practices at the district, building, teacher, and student levels. Coaching is an opportunity to show schools they are capable of changing practices while honoring the ones that work for our students. Coaching creates spaces to reflect on the past, confront the present, and make plans to shape the future.”
If we are in education for the right reasons, we are continuously keeping students at the heart of decision-making and are working tirelessly to bring the mission and vision of our organizations to fruition. There are many professional learning opportunities that come our way as we embark on our educational careers. Some are more memorable than others, some you can live with, some you can live without, some you will forget, some you can implement in your classrooms tomorrow and stay with you for the rest of your career. Nevertheless, job-embedded professional learning is an opportunity to have dedicated professionals and thought partners, who are endlessly committed to your communities and can harness the talents of the educators in the systems in which you live. Investing in coaching is a form of professional learning capable of bringing out the best in people. It’s the opportunity to unwrap the strengths of others, lead with empathy, build human and social capital, and cultivate emotionally resilient educators. So, I ask: How can you use a coaching mindset to create the conditions for educators to recognize and develop their talents?
Instructional Coaching Mindsets Move Practice
Over time, I have developed a coaching mindset that is rooted in my experiences that guide this work. Investing in a coaching mindset can create the conditions to shift instructional practice, improve student outcomes, and encourage collaborative, reflective practice. A coaching mindset opens doors to deeper learning, paves the way for consistent application, and values cyclical, timely feedback. A coaching mindset is an invitation to grow, support, and distribute leadership across an organization while keeping the focus on teaching and learning.
My Instructional Coaching Mindset:
We Are All Connected at the Core: All of the people in your organizations are connected. We are all pieces of a puzzle that connect to bring a bigger picture to fruition. Everything we say and do has the potential to influence the present and the future. As a collective unit, there is never one person to blame. Therefore, it is a shared responsibility in working toward meeting your goals.
Meet People Where They Are: Lead the work with an empathy lens. Take the time to actively listen, understand, and value why people are where they are. This provides an opportunity to create targeted goals and shape the work in which you lead. Everyone starts somewhere, but they don’t have to stay there! Refrain from judgment and help that person move forward in their practice with integrity, compassion, and grace.
Trust is the Foundation: Your colleagues will not open up to you about their challenges and belief systems until trust is established. They have to know that you are keeping students and their interests at the center of the conversations. This will take time. Follow through on your words through action, be supportive in your responses, and keep concerns and struggles sacred.
Use Words Wisely: Words have the potential to create the worlds in which you are living in. Be mindful of your word choice when responding to the strengths, hopes, and needs of the people you are supporting. Your vision can only be fulfilled if you lead with intention and speak with purpose.
Be Present and Patient: It is easy to be concerned and frustrated when you aren’t seeing the goals you are working toward happen fast enough. Repeat after me: Meaningful change and growth takes time. AGAIN…MEANINGFUL CHANGE AND GROWTH TAKES TIME! When you work with people and kids in education, time is undefined. It’s the process that matters. It’s the work you are putting into rowing towards your destination. Be present, keep focused on the goals, let go of impatience, and the results will come!
Let the Journey Guide You: When embarking on the coaching journey, understand that there will be unexpected turns along the way. To continue on the journey of transformation, lean into those unexpected turns with kindness, compassion, and curiosity. Be responsive, not reactive and embrace the learning process.
No matter what your role is in education, how can you use a coaching mindset to bring out the best in those you serve AND how can you become aware of your own mindset before you help others define theirs? Everyone is capable of enhancing their practices. Are you ready to invest in an instructional coaching mindset that creates spaces to reflect on the past, confront the present, and make plans to shape the future of education?
My leadership journey has paved pathways that have pointed me to new directions and places I never knew existed. With the help of the universe, the turns I have chosen to take have brought me the clarity I’ve needed to stand in my beliefs, have grounded my purpose, and have fulfilled my vision of what it means to be the great leader I am striving to be.
In the midst of my journey, I have made conscious choices about the actions I have chosen to take. These actions ultimately have the potential to unlock greatness and shape the belief systems of the people I am fortunate to serve. Do you ever ask yourself if how and what you’re doing will make a positive contribution to the community of educators and people you serve? How will those actions cultivate the leader you are continuously striving to be?
Great leaders aren’t the ones who know it all. They are the people who recognize the value in others and work towards building capacity within. They see the potential in those they serve and know there is no limit to adding value to their team. They are not jealous, competitive, or divisive; rather, they are confident, collaborative, and inclusive. Great leaders have the vision to see what is possible even when things feel impossible. They are able to identify problems and work towards solutions WITH a team. They don’t see titles, they see people. Great leaders know no hierarchy. They don’t see talent as competition. They see it as an opportunity to help them become better. Great leaders are servant leaders, not ME leaders.
What actions have you taken to recognize the value in others and work towards building capacity from within?
Include others in decision-making and conversations. Give them a seat at the table. Be a sounding board, a thinking partner, a coach. Refrain from making decisions that directly impact people and kids without actively listening to their viewpoints and ideas. It can be dangerous and offensive to make decisions solely based on a single thought or idea through a one minded lens. LISTEN to the people enduring various experiences on the frontlines. They are living things you cannot see, can be your ears to the ground, help you identify root causes, and develop the most practical, reasonable solutions. Perspective taking helps you read the room and make collective decisions. Your team will help you implement and communicate future plans when they feel like they played a vital role in creating them.
How have you included the perspectives of others when developing and implementing ideas that support the mission and vision of your building and/or District?
Be the leader who empowers others to see their gifts and utilizes them as a strength to improve the social, emotional, and intellectual growth of colleagues and students. Give those individuals the courage to share their talents with the greater educational community. Celebrate risk-taking, failure, and innovative practices that can be courageously unwrapped in classrooms, buildings, and school districts. Help people ride the waves of change by catching a wave with them and sharing how that experience unfolded. Transformation is possible when we lead with empathy, encourage others to be mindful and intentional with their actions and work to ensure that students and adults in learning spaces are elevated, celebrated, and pushed to discover and reach their personal and professional goals.
When have you empowered colleagues and students to discover their gifts and utilize them to improve the social, emotional, and intellectual growth of others?
Shine the Light
Great leaders don’t need the recognition or credit for the impact they are making in a system. They find it more rewarding to elevate the work of others. They inherently want others to do better because it makes everyone around them better. In George Couros’latest blog post, he shares, “But as I grew in my work, I realized that the best leaders find success in lifting others. When you lift others in a leadership role, the reality is that you do better because those around you do better.” Other people should not serve as obstacles on your journey because they are doing amazing things. Be advocates for those people and help them shine. Their light will illuminate other ideas, bringing them to the surface to benefit our most precious stakeholders, our students!
How have you shined the light on others to elevate them and help them flourish and grow?
Pave the Way
One of the most important jobs of a leader is to hire the right people, and then mentor, guide, and help them spread their wings so they can fly. In the book She Leads: The Women’s Guide to a Career in Educational Leadership by Dr. Rachael George and Majalise Tolan, they share “Never underestimate or devalue your path to the leadership position you desire.” Great leaders will help you identify your goals, embrace the journey, and bridge knowledge gaps. Look around you, there are many educators and leaders who can serve as resources to help you grow. Another idea Couros shares is, “At some point, even encourage them to move on and lift others and do the same things. Ambition in leadership is not bad as long as that ambition leads to others being better because of you.” These actions can help great leaders witness the learning, commitment, growth, and fearlessness of others as they help pave the way to greatness.
What are some examples of how you have paved the way for others to identify and pursue their personal and professional leadership goals?
Invest the Time
“So how is it in your new role, Lauren?” is a question I am often asked as a new assistant principal. I appreciate how others find the time in their busy days to check-up on me, but I also recognize that we create space and time for people and things that matter to us. The truth is, I love what I do. The universe placed me just where I needed to be with having mentors around me to help me persevere through any hurdles I’ve faced. I am appreciating the leaders around me at all levels in my organization who care deeply about kids, people, community, transformational leadership, and learning. They are vision builders who embrace a systems thinking philosophy and leverage the impact we can have on one another to facilitate growth in the broader educational and social systems in which we live. Our mission and vision is clear; we live it in our everyday conversations, district priorities, and practices we suggest and employ in our classroom and building environments. They make it a priority to invest time in their leadership team by providing professional learning experiences that will help move their own practices forward to amplify the voices and practices of others.
So, I ask you…
What can you do to harness the talents of others to develop the next generation of leaders?
This is my 16th year in education and it is safe to say that my growth and development as a human being and educator rests on the shoulders of those who generously took the time to ask me about what worked well and what didn’t. They gave me the time and space to freely collaborate, think, reflect, and embrace my successes and failures (and there were many). When considering all of the productive conversations I have had about teaching and learning, I have discovered that there were a handful of observations that lifted the level of my instruction and landed at the forefront of my mind. I have been formally observed approximately 35 times over the course of my career. The conversations that moved me forward weren’t necessarily the ones that involved a formal write-up or rubric. It was the in-the-moment dialogue, the reciprocal nature of those meaningful exchanges, and the authenticity of the process that led me to taking new paths to a destination.
Shifting the Observation Narrative
I’ll admit, the trajectory of my career has been beautiful. Having served many communities in different roles, I quickly recognized that each building had a wide range of strengths and opportunities for growth. Having been a teaching assistant, classroom teacher, elementary and middle school literacy specialist, instructional coach, and mentor coordinator K-12, these experiences have collectively afforded me opportunities to speak with a plethora of administrators, teachers, mentors, students, and families who have impacted the way I approach teaching and learning. Throughout this time, I have considered many different perspectives, sifted through various curricula, collaborated on the writing of curricula, have attended and presented many professional learning experiences, and have coached and taught many teachers and students. I have also recognized that every educator adds value to a conversation, and those who serve on the frontlines have tremendous insight into where they need to grow. As I stepped into the role of assistant principal this year, my journey has led me to think about how I can shift the narrative of observations and ask myself, How can I be the administrator I always needed during the observation process? AND How can I capitalize on my teaching and coaching experiences to elevate and support the educators I serve?
I have always appreciated the role of a coach, a thinking partner, a knowledgeable colleague who can help me see things differently than I may have seen them before. Before I proceed, allow me to share Jim Knight’s definition of a coach from his website:
Grounding the Work
An instructional coach is a dedicated partner for teachers, providing evidence-based practices that improve teaching and learning so students everywhere can be more successful.
Before I share some ideas, let me be clear that I am not embarking on this work alone. My principal and I are approaching observations through a coaching lens together. This is a shared experience that will ultimately support and cultivate a culture of collaboration that will directly impact student achievement. As we move this important work forward together, we recognize that this is a journey and we have only planted the seeds for experiences we will continue to develop and grow.
Observing Through a Coaching Lens: 8 Ideas to Lift the Level of Conversation & Transform Practice
Less Evaluative and More Collaborative: Approach conversations as a thinking partner. There are no titles in teaching and learning discussions. Keep the conversations focused on the learner and the learning. In the book Innovate Inside the Box by George Couros and Dr. Katie Novak, George identifies 3 critical areas for learning by educators and why they are crucial. 1. Learn about our students 2. Learn for our students 3. Learn from our students. The same applies during a collaborative conversation between an administrator and teacher: 1. Learn about our teachers 2. Learn for our teachers 3. Learn from our teachers. There is no one who knows themselves and their learners better than the teacher themselves.
Root in the Mission and Vision: When I was onboarded to the assistant principal role, one of the 1st documents my principal shared with me was the District’s mission and vision. I am still in awe of the time, thought, and collaborative effort that had gone into creating this document. This isn’t a document that is simply just posted on the District website. This is a document that lives and breathes in every conversation we embark on. The language and meaning are easily embedded into observations, informal conversations, professional learning experiences, and presentations. In discussing teaching and learning with teachers and planning instruction, we look back at the mission and vision together and intentionally reflect on student outcomes. Is the planning, process, and evidence a reflection of what we believe in as a school District?
Bridge Building Level Goals: When discussing the mission and vision, it is vital to communicate and bridge the building level goals with the discussion. As teachers are planning, executing, and responding in real time during lessons, having a building level focus such as “student-generated questioning” or “enhancing evidence-informed practices” or “delivering intentional small group instruction” (to name a few) can keep the goals of the conversation grounded and the planning and preparation more focused.
Target Priority Standards: It is recognized that there are a significant number of standards that learners are expected to be exposed to, explore, and in many cases master by the end of a school year. Zoom in on the priority standards and keep the conversation rooted in what standards are critical in helping learners access more complex skills. Consider creating a digital folder of standards that teachers can have access to while planning lessons in one space. Having the standards available will also help guide the conversation to the assessment component of the lesson. It may lead to the question, How will you know if students are accessing the standard during and after the lesson?
Value Teachers as Guides: Allow the teachers to guide the observation conversations. Let them talk about the teaching and learning that transpires in their rooms. Let them share what they are most proud of and what they feel are areas of growth based on student evidence. These authentic discussions show teachers that you value their expertise that could lead to a more organic experience.
Consider Multiple Pathways to Feedback: After an observation,I will never leave a classroom without naming the goodness I saw. I never make the teacher wait to get an observation write up to know what their impact was during that lesson. I talk directly to the teacher and students. I name the work I saw through the experience. “It was amazing to see you using accountable talk stems to lift the level of each other’s thinking together. I can see you and your teacher have been working hard at actively listening to one another so you can add on to the discussion in meaningful ways.” I am also a fan of leaving a digital note, handwritten note, or Voxer message (walkie talkie app) and sending it right to the teacher’s email directly after the lesson. This lets the teacher know that you appreciated being in the room and shows you are a true learning partner in the process.
Growth Through Coaching Conversations: Ask good questions that will spark learner-driven conversations. They will lead you to identifying and focusing on a problem of practice. Questions such as: What worked well for you during our collaboration and coaching cycle? How has your teaching been positively impacted? How do you feel our collaboration has positively impacted the students? What were any challenges or missed opportunities during our work together? What are some next steps in your teaching?
Recommend Relevant Resources: Like a teacher, every instructional leader should have a bag of tricks available and ready to support and grow an educator during any given conversation. Keeping yourself well-versed on up-to-date articles, books, and practical resources teachers can use to apply in their classroom TOMORROW is a great investment in the teaching and learning deposit box. Recently I recommended Evolving Education by Dr. Katie Martin to a teacher. After watching a lesson that was learner-driven, personalized, and innovative, I wanted to be able to get a seasoned teacher to productively seek out new ways to take incredible existing practices and make small shifts that will have big impact. As this particular teacher is reading the book, she is sharing what parts resonated and how she is implementing some of the ideas. For example, she took the School Learner Profile exemplar on page 16 of the book AND our District mission and vision, and created a learner profile that was in line with her classroom community values.
So I ask school leaders, will you consider working to shift the narrative of observations by observing through a coaching lens? Every interaction you have as a coach and thinking partner is an opportunity to build community, lift the level of conversations, and transform practices in the most meaningful, productive ways. As my principal shared with our staff, “Michael Phelps’ coach is not better than him at swimming, he is there to support his growth and provide feedback so he can be better.” He is there to help him see things he can’t see himself.
Could you imagine a world where each and everyone of us use our talents and resources to nurture the potential that simmers within? Could we work toward developing an in-depth understanding of our unique talents that are awaiting to be courageously unwrapped and shared with others? What if we strived to build systems that focused more on lifting each other up instead of pushing ourselves and others down? Can you imagine a world that is grounded in cultivating our natural capacities while embracing creativity, critical thinking, empathy, collaboration, and communication? Don’t we owe it to ourselves, our communities, colleagues, and the students we serve?
In the book Imagine If… Creating a Future For Us All by Sir Ken Robinson, PhD and Kate Robinson, they share, “Imagination is what separates us from the rest of life on Earth. It is through imagination that we create the worlds in which we live. We can also re-create them.” Sir Ken Robinson PhD and Kate Robinson add “Imagination allows us to envision alternative possibilities, and creativity equips us with tools to bring them into existence.” Inviting colleagues and kids to own their learning and reflect on their thinking instead of passively using their imaginations, we can empower them to engage, create, and collaborate, which ultimately leads to deeper learning. Speaking of imagining, I was recently participating in Dr. Katie Martin’s #EvolvingEducation #LCbookclub where Dr. Katie Novak shared her brilliance, “There is not one single practice we use that works for everyone…when you anticipate that someone might need a support, design for it.” When we design meaningful learning experiences and allow students to be exactly who they are as they learn, imagine, and create, they could essentially be on the precipice of success and innovation.
How can we create conditions that remove barriers and open pathways for educators and students who visit our learning spaces to apply their imagination, create new ideas, and put their minds to work?
Share your heart with kids, our most precious stakeholders: They are interested in who you were, who you are, and who you are striving to be. Invest in their hearts. Get to know who they were, who they are, and who they want to be.
Be the trusted teacher: Welcome all students, value their stories, empower them to explore their interests in inclusive, safe spaces. Take the best attributes of all of the educators you’ve encountered and be the best version of them!
Learn from colleagues who make an impact: Collaborate, communicate, connect, actively listen, share your learning, empower, and celebrate others. Keep kids at the heart of your conversations.
Be the human-centered administrator: Lead with empathy, recognize the gifts in others, involve stakeholders in the decision-making process, and build capacity from within. Show intrinsic, authentic appreciation for those you serve.
Tell someone, YOU CAN: Give them a smile, a nod, a note, a glimmer of hope and encouragement. Help them say yes to themselves and embrace new people and opportunities.
Life and learning are not linear. Both are complex, unique experiences that can be challenging to navigate when we don’t have the right people in our corner who allow us to see things we haven’t seen before. Dr. Katie Martin says that when we embrace what we know about learners & learning, honor people in a space, help others develop a sense of belonging, and tap into strengths and interests, our learning communities grow. Could you imagine an atmosphere where we help others create the world we want to live in tomorrow?
“Many leaders are scared about developing people and then having them leave. They should be more worried about not developing people and having them stay.” A few months ago, I was scrolling through Twitter and immediately copied this quote from George Couros’ tweet and pasted it right into the notes section of my phone. I read it several times, and then I read it some more.
There was something about the sentiment above that resonated with me. Could it be because I recently left a school district where I thought I would retire to embark on a new educational journey as a school leader? Could it be that it’s because I served in many roles throughout my career and thought about all of the educators who have motivated me to take risks, try new things, share my learning and gifts with others, while helping to pave the way to advocate for my personal and professional growth? Could it have been the leaders’ ability to clearly communicate a vision and develop that vision with the staff and students? Was it that these exceptional leaders included all of the appropriate stakeholders in the decision making process instead of having a few people “in the room where it happens?”Perhaps it’s because these words encouraged me to reflect on the qualities those inspiring leaders possessed to help guide me and others to a new direction. Perhaps it was their ability to foster relationships within the school community by ensuring everyone felt invited and welcomed. Maybe it was their strong instructional lens that would enable them to be viewed as credible instructional leaders who had a firm grasp on teaching and learning and could teach students and staff at any given time. Was it their ability to leave their ego at the door by focusing on people, not titles, putting trust in others, and continuously building capacity from within? I think all of these attributes of great leaders I’ve encountered contributed to the leaps of faith I have taken throughout my career.
Here are some more of my observations about Leaders Who Develop Leaders:
Optimize, not criticize
Show sincere appreciation
Value other perspectives
Show humility, vulnerability, and talk about their own mistakes
Ask questions and make suggestions
Celebrate big and small wins
Give honest feedback
In the book Lead From Where You Are: Building Intention, Connection, and Direction in Our School, Dr. Joe Sanfelippo shares, “Finding those who push your thinking and support you in the journey is key to moving forward–and transforming your school community into a group of potential leaders.” Joe is right. There are those who we meet along the way who become a vital part of your team. Whether they come into your life for a few moments, a few hours, a few days, weeks, or years, these are people who can make a profound impact on your growth and development as a professional and human being. They see something in you… they can see the spark that ignites ideas and your ability to change the trajectory of the lives of others. They see that you can rally people together to create meaningful change. They see your positive spirit, your ability to listen to understand, and an action oriented approach to creation and innovation. Great leaders view themselves as thinking partners as you navigate the ebbs and flows of an ever changing educational landscape. They are helping you row in the direction you want to be in while keeping kids at the core of the journey. Dr. Sanfelippo brilliantly added the following reflective questions, “The question is not, are you going to be remembered as the leader in your space? The question is, how are you going to be remembered as the leader in your space?” So I ask you, what type of leader do you want to be? If you choose to commit to recognizing the gifts in others and see the value they bring to your organization, will you give them wings and let them fly?
“The influence of our teachers is indelibly woven into the fabric of our lives.” This is the first sentence in chapter 1 of Julie Schmidt Hasson’s book Safe, Seen, and Stretched in the Classroom. Last weekend, as I was packing up my family’s belongings from a weekend trip, I was listening to Sean Gaillard’s#PrincipalLinerNotes podcast where he highlighted Julie’s book and her research around the impact of teachers. That inspiring conversation led me to reading more of Julie’s words where she goes on to ask the question, “Is there a teacher you remember? Not just the teacher’s name, but specific things about him or her?” I paused, and thought deeply after reading those words. It is because my answer is yes, there are many teachers who have left an everlasting impact on my heart and have paved the way for the person I am and the person I am still striving to be.
Family Roots in Education
I have known for a long time that teaching is an incredibly important job. I have always known this because I come from a family of educators. My grandfather was a law professor at a local college. I can vividly remember him talking about his students with profound pride, reading their writing, and being immersed in providing them with specific feedback that stretched across a span of hours. He did this because he wanted to unlock their potential and push them to be reflective thinkers and develop new ideas that could make a positive impact on the world. His home bookshelves were stacked from floor to ceiling with all of the books he authored and read. He was deeply passionate and committed to his students. My parents were beloved teachers in the community I grew up in; my Dad a retired English teacher and my Mom, a retired special education teacher. From childhood into adulthood, I observed them spending countless hours cultivating connections with students, families, and colleagues, reading papers, providing meaningful feedback, and creating engaging lessons. I can’t remember a day being in public without students rushing towards them to spark conversations that were rooted in stories of gratitude and appreciation for the legacy they left behind. “You were the best teacher I have ever known!” and “You helped me realize who I needed and wanted to be.” or just a simple, “Thank you for everything.” My sister is also an elementary educator. The love she has for teaching and learning, and her students’ unwavering success is palpable. Can you imagine what happens when we are all in the same room together? Yes, we talk about one of our greatest passions, teaching and the influence we hope to have had and have on the field of education.
Keeping Close Proximity
Although I no longer have my own classroom, one of my favorite things to do as an administrator is to walk into classrooms and talk to students about their learning. My friend Meghan Lawson recently wrote a blog post titled, An Underutilized Resource where she shared, “At the end of the day, I know this: my best days are spent listening to the people closest to the work. Our students. Our staff. Proximity matters.” My greatest joy is talking to teachers and students and staying close to that work. That investment in time is important and I wholeheartedly cherish all of those moments. Then, there are days I simply can’t do that as much, and in those moments I wonder about the connections, learning, and joy I may be missing.
Educators Do Great Things
You see, I have been surrounded by great educators since the beginning of time and I’d like to share that even during the most challenging times in education, I am watching and hearing educators doing great things. I am watching great educators remain deeply committed to their work; they are keeping students, colleagues, and community at the heart of all they do. I am watching the joy in students’ faces as they make new connections, ask questions, wonder, think, explore, use accountable talk to grow their thinking, develop perspectives, and navigate the learning process. I am watching educators commit to an infinite learning mindset. They are collaborating, communicating, seeking opportunities for professional growth to build capacity within, and meet the needs of all of their learners. I am watching educators ask for feedback from students and colleagues that enable them to create, innovate, and shift their approaches to instruction. I am watching educators navigate challenges that arise and proactively find solutions. I am watching educators use relationships as a form of intervention. They interact with students in supportive ways while maintaining high expectations that develop the social, emotional, and intellectual growth of all students.
The other day I was talking to students about the themes in their books. During this time, they were making connections about books they have previously read to the excerpts they were currently analyzing. Their teacher and I were not taking part in the interactions for quite a while; we didn’t have to. The students were joyfully facilitating the conversation, while adding onto each other’s thinking. As I watched an authentic dialogue that was blanketed in critical thinking, responsibility, and respect for one another’s perspectives, I couldn’t help but think about the remarkable ways teachers shape the lives of students. I couldn’t help but think about the conditions the teacher created that opened the door to these magical moments. It is moments like this that will live in the mind memory boxes of students for a lifetime. These are the moments that will be courageously unwrapped in the right time, in the right place, with the right people.
I’ll Always Be a Teacher
The greatest educators I have ever known invest the time in building classroom community, instilling confidence, and providing the tools and spaces for learners to think, share, speak, listen, and thrive. When I finally got the opportunity to share my heart and some of my own thoughts about the concept of theme with the class, many hands relentlessly started flying into the air with questions for me. It seemed as though these students were curious about my history as a learner and educator. I thought back to Julie Hasson’s words, “The seemingly ordinary actions and interactions that occur in classrooms have extraordinary implications.” Could it be that because the teacher created the conditions that value a learner and curiosity driven environment that I was invited to share my own ideas? One student thoughtfully asked, “Mrs. Kaufman, how do you know so much about books? I didn’t know that you were a teacher too.” After sharing a bit of my background, and thinking about the impact and influence my own teachers made, I smiled and responded, “I’ll always be a teacher.”
I have always valued leaning into the people in our organizations for support as we continue to navigate an evolving educational landscape. However, as a new administrator, I have come to recognize more than ever that there is a tremendous positive impact on our system when we collectively build social capital and rely on each other’s strengths to personalize and meet the needs of our learners and colleagues.
We live in learning ecosystems; infrastructures influenced by purpose, relationships, new understandings, collaboration, innovation, and response to the challenges we endure.
Our ecosystems are a collection of people, perspectives, knowledge, skills, hopes, and desires for the future; when we intentionally leverage the gifts of our teams, we have the ability to strengthen our circle of influence and the communities in which we serve. Creating a culture of interdependence and “we” can rest on the shoulders of the leadership within learning ecosystems. In Stephen R. Covey’s book The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change, he defines interdependence, “Interdependence is the paradigm of we– we can do it; we can cooperate; we can combine our talents and abilities and create something greater together.”
How can leaders create a culture that supports educators to live in learning ecosystems that grow through challenges and thrive in the face of change?
Create the Right Conditions
Instructional leadership is about creating the conditions that motivate and encourage educators to improve, thrive, fail, and reflect. In the book Essential Truths for Principals by Danny Steele and Todd Whitaker, they say, “Instructional leadership is not about being an expert though; it is about cultivating the expertise in your building. It is about creating a culture of collaboration where teachers learn from one another and inspire one another.” Leaders will not have all of the answers, but they will ask some really good questions. They will empower teachers to take the lead on pursuing their interests, finding their passions, and develop solutions to instructional barriers.
Create optional meeting times that provide a platform for sharing best practices; perhaps a book club or discussion of a brief article may spark some ideas
10 minute intervisitations with a targeted focus can help support and grow instructional practices
Question for Reflection:
How can you create spaces for educators to share and leverage their strengths and struggles?
Embrace the Small Things
In my recent blog, It’s the Small Things, I share, “You see, it’s the small wins that add up to the big things. When you love what you do, you have the motivation to remain courageous in your convictions. Even the setbacks you experience have the potential to become aha moments that fuel new ideas and catapult your drive for the person you wish to become. It’s the small things that pave the way to the big things.” Leaders can recognize that every interaction big and small makes a difference in the work we do EVERY DAY. Take advantage of creating personal connections and finding JOY and PURPOSE in the present as Joe Sanfelippo advises in THIS inspiring brief video tweet. School culture is created in little moments of gratitude and appreciation.
Leave a handwritten note in someone’s mailbox or send them a voice note on Voxer with a compliment and/or noticing
Skip the email and have personal conversations: ex. visit classrooms and give “in the moment” feedback. Tell that person what it is that you saw and appreciated. “It is so awesome when you…tell me more about this!”
Question for Reflection:
What small things can you do to contribute to building a strong school culture?
Lead with Heart
In the book The Innovator’s Mindset by George Couros, he says “Empathetic teachers think about the classroom environment and learning opportunities from the point of view of the student, not teacher.” This notion made me think: Empathetic leaders think about the school environment and learning opportunities from the point of view of the teacher, not the leader. Couros goes on to say, “New ideas start with understanding the needs of those you serve.” Leaders who continue to recognize people are at the heart of the work and are each other’s greatest resources will see learning and innovation flourish. Include educators in the decision making and listen to their ideas because they are true professionals with vast experiences on the front lines.
Ask teachers: What do you look for in a school leader? How can I support your learning and growth? What are you passionate about? How can we leverage your strengths to support our professional learning community?
Let Teachers Lead: Create opportunities for teachers to take risks trying new practices, share their learning within and beyond their school communities, and present their ideas in a variety of formats.
Question for Reflection:
Would you want to be a teacher in your own school?
Communicate by Coaching
One of the best experiences I have had on my educational journey was serving as an instructional coach. When educators embrace a coaching mindset, I have seen first-hand how coaching moves can positively impact an educator’s teaching and learning practices. Although part of an instructional leader’s role is to be evaluative, I personally have never grown from a conversation that was approached in that way. As Jim Knight says, “Instructional coaches partner with teachers to analyze current reality, set goals, identify and explain teaching strategies to hit the goals, and provide support until the goals are met.” When educators are approached as thinking partners in the learning process, there is a more productive return on investment. Creating a coaching culture paves the way to a work atmosphere that is filled with possibilities, fosters collaboration, creativity, risk-taking, and a sense of empowerment. This approach unlocks the unlimited potential in both the administrator and teacher.
Language to use in formal and informal conversations: “I am here to be a thinking partner and learn from and with you, When I enter you classroom, I can’t wait to learn from and with you and your students”
When giving feedback: I am wondering if…I noticed that… What are your thoughts about…? As a result of our conversation, what instructional practices do you think you could implement moving forward?
Question for Reflection:
What communication moves can you employ that pave the way to learner-driven environments?
Choosing Your Ecosystem
When living in your school learning ecosystem, you have a choice; you can choose to lead others to be dependent, solely needing the help of others to grow; you can choose to lead others in being independent, getting what they need through their own efforts and/or you can choose to lead people to be interdependent, combining their own efforts with others to achieve collective success. How will you choose to live in your learning ecosystem?
Collaboration is a powerful action; it breathes new life into percolating plans and nurtures seeds of inspiration. It is the gatekeeper that weaves together concepts and manifests hopes and dreams. It’s a magnetic force that pulls people together, creates unexpected synergy, and ignites dialogue, growth, and change. How can we capitalize on the strength of collaboration to be the driving force that permeates the evolution of our professional and personal development?
Who Has Shown You The Way?
There have been many leaders who have shown us the way. They have modeled what it means to be a communicator, collaborator, connector, and creator. They have shown the value in bringing others into conversations that have the potential to create meaningful change. They have organically used the words “we” not “I”; it’s in the fabric of their being. They have taken others under their wing and elevated the room’s contributions. They embrace the ideas of others and give the right people the recognition when they show up to the table. They are more “collaborative and less competitive” (Stephanie Rothstein). They understand the idea that we are better together. Collaborators give us wings to fly and feel deep pride to watch us soar. They feel a great sense of gratitude to watch others cultivate collective success. They are not jealous, they are proud. Have you ever taken a moment to think about people in your life that have encouraged you to collaborate and have unleashed the creator in you? I have and that’s why I’d like to share some strategies for collaboration that have made me better.
6 Ideas For Collaboration
Connect with Colleagues: Think about reaching out to someone you have known or someone new. You never know where your next ideas can flourish. I have admired many people from afar who have suddenly become regular thinking partners and collaborators in my daily life. Don’t forget to capitalize on the room you’re in. Every person who is in that room knows something you don’t know! Also, do not be afraid to share YOUR knowledge and ideas. In the book Because Of A Teacher, Meghan Lawson shared a profound Peter Block quote, “How do you change the world? One room at a time. Which room? The one you’re in.”
Lean into Resources: Read an article, book, and/or listen to a podcast and have a conversation about it. You never know what ideas can emerge from that discussion. It is the most informal, yet meaningful way to experience professional learning in the most organic way. In the recent Edutopia article Taking Control of Your Professional Growth, Stephanie Rothstein and I share a number of ways to bring professional learning to you! These ideas may generate some relevant opportunities for collaboration AND creation.
Co-author a Writing Piece or Present with a Colleague: What better way to share your learning than to collaborate on a writing piece that highlights your thinking, philosophies, and instructional practices. Recently, I had the opportunity to collaborate with Lainie Rowell on the Edutopia article Revisiting and Rethinking Our Priorities. Through this collaboration, Lainie taught me how to merge our ideas in very succinct and purposeful ways. She also served as an accountability partner through the process. She pushed my thinking and made me a better writer. I love presenting my learning at conferences with dynamic colleagues. This is an opportunity to share and spread our learning and growth to other educational communities. I have had the pleasure of collaborating on multiple presentations with Natasha Nurse and Christine LaMarca, two outstanding educators.
Frame the Conversation: Use your personal and professional goals to frame a collaborative conversation. This strategy will be supportive in streamlining your thinking and creation process. You will know your why, what you want to accomplish, and develop an actionable plan about how to get there. Select passionate and productive thinking partners that will foster your exponential growth. Lorie Beard, educator and middle school principal has been an unwavering thinking partner in my life. We have always framed our professional conversations with purpose and discuss actionable steps for implementation. Our ongoing dialogue has inspired me to take risks and be a better version of myself.
Disrupt your Thinking: There are times when you will want to bring other people and new perspectives into your collaboration. Those disruptions will push you to see a project in a better and different way. Although this change may alter your course of action, you and your collaborators will be better for it!
Vary Your Communication: I think we have learned that there are multiple ways to communicate. Use technology to your advantage! Through phone conversations, texting, video conferencing, and working on shared Google documents, the possibilities for collaboration are endless! Sean Gallaird and Lainie Rowell recently facilitated the summer Voxer chat series #CampFireConvosEdu where participants were given open-ended topics to discuss and respond to asynchronously. This self-paced style of collaboration was a low stakes way of sharing knowledge and practices that could be implemented in classrooms tomorrow in fulfilling and worthwhile ways!
Collaboration is a Conduit to Creation
Collaboration is a conduit to creation. It’s an opportunity to go through an imperfect process that unlocks the hidden potential in others. It’s a time to discover passions and interests that you never knew existed. It’s a place to be a part of critical moments that become new beautiful stories in your journey. In a recent #PrincipalLinerNotes podcast, Sean Gallaird eloquently says “Don’t let fear become a barrier to a collaboration that may yield something good and meaningful…we are better when we pool our strengths and gifts together in service of our students and families.” You never know where your next ideas can flourish. Reach out to someone and share your thoughts, it may lead you down paths of unexpected opportunities!
Educators have been afforded a magical opportunity to impact and influence the lives of every learner they encounter throughout their careers. There is no doubt in my mind that this is a tremendous responsibility that rests on the shoulders of every interaction and experience we shape on the journey. You see, education is not just a career, it’s a calling; it’s a chance to create memorable moments that touch hearts, inspire learners to dream, and provide them with purposeful supports as they manifest their hopes for the future. Educators have the power to create spaces of psychological safety and tap into the emotional drive that will propel learners towards success. They have the ability to leverage intentional dialogue in their environments, provide learners with equitable access to their education in meaningful ways, and establish a sincere set of values and beliefs they can continuously put into action. This is a belief system that will model high levels of integrity and commitment to those they serve. In the book Unlocking Unlimited Potential by Dr. Brandon Beck, he beautifully states, “It’s the ultimate goal of all educators to unlock the unlimited potential in all whom you serve… your purpose as an educator has to involve your belief that you can guide all students to understand their potential is unlimited” (pp. 6-7).
Moving Beyond Our Locus of Control
Amidst a global pandemic, educators have been faced with challenges that are beyond their locus of control. According to the article, Locus of Control and Your Life by Kendra Cherry, “Locus of control refers to the extent to which people feel that they have control over the events that influence their lives.” People who have an external locus of control don’t believe they can change despite their efforts. This has placed unsurmountable pressure on educators who prefer to be in control of all of their professional outcomes and may believe that they must cover all of the standards and content in order for learners to be successful. However, the article continues to say that people who have a strong internal locus of control have more confidence when they are faced with challenges and have a strong sense of self-efficacy to be flexible and embrace change while reimagining learning in the new educational landscape we are living in. This has made educators question how they are going to unleash the talents in every learner that enters their learning spaces. If we are asking learners to engage in various learning activities in physical and virtual spaces, take risks, and put forth effort while embracing the infinite mindset, shouldn’t educators be modeling the same actions?
Where Do We Invest Our Time?
That being said, there have been various barriers including a lack of continuity of instruction that have gotten in the way of the engagement and empowerment learners need to thrive. In the book Learner Centered Innovation: Spark Curiosity, Ignite Passion, and Unleash Genius by Katie Martin, she asks the following questions: “Why do some students willingly engage in academic tasks? What makes learners persist in challenging tasks? What compels learners to want to learn more and improve?” (p. 76). Martin goes on to talk about Camille Fallington’s deep research about creating cultures that develop mindsets for deeper learning to occur. “The following mindsets have been identified as critical to student motivation and willingness to persist in academically challenging work.
I belong in this community
I can succeed at this
My ability and competence grow with effort
My work has value to me
…As learners, teachers, and leaders, we must cultivate and model these mindsets too” (pp. 76-77). Throughout my teaching experiences, I have come to realize that before learners are able to feel empowered to engage in deep learning, educators must make an investment in the emotional deposit box by developing strong connections. In Unlocking Unlimited Potential, Dr. Beck brilliantly states, “It starts with educating students from the inside out in order to find the Sweet Spot” (p.48). So I ask, how can educators level up learning to create relevant, meaningful learning experiences that will leave an everlasting impact on the hearts and minds of the students they serve?
Here are 3 Ideas to Level Up Learning:
Stories are windows into our experiences. They are small moments etched into our memories. They are the ammunition that pushes us down the path of discovery. In an #InnovatorsMindset podcast, George Couros says “Stories are the fuel for innovation, they inspire us, they give us pertinent ideas, they get the work we are doing out to people in a really compelling way that goes beyond what a score could tell people about our students.” Beneath the façade of every human being lies personal, unique collections of stories that reveal reflections of who they are and who they want to be. How can we intentionally create spaces for learners to share how they view the world through stories?
WHO YOU ARE: Tell YOUR story and share the reason your journey led you to where you are in right now! We all come from various experiences that shape who we are. By sharing those experiences, you are showing learners that they have the power to write their own narratives and change their course as they evolve as human beings!
YOUR WHY/PURPOSE: There is nothing more powerful than telling your learners why you were placed in a position to teach them how to maximize their social, emotional and academic potential. Simon Sinek says, “People don’t buy what you do, they buy why you do it…there are leaders and those that lead. We follow those who lead, not for them, but for ourselves. Those who start with their ‘Why’ have the ability to inspire those around them.” What we value and how we share “why” we value those things, changes the culture of the classroom/building.
PERSONAL AND STUDENT STORIES THAT CONNECT LEARNING: In Richard Gerver’s book Change, he notes that people can, “Use stories as tools to build momentum in others.” Sharing educator and student stories will inspire the learning community to have empathy and understanding for one another. Stories are real world examples that can breath meaning and life into learning. That authentic connection can give the content more meaning and motivate learners to see it’s value and build deeper understanding of the classroom community and curriculum.
According to the Miriam Webster Dictionary, one of the definitions of a bridge is, “a time, place, or means of connection or transition.” One of our critical roles as educators is to help learners build bridges that connect the heart to the mind. Throughout this journey, we are learning and thinking partners who provide the right scaffolds that help learners walk across the bridge with intention and purpose and grasp the new learning that exists on the other side. However, it’s the actual process of walking on the bridge, the productive struggle; those moments where as educators, we get to say, “I’m here for you, I care about you, and let’s have fun while doing it!” that will nurture the heart and make it easier for learners to open their minds.
ASKING QUESTIONS: When beginning a class in virtual and/or physical spaces, I have found that asking questions to launch a lesson and/or embedding them over the course of the day will set a positive tone for learning. I have asked questions as simple as “If you can eat one food for the rest of your life, what would it be and why? Who is someone that has been an inspiration to you and why? What are the 3 most important things in your life, why?” I also love “Would You Rather” questions such as “Would you rather be invisible or fly, why? Would you rather be Batman or Spider-Man, why? Would you rather fly around the world for free for the rest of your life or eat at any restaurant you want for free?” Learners can respond orally, in the live chat, or in a digital tool such as Google Jamboard or Mentimeter. These questions are fun way to connect and the classroom community gets to learn more about one another.
SHARING FEELINGS: A critcal part of being an educator is checking in on your learners emotional state. It is an opportunity to “read the room” and see where learners hearts and minds are during their time with you. In Unlocking Unlimited Potential, Dr. Beck states, “,,,it should be the unspoken truth in all schools that understanding your students’ emotions first and foremost is at the forefront of everything you do” (p. 49). He goes on to say, “Students are not robots programmed with all of the same software, they have many different dimensions and unique identities. Not providing SEL opportunities consistently is equivalent to trying to fly a plane without an engine. You aren’t going anywhere fast” (p. 51). It is a good idea to provide learners with emotional language to support them in expressing their feelings.
MUSIC/DANCING: One of the best parts of the day is when I incorporate music and dancing into learning. Sometimes it is music that I choose and other times I let my learners be the DJ. Moving and listening to music creates a fun, light-hearted space. This opens learners up to tackling the skills and strategies that will be taught that day. In a CNN article by Kelly Wallace, titled Move over, ‘sit still’! Why kids need to move in school, Dr. John Ratey, an associate clinical professor of psychiatry at Harvard Medical School, says “When you move, you stimulate all the nerve cells that we use to think with, and when you stimulate those nerve cells, it gets them ready to do stuff.”
CULTIVATE CONNECTIONS: The heart of teaching and learning is rooted in the connections and relationships we develop with the learners we are lucky enough to serve. Cultivating strong relationships, understanding the learners’ strengths and areas for growth, tapping into their passions and interests, and providing equitable access to the curriculum for ALL learners are cornerstones to any worthwhile educational journey. In a recent Equity in Education Panel at #NCTIES2021, Sean Gaillard shared his working definition of equity, “Limitless opportunities for all-ALL the time…it’s relentless, it’s sustainable.” Without truly caring about the social-emotional well-being of every student, learning will not be as productive or meaningful. If we want to see the positive, lasting impact we are hoping for, we have to make it our obligation to get to know all learners as human beings first and give them what they need to thrive.
LEARNING SURVEYS: I created a Google Form Learning Survey for both learners and their families inspired by Catlin Tucker. I used similar questions for both because it was important for me to get to know the learners in my classes from both perspectives. This was also a way for me to introduce Google Forms as I have used this digital tool in a multitude of ways. I embedded a welcome video for the families right into the form so they can learn why filling out this form was important to me. This was also a way for me to connect with them, show who I am and what I value as an educator. My learners complete this survey 3x a year so that I can see how their thinking has evolved.
5-MINUTE MEETINGS: I schedule five-minute meetings with all of my learners. This idea was inspired by Dr. Mary Hemphill’s book The One Minute Meeting: Creating Student Stakeholders in Schools. The idea of these meetings is to check-in with my students, learn more about them as human beings, and then utilize the information to elevate their emotional literacy. There are three simple questions to ask:How are you today? What is your greatest celebration? What challenges have you had recently? After asking those simple, open-ended questions and having those personal conversations with each learner, I feel even more connected to each one of them. I now have a deeper understanding of what is happening in their world. Some had really cheerful, positive stories to share, while others were expressing that they are going through challenging times. The responses were collected in Google Forms. This qualitative data is used to drive planning and instruction.
1:1 CONFERENCES: 1:1 conferencing is a key ingredient to having learners practice, improve, and elevate learning. This sacred time spent with students can be messy as the learner guides the direction the conference will take. In turn, the teacher should be able to notice and name a learner’s strengths and areas for growth and adjust the direction and goals of the conference accordingly. In a conference, the teacher and student are both learners, except, the student is doing most of the work while the teacher coaches in and offers thinking prompts to lift the level of the work. In virtual spaces, these vital interactions take place in Zoom or Meet breakout rooms. This is a more personalized space to connect, interact, and personalize learning. Katie Martin confirms this in her blog titled, To Engage Students, Focus on Connection Over Content, “Scheduling time with each student to connect, learn more about their circumstances, their goals, and ideas, created a different dynamic that built empathy and allowed for more personalization and meaningful connection.
Think back to your first years of teaching. Were you ever handed a roadmap to success? I remember thinking that I’d enter the school building on my very first day and be given a handbook that would include secret magical ingredients to the perfect recipe for becoming a successful educator. Well, that never happened because it just doesn’t exist! Even after experiencing years of schooling, internships, student teaching adventures, and a lot of reading, I know now that nothing really prepares a new educator more than being thrown right into the trenches. I am pretty sure that every educator who has ever had their own classroom of learners understands that it’s a tremendous responsibility that is both gratifying and overwhelming at the same time. Also, anyone who gets placed in a position to influence the lives of children must recognize that they have been given the unique opportunity to make an everlasting impact. Moments of influence and impact have the potential to live within learners for the rest of their lives. Those gifts live within great educators and are waiting to be unwrapped at the right place, at the right time, with the right people! Those moments cannot be prescribed in any handbook or roadmap to success because there is no winning in education and learning. According to Simon Sinek, author of The Infinite Game, education is not finite. There is no beginning, middle, and end because the players, curricula, policies and procedures, are continuously changing. Rather, education is an infinite game because there is no finish line or end. “Infinite games have infinite time horizons. And because there is no finish line, no practical end to the game, there is no such thing as “winning” an infinite game. In an infinite game, the primary objective is to keep playing to perpetuate the game” (p.4). So who is responsible for creating the invisible roadmap to success?
Mentors Are Everywhere
Although New York State provided me with a formal mentor when I was a new teacher, I was fortunate to have many educators around me who I viewed as mentors. They too shared words of wisdom, resources, and new ideas that would impact the way I chose to approach teaching and learning for the rest of my career. As a matter of fact, I perceive every single educator I have ever come into contact with since the beginning of my career as a mentor. Why is that? Some have gifted me with pieces of advice that I will indefinitely hold close, while others have modeled practices that I would never even consider employing. That being said, I have taken all of the wisdom that’s been shared with me over the years and created an open roadmap that includes 8 pieces of advice for new teachers!
Discover the How
I call this an “open road map” of advice because these are only suggestions, a framework, a guide. These are signposts that will point any new educator toward the right direction, but it will be ultimately up to them to choose their path and decide what kind of educator they want to be. That’s the beautiful part about being an educator. Educators come with different backgrounds, experiences, and perspectives. Educators see the world from a unique lens and approach their practice with stories that push on their hearts. The open roadmap will provide the “what” and the “why” for those who plan to approach education with an infinite mindset. It is up to the educator and the mentors who are placed in their paths along the way to discover the “how”. My hope is that this open roadmap of advice can be placed into the hands of the mentors who are helping build strong foundations for educators and any new teachers who are committed to lifelong learning and view the process as a journey. Let this be advice to inspire you to imagine what the future could hold for yourself and the people you will continue to influence throughout your career.
1. Keep Connections at the Core: Getting to know your learners, their families, stories, passions, and interests will show them that you are human first and that you care. Be that person who wears an empathy lens. Be that person who will take the time to walk in the shoes of every student and colleague who crosses your path. By creating those connections and cultivating meaningful relationships, you are opening the pathways to deeper learning and exponential growth!
2. Embrace the Community: Make an effort to get to know the vision and mission at the community, district, and building levels. The people who make up the culture and climate of your organization are trying to row in the same direction to best serve the students! Every role in an organization is important and should be valued. You are now part of a team and it certainly takes a village to provide students with the right opportunities to thrive. You do not have to work in isolation. Observe and talk with the people around you; you will be surprised about how much you will learn from them. Those conversations will stretch your thinking and have an immediate impact on your role. You will also have a better understanding about who you can turn to for direction and advice when you need it! Also, for additional support, consider joining an online community like Chuck Poole’s Facebook Group Teacher’s Success Lounge or Rachelle Dene Poth’s Thrive in EDU Facebook Group. There may be people in those spaces that embrace and invite other thinking partners.
3. Build a Network: Although having an outstanding formal mentor is crucial to the growth process, it is vital to connect and collaborate with other educators and staff members in your educational communities. Everyone has knowledge and gifts to share. We are truly better together. Try not to compare yourself to others. According to Theodore Roosevelt, “Comparison is the thief of joy.” We are not here to compete! We are here for kids! Just like we have different friends for various reasons (those who make us laugh, seek advice from, listen to understand, talk so we don’t have to), the same holds true for the educators we meet. Find those people in your organization who can make you better and help you see and learn other practices and perspectives. Also, consider expanding your network by using one or more social media platforms. Twitter has been a gamechanger for me. I have met some of the most impactful people to push my thinking in ways I never knew they could. Some have also become great friends! The #EduTwitter space can be overwhelming, but when you find the right network, it can be magical! Just remember, great minds don’t always think alike, they think differently too!
4. Discover and Document: One of the best things I was afforded the opportunity of doing was watching other great educators teach! Inter-visitations, lab sites, and debriefing time will allow you to discover and embed new practices into your repertoire of teaching and learning tools! If this doesn’t happen in your school district, ask! Perhaps your administrators can arrange for it (even virtually). If you are lucky enough to have Instructional Coaches, ask them if they could organize this authentic learning experience, but also invite them to come in and offer you constructive feedback. I always loved when my coaches and peers gave me new ideas. They encouraged me to try new approaches and made me better! Also, you may want to consider creating a digital portfolio. A digital portfolio will allow you to document and think about your learning in the most intentional and meaningful ways. I am grateful to George Couros for encouraging me to recently start mine after 14 years in education! Luckily I took his incredible Digital Portfolio Master Course where he walked me through the process of why I should create one and how I can use it! The experience has been reflective and allows me to create a digital footprint of my students’ and my own learning. It’s never too late to start! Don’t think too hard about it. Just jump right in and make it happen… you won’t be sorry!
5. Pursue Professional Development: I am fortunate to work in a school district that provides a tremendous amount of professional development for all teachers. My Assistant Superintendent for Curriculum and Instruction, Dr. Paul Romanelli sees the value in offering a wide range of courses that fit with the district vision and meet the needs of the staff and student population. He believes in empowering and elevating the teachers within the district coupled with bringing in great educators and thought leaders from outside of the organization to facilitate targeted professional learning experiences. Together, we also make sure that the Mentor Program provides appropriate, relevant, and innovative PD for our new teachers. I am also a big believer in not waiting for your school district to provide professional development for you. I REPEAT. Do not wait! If there is something out there that will help meet the needs of your learners and you, then pursue it and find it! Then, ask if you can attend it! Twitter has been a space to professionally grow and it’s FREE! Consider joining a Twitter chat that is rooted in a topic you are interested in! I personally enjoy #CultureEd, #FutureReady, #G2Great, #Empathetic_Educators, and #Read2Lead (just to name a few). Read professional books, articles, blog posts, and listen to podcasts. In my previous blog post, What Are Educators Doing? I mention some of my favorite professional learning resources! If you are having difficulty finding a professional learning opportunity that meets your needs, then consider CREATING IT!! You should always be in the driver’s seat of your learning!
6. Be a Mirror: Think about all of the educators who have influenced your practice. You may have not even met some of them yet! I know that some of the great educators who have made the most impact on me have only come into my life recently. The thought of meeting more people I don’t know yet is exciting! Think about why those people have been an important part of your journey. What did they say or do to influence the choices you make on a daily basis? Take the best qualities of all of those educators, mirror those attributes, and make them your own! If possible, reach out to those people and tell them exactly why and how they have inspired you. They will be happy to hear it! Sometimes, we don’t recognize the impact we are having when we are in the moment. Be the mirror and best versions of all of those people!
7. Celebrate Successes and Failures: It is crucial to give yourself recognition for all successes big and small! This is hard work and you should be able to share those amazing moments of growth and awe with those who support and cheer you on! There is nothing more gratifying than knowing you have made a difference in the lives of your students and colleagues alike. At the same time, you must consider that when you enter the field of education, be prepared to fail at things many times throughout your career. THIS IS A GOOD THING. I repeat. THIS IS A GOOD THING. When you aren’t failing, it means that you are not trying new things. It means that you are comfortable with the status quo. It means that you are not pushing yourself outside your comfort zone. So celebrate success AND failure. You earned it!
8. Pause and Reflect: Educators are working hard and exhausting all of the minutes in their precious days. Great educators also have servant hearts and are usually thinking about everyone else’s needs but their own. Take the time to pause and reflect. That means, take a break! Pursue your personal passions and interests, practice self-care in the best way it suits you. This will look different for everyone. Some will indulge in their favorite exercise routines or go on a shopping spree. Others will take a painting class, read for pleasure, and/or write a blog like I am right now! The point is, whatever makes you happy on the inside, whatever pleasures your heart, do it! Taking that break to focus on YOU will actually make you a better educator than you were before!
Call me stubborn, but I refuse to quit! T.R.U.E. G.R.I.T. is the foundation to success in learning and life! Exploring the dynamics of a successful classroom and how grit is a vital characteristic for student achievement