Mentorship Matters: 8 Tips for Developing a Strong Mentor Program-Series 1

This blog series is being written from my perspective as I am a Mentor Coordinator K-12 in a school district in Long Island, N.Y. I will share my experiences as my mission and vision is to continuously develop a Mentor Program that will build a strong foundation to support educators during their first years of teaching and for the rest of their educational journeys. Refer to the Mentor Program tabs, #LBLeads 2019-2020 and #LBLeads 2020-21 in my digital portfolio as a window into my experiences.

Making the Commitment

Every year, school districts around the world entrust thousands of new educators to serve their communities as they hire and provide them with a special opportunity to begin long, meaningful educational careers. Most likely, these educators have endured rigorous processes that have determined that they are capable of making an unmistakable and everlasting impact on the lives of the world’s most precious gifts….children.  Make no mistake about it, when one makes a commitment to becoming an educator, they are assuming a tremendous responsibility to create pathways of promise that have the power to influence learners for the rest of their lives. 

A Calling
Teaching is not just something you do, it’s a calling; it’s a beautiful gift; it’s an opportunity to unleash the talents within every human being you encounter; it’s a time to cultivate powerful relationships that have the chance to stand the test of time; teaching creates a space to collaborate with colleagues and builds bridges to connect previous learning to new and innovative ideas. Educators are responsible for shaping significant moments in time that can leave profound imprints in the hearts and minds of every learner they touch. Teaching is also hard work. It can be extremely emotional. It can be draining. But, it’s so incredibly rewarding. That being said, how can school districts build on the strengths of new teachers while providing them with the appropriate support for continuous growth and development? There is one phrase that comes to mind: Mentorship Matters!

Why Mentorship Matters

Developing a strong mentor program has one of the highest returns on investment. Leveraging the creation of powerful professional learning communities will foster the next generation of teacher leaders and help educators see the value of being in a constant state of learning and transformation. According to the New York State Mentoring Standards, “Teacher induction is critical to the overall preparation and professional development of beginning teachers and builds on their continuum of experiences from pre-service programs to ongoing career development spanning time as described within the Teacher Career Development Continuum. Coupled with mentoring standards, induction accelerates the process of creating highly effective teachers whose goal is to enhance student learning and achievement.” Establishing and implementing a strong mentor program enables novice teachers to be guided by mentors to help learners reach their maximum social-emotional, cognitive, and academic growth throughout their school years and beyond. This distinguished responsibility empowers more experienced educators to take everything they have learned and “pay it forward,” to help new teachers acclimate to the culture and climate of an organization, shatter the walls of isolation during the inception of their careers, and shape the next generation of teacher leaders.

8 Tips for Developing a Strong Mentor Program

8 Tips for Developing a Strong Mentor Program

  1. Align with State Mentoring Standards– It is paramount to refer to the Mentoring Standards provided by the state/country you reside in. These standards offer a set of guidelines that are critical to teacher induction and to the design and implementation of relevant and meaningful learning experiences. This enables the Mentor Coordinator to establish systemic efforts that will shape and sustain the first experiences in the careers of new teachers. 
  1. Voice and Choice– It is vital to include educators in the decision making process to share what kinds of professional learning they want to experience. It is also critical to recognize that educators enter the teaching profession with many strengths and areas for growth. It is also the responsibility of the Mentor Coordinator to ensure that the professional learning choices are grounded in the vision and mission of your school district. As an example, providing educators with a Google Form with a list of choices as well as a space to add any additional thoughts/ideas for professional growth will empower them to take ownership over their learning.
  1. Professional Learning Communities- By establishing a learner-centered culture of trust, connection, communication, and collaboration, educators have an opportunity to see the value in intentionally creating spaces to collectively set reasonable, learner-driven, evidence informed goals and share ideas of instructional practice that will benefit ALL learners in their organizations they live in. Not only will this improve the skills, expertise, and knowledge through professional dialogue, it will foster a desire to improve educational aspirations, achievement, and cultivate the next generation of teacher leaders. These teacher leaders will become an integral part of a cycle that improves and encourages innovative teaching and learning practices.
  1. Select a Professional Book as a Framework- One of the most valuable components of a strong Mentor Program is to find timeless professional books by outstanding authors who can share their authentic experiences as educators at different levels of an organization. These are books that encompass innovative and relevant messages that will stand the test of time regardless of what transpires in education. These leaders in education bring a special and unique value to the learning experiences you commit to embark on. Take a deep dive into these books and be sure to connect the messages of the authors with your district’s mission and vision. These are the books that will serve as frameworks to drive the learning process. The books I intentionally chose are The Innovator’s Mindset by George Couros and Personal and Authentic by Thomas C. Murray. Both of these authors have shared incredible resources and have been continuously accessible and supportive to the new teachers, their mentors, and me in our efforts to keep learners at the heart of decision-making and implement lifelong practices that will prepare learners for any path they choose to create.
  1. Invite Other Voices- It is crucial to highlight the educators within your organization to facilitate professional learning experiences. This provides new teachers with opportunities to connect with other educators across the school district, but also elevates the teacher leaders and administrators that can share their knowledge and best teaching and learning practices with your educational community. Additionally, you will want to invite educators/speakers outside of your school district who can offer a fresh perspective on various topics in education. Those voices are also valued as they have seen the work of other school districts around the world and can share a lens that can push your thinking outside of your comfort zones!
  1. Create a Digital Footprint: I have always stressed the importance of making your learning visible by sharing best teaching and learning practices with colleagues in your organization and beyond. By creating a Mentor Program hashtag and Twitter handle, this allows participants in the program to showcase the incredible work within their learning spaces to a larger community. This will in turn help other educators create and form ideas that will ultimately benefit all learners! Feel free to check out the #LBLeads and @LBMentorProgram hashtag I created for the Mentor Program I facilitate.
  1. Connected and Networked: In The Innovator’s Mindset, George Couros says, “Being in spaces where people actively share ideas makes us smarter.” Social media provides a space to connect with other educators who can share our mindsets, but also push our thinking to create new and better ideas. It is in these spaces where we can get inspiration from other educators and organizations outside of education to try something we haven’t thought of before. Creating a culture of learning and innovation happens when meaningful connections are made beyond the walls of the organizations we live in. It is within these spaces that new possibilities are discovered to benefit learners who have the potential to make change today and in the future!
  1. Give Recognition: Everyone within an educational organization works tirelessly to meet the needs of their learners. New teachers are acclimating to the culture and climate of a district, understanding the community, building new relationships, learning new standards, a new curriculum while meeting the needs of all families and students. They deserve all the recognition in the world! Celebrate your teacher leaders. It is human nature to want to feel valued and recognized. At Mentor Meetings, highlight the work they have been doing by looking through the hashtag you created and put those tweets on a few slides! Have them explain their “why” behind their practices. For the educators who are not on social media, have them send pictures of their work and get their permission to share! The return on this investment of time will be monumental! 
Chapter 1 Book Quote– Personal and Authentic by Thomas C. Murray

Diving into the Deep End

#OneWord2020

My #OneWord2020 was EMPOWER. Last year it came to me pretty easily. My “why” behind selecting this word was that I wanted to continue to create spaces and opportunities to empower others to share their passions, gifts, and voices with the world. The beautiful part about life is that everyone you will ever meet will share something that you didn’t know previously. If we open our minds to different perspectives and ideas, elevate others, and give recognition in the process, doors will open to paths of empowerment, innovation, creation, and exponential growth beyond our imaginations. 

Treading Water

The year 2020 invited a range of emotions into the hearts and headspaces of every human being I know. I’ll admit, every day felt like diving into the deep end of hope, faith, uncertainty, and fear. Every day I found myself submerged at the deep end; when I pushed off at the very bottom and propelled my way to the surface, I contemplated my next moves with as much conviction, persistence, and fortitude my whole being had to expend. When I finally arrived at the surface, I began treading water and tried to find ways to keep afloat. Can you relate to this experience? During this time, I revisited my #OneWord2020. My internal thinking was running wild and at times, I was struggling to live the word EMPOWER. How could I continue to elevate others and help people see their gifts if there were moments I was struggling to see my own?  

Not One Day is the Same

One of the many reasons I love being in the field of education is that not one day will ever be the same. NOT. ONE. DAY. Why? It is because we are putting the needs of our learners front and center. We are keeping them at the heart of decision making. We are committed and passionate about supporting and guiding them to reach their social, emotional, and academic potential. We know that their needs change day to day, minute to minute. As an educator, you can plan as much as you want, but most likely those plans can change in an instant. Great educators are not reactive, they are responsive. Great educators can dive into the deep end, come up for air, and be willing to dive in again knowing that they can empower themselves to rise above the challenge. 

Diving into the Deep End

I was inspired by Beth Houf’s latest blog titled All the Words.”  Her beautifully authentic words resonated, “The new year that has been anticipated for the majority of the previous year. Shiny and new and full of hopes and dreams and new beginnings. I’m an optimist enough to believe in positive change. I’m a realist enough to know that the challenges of 2020 haven’t been left behind. Realistically speaking, we are still in the middle of a global pandemic.” With this in mind, I found myself diving into the deep end to search and connect with my #OneWord2021. I explored my options knowing we are embarking on an extension of the preceding unique year. I patiently waited for the word to jump off a page, latch onto my heart, and cling like a magnetic force because it us a word I will live by for another year. Over the course of my life, there have been moments of impulse where I have let my emotions make choices that have not always been reasonable. Now I know better. My life experiences have led me to commit to choices that are more balanced and purposeful. George Couros shared an idea about purpose in his latest Saturday email. He eloquently expressed, “One of the words that I have been REALLY thinking about as of late is “purpose.”  There is so much in our world that we strive for (joy, happiness, success, etc.) that really could be connected to that single word. He continued to share this quote by Chadwick Boseman:

#OneWord2021

I try to live my life with purpose, self-efficacy, and true commitment to things I am passionate about. This rationale has inspired me to be more courageous in my convictions and make decisions that are more intentional. I have always found purpose in the words and values I choose to live by. I have always been reasonable with my choice so I can reconnect with my word when I am pushed to the deep end. It might have taken me a little while to push myself to the surface for air, but when I finally did, my #OneWord2021 was right there waiting for me.

My #oneword2021 is BELIEVE…

Merriam-Webster Definition of Believe: to consider to be true or honest; to have a firm conviction as to the goodness, efficacy, or ability of something

I chose the word BELIEVE as my theme this year because I want to have the belief in myself and others to overcome obstacles, accomplish anything we set our minds to, and take action on achieving hopes and dreams! I am going to live this word by believing in myself to accomplish new goals without overthinking  and without having hesitation. I want to believe that I can jump right in and use moments of wonder to create, inspire, innovate, and thrive!

Moments of Wonder

Roadways and Bridges to Learning

Have you ever experienced moments of wonder? To me, it’s a moment when the world stops around you and you are walking towards a path of discovery. It’s that moment when you see or hear something that pauses your heartbeat and stretches your mind. It’s that moment that clouds extraneous noise and magnifies the awe and curiosity within. It’s that moment that causes you to step back, observe, listen, and create roadways and bridges to new learning. Recently, I had been hoping for another moment of wonder. But, I know that life just doesn’t work like that. Through my experience, moments of wonder happen when we least expect them. They happen when we are living our lives with passion and purpose; if we are open, flexible, and willing, we can stumble upon those moments and appreciate their value.

Learning About Liveware
Recently, I experienced a moment of wonder when I decided to listen to Brené Brown’s podcast, Unlocking Us with special guest David Eagleman, a neuroscientist and New York Times best-selling author. From the moment he started talking, I was captivated by how relatable he is. I was enthralled by the way he eloquently and simply described the human brain and its functions. He has the natural ability to communicate in a way that resonates with people who are not living in his world. He paves a path to do the important work of studying the brain and then shares the information with people who are not in the medical field. He describes the brain as liveware; all of its experiences reshape the brain. “It’s a living, dynamic, electric fabric that is constantly changing.” Every time we take in new information and are evolving as people, our malleable brain is perpetually reconfiguring. While listening to this podcast, I immediately added Eagleman’s new book Livewired: The Inside Story of the Ever-Changing Brain to my Amazon cart. Another moment of wonder is when I began reading his book. One quote that struck me was, “As we grow, we constantly rewrite our brain’s circuitry to tackle challenges, leverage opportunities, and understand the social structures around us” (p.3).

A Connection to Education

After reading just a few paragraphs of this blog, your brain has already changed. At the end of chapter 1 in Livewired, Eagleman says, “Just a handful of pages into this book, your brain has already changed: these symbols on the page have orchestrated millions of tiny changes across the vast seas of your neural connections, crafting you into someone just slightly different than you were at the beginning of the chapter” (p.16). This moment of wonder catapulted me into a state of reflection about the current state of the educational landscape we are living in. Here is a moment of wonder: If our brains are changing by reading a few paragraphs of a blog, then how much have they metamorphosed since the beginning of a global pandemic? When people ask me if teaching in virtual and physical spaces simultaneously is hard, my answer remains constant: Yes it is hard, yes it is challenging, and yes, the educators who are living this, well their cognitive capacity is being stretched beyond what anyone could have ever imagined. Another moment of wonder … when I realized I have learned more about teaching and learning in the last 9 months than I have learned in my 15 years in education while putting the learner at the heart of decision making, responding to what they need to know, thinking about how they should get there, and figuring out ways to track their learning. And since technology is second to the learner, then I incorporate digital tools to support the process. I have tested my limits in multiple ways and have perseverated over what I can do better. These moments of wonder made me realize that you can learn and achieve anything you want to if you embrace flexible intelligence, the willingness to collect the important details and create experiences that make the learning process worthwhile. Have you ever experienced a moment of wonder? To me, it’s a vessel of curiosity and awe. It’s the way we perceive the world and take in information. It’s that moment when you realize that there is so much more to know and learn. Moments of wonder are spaces and time that question our beliefs, who we are, and push us to places that make us better versions of ourselves.

Reimagining the Magic of the Workshop Model Series 4: Honoring the Framework

Special Note:  This is blog post entry 4 of a blog series titled: Reimagining the Magic of the Workshop Model. Blog post 1 in the series can be found here: Reimagining the Magic of the Workshop Model Series 1: Inviting Change.  Blog post 2 can be found here: Reimagining the Magic of the Workshop Model Series 2: Rallying Learners and Building Community.  Blog post 3 can be found here: Reimagning the Magic of the Workshop Model Series 3: Non-Negotiables in Physical and Virtual Spaces. This blog post series is written from my perspective, as I teach face-to-face and virtual cohorts of middle school learners simultaneously.

On a Mission
Educators who are reimagining and implementing the workshop model all over the world are on a mission. They are on a mission to provide powerful literacy instruction to every single student who enters their physical, virtual, hybrid, and/or hyflex spaces. They are on a mission to rally learners, cultivate communities, build partnerships, voluminously read, write, talk about books, and guide learners towards independence. They are on a mission to make learning stick, honor the framework and give effective, impactful, brisk minilessons that will empower learners to effectively and efficiently transfer relevant skills and strategies into their reading and writing lives. In the book Leading Well, Lucy Calkins states, “When teachers lead effective minilessons, those short bursts of instruction will mobilize the whole community to be on fire as readers and writers and will immerse the kids in an understanding of the important work they are doing. Although small group instruction and conferring are critically important, when teachers are skilled at giving minilessons, that teaching can drive a huge amount of progress” (Calkins, Ehrenworth, & Pessah, 2019, p. 69). Workshop educators know what the workshop feels and sounds like; they are committed to making the experience feel like an “all-hands in” group huddle, pulling the learners in close, leaning forward, teaching their hearts out as they demonstrate with brevity, have learners collaborate and share ideas, and then reconvene the class to share some incredible thinking work. With all of that being said, educators were propelled to reimagine the structure and components of the minilesson in new physical and virtual spaces with intention and flexibility. They have constantly asked themselves, “How can I honor the workshop model framework, reach all learners, and provide short bursts of instruction that will ignite passion and an innate yearning to want more?

Traditional TCRWP Framework of the Workshop Model

Teachers College Reading and Writing Project Overview of a Day’s Reading and Writing Workshop

Check-Ins are Front and Center

When convening for a workshop minilesson in physical and virtual spaces, learners congregate in spaces that look and feel very different than the traditional rituals that usually include a meeting area with a rug, teacher’s chair, and a purposefully positioned anchor chart. In traditional learning environments, classroom spaces were arranged so that learners could transition from intently listening to the minilesson on the rug to turning and talking with partners, to independent practice in flexible seating or back at desks that were grouped together to encourage peer collaboration. Now, learners in physical spaces and virtual spaces are sitting with their 1:1 devices, logging into Google Meet or Zoom, and congregating in virtual community spaces. The transitions are now from the main room to breakout rooms and are typically used for small group work collaboration or individual breakout rooms for independent practice and 1:1 conferencing. More than ever, educators are proactively organizing social-emotional check-ins during the course of instruction. Learners need to know that educators care about them as humans first. They need to feel safe and connected because the screen can be viewed as a barrier, but only if you let it become one!

There are several ways to do this:

  1. Use the chat feature to ask questions.
  2. Polls: Use Google Meet, Zoom’s poll feature, or a digital tool like Mentimeter for the social-emotional status of the class.
  3. Put students in individual breakout rooms. Have a social-emotional check-in before 1:1 conferencing with learners.
  4. Purposefully embed the check-in during instruction; ask students to answer questions orally or in the chat that relate to the text, but also to their own lives.

Minilesson
Although the content of a minilesson will change almost daily, the structure will remain the same. The framework of a minilesson is predictable and usually is completed in 10 minutes or so. If educators are able to master the architecture of the minilesson, learners will know what to expect in both physical and virtual spaces. For the current educational landscape, it is important to consider putting a special emphasis on the “Connection” component of the minilesson. It is going to be worth the investment of time to “hook” learners into the lesson with passion and purpose. Look into those small moments of your life and share those stories with students. In a recent Future Ready virtual conference, Brianna Hodges reminded educators that “The shortest distance between a human being and the truth is a story.  With stories, we find a connection to people and then they have a reason to care.  According to A Guide to Reading Workshop: Middle School Grades by Calkins & Ehrenworth (2017), the traditional components of a minilesson can be found on the left side of the chart below. On the right side, the minilesson has been reimagined for new physical and virtual spaces. Many of these ideas overlap.

Traditional Minilesson vs. Reimagined Minilesson

Click HERE for infographic

Example of an asynchronous minilesson

Independent/Collaborative Practice

Whether in physical or virtual spaces, learners will need access to print and digital texts to read in order to deliberately apply the skills and strategies that were explicitly taught during the minilesson. Book access, voice, and choice are more vital than ever before. Learners can do the thinking work by reading a short story, watching a short video clip, and/or reading their independent reading book; they will need whatever it takes to empower and engage them in the process. Students have to feel like they are owning their learning!  Once learners make a plan for their independent reading and have an understanding of what goals they are working towards, they will independently read in both spaces. If learners are in the physical space, they will read at their socially distant desks; if working synchronously, virtual learners will be placed into an individual breakout room to independently read. Additionally, teachers may decide to place readers in partnerships to support and guide one another’s reading and thinking work. Here’s the bottom line, since the 1980’s there has been a substantial amount of research that the only way students get better at reading is READING! Also, you may consider embedding “catch up” days when there are no new minilessons taught. These days, will give learners an opportunity to revisit and apply a multitude of skills and strategies they have previously learned during independent reading time. These days will also allow the teacher to catch up on small group instruction and 1:1 conferencing. Providing learners with choice and voice about how they can show their thinking during this time will empower them to take ownership over the experience! Check out this Offline Choice Board inspired by Catlin Tucker that may be utilized during this time.

Click HERE for a link to make a copy of this choice board and make it your own!

Conferring/Small Group Work

Here’s a big question…”What is the rest of the class doing while the teacher is conferring? In the workshop model, here’s the answer…READING!  In the book A Teacher’s Guide to Reading Conferences, Serravallo says, “Instead of spending time at the Xerox machine running off worksheets or spending countless hours creating materials for centers, get books in students’ hands and let them read” (Serravallo, 2019, p. 4). Understand that you will NOT get to reach EVERY physical and/or virtual student every single day. However, it will be possible to talk to 3-4 learners during independent/collaborative practice time. This gives the teacher an opportunity to join each breakout room, work with a small group or 1:1, and check-in on the learner for accountability and understanding. If the teacher assesses that there are learners who need a double demonstration, it may be decided to keep them in the main virtual room to reteach the necessary skills/strategies. It is crucial for the teacher to also revisit the digital anchor chart and say “When I come to confer with you, I will be asking you how you are applying the strategy we learned today! If you doing other thinking work, such as working on a strategy you previously learned, be ready to share that!” As the virtual learners are working, it is also critical for the teacher to pay attention to the breakout rooms as a reader may press the “help” button for support. 

Mid-Workshop Teaching

There is absolutely a time and place for a mid-workshop interruption! When conferring with students and/or working with small groups in physical and virtual spaces, look for common trends in strengths and/or areas for growth. Bring all learners back together in the main virtual room. It is best to set the timer in breakout rooms  in order to give the students some notice that you will be pulling them back together shortly. This gives them an opportunity to finish up some thinking work. When everyone is back in the main room, you may consider sharing your screen to highlight a strategy a reader was successfully or unsuccessfully using. It may be that you are revisiting the anchor chart, thinking aloud, using a portion of a mentor text to highlight a learner’s success or struggle (if it’s a struggle, this can be done anonymously and in a tactful way). You may use these prompts: “Readers I noticed that….Readers I was listening to…Readers I observed…” Additionally, you may ask a learner is they are comfortable sharing their own screens and briefly have them share their success or struggle if they choose to do so. This enables learners to refocus on the learning task and gives them something new to think about!

Share

Teaching in physical and virtual spaces has made it more challenging to fit in all of the components on the Workshop Model. It is important to note that educators must give themselves grace and not be so hard on themselves if there is a struggle with pacing. There is a whole other layer of complexity that has been added to teaching. Do you know what that might be? It’s the complexity of managing multiple spaces at once while navigating technology. It’s not always easy and things will not always go as planned (just like it happens in traditional classroom spaces). There are times a teacher may not get to “share” the learning because they were busy checking-in with a learner who needed the extra support. There are times the teacher may not get to share because the transitions with technology were taking too long (from the main room to breakout rooms). There are also times when you will find the time to share the learning. Sometimes it will be at the end of the workshop and sometimes it will be the next day. The fact of the matter is that our brains process information by thinking about the new things we’ve learned and how we’ve applied them. The point is that as long as you are giving students opportunities to reflect on their learning and are providing them with the feedback to take their learning a step forward, you are adding power to the work! Students tend to put more cognitive energy into the independent/collaborative practice when they know they could be sharing with an audience. Being prepared, encourages them to share their screens and voices with all of the learners in the classroom. This also empowers other learners to work more productively during future workshop experiences. Making time in physical and virtual spaces to share learning with the classroom community adds value and brings purpose to the work!

Lifelong Practices Live Within

My Educational Journey

I have been in education for 15 years and throughout my career, I have served in many roles at the Elementary level. This includes Teaching Assistant, Classroom Teacher, Reading Specialist, and most recently, Instructional Coach. Throughout the trajectory of my career, I have always worked to challenge myself in every position I have ever served in. Each position has taught me how to fine-tune what I know and do; each position has allowed me to see and focus on my strengths and the strengths of others in order to provide the best opportunities for students to reach their social, emotional, and academic potential; each position has allowed to me stay true to my core beliefs while learning new ways to approach teaching and learning. And because I have been fortunate to travel this path, I recognize the value every role brings to an organization. Over the course of time, I have asked myself, “How can I continue to honor my core belief system as I navigate the different roles I serve in?” At the heart of this journey, it became clear to me that developing relationships, connecting, being human, and leading with empathy and grace, opens doors to creating a community of learners who work together to ambitiously develop solutions to instructional challenges.

Not the Same Educator

Five years ago my school district decided to invest in job-embedded professional learning at the Elementary level. They reached to educators within the organization who had a strong background in literacy to elevate literacy practices and bring shared experiences to four buildings. When I took on the role of Literacy Coach, my school district had already committed to embracing the balanced literacy approach; this is an approach to reading and writing instruction I feel very strongly about to the core as learners can authentically engage in rich literacy experiences including the reading and writing workshop, interactive read alouds, shared reading, small group instruction, one-on-one conferencing, and have choice and voice as they get to self-select from diverse texts across a plethora of genres. This was an opportunity to work side-by-side with teachers as I got to collaboratively write curriculum and develop meaningful assessments with teachers, students, administrators, and literacy consultants. Over the course of a few years, we developed 73 Units of Study that were grounded in the Teachers College Reading and Writing Project philosophy. I got to work intimately with the other Literacy Coach, a brilliant colleague, and friend as we rallied teachers together to analyze, reflect, and revise a live curriculum to meet the needs of a diverse population. Additionally, we purposefully and intentionally took an audit of all elementary classroom libraries and ordered books and mentor texts to support learners and enhance the curriculum. Furthermore, we vertically aligned the curriculum, so there was a smooth progression of literacy development from K-5 that was aligned to the learning standards. In the last few years, I worked with my other Instructional Coach colleagues to ensure continuity of instruction in the Reading and Writing Workshop model, provided meaningful professional learning experiences during faculty and grade-level meetings, and participated in formal and informal conversations about student learning. All of this heart work has always been grounded in best practice. Best practices and systems are what guided this incredible experience. During this time, my coaching belief system was shaped by Jim Knight’s Seven Partnership Principles (introduced to me by Jessica Gruttola during an Instructional Coaching workshop). These principles influenced conversations, theory, and practice. These are the principles that supported my team as we embarked on the mission of creating positive change. If we modeled the change we wanted to see by consistently using the Partnership Principles as a guide while keeping learners at the heart of the decision-making process, we were off to great things!

Jim Knight

It was this work that led me to deeply understand what teaching and learning practices would best support learners in order to move them to higher levels, guide them towards independence, and create lifelong learners.

Coaching 1        Coaching 2Coaching 3  Coaching 4

Coaching work I facilitated in faculty, grade level, and one-on-one meetings.

Taking A Leap of Faith

This year I am taking a leap of faith as I enthusiastically join the Middle School team where I will serve as a Literacy Specialist. Although I will always keep my years of elementary experience close to my heart, I am incredibly excited to continue to collaborate, connect, network, reflect, and share all I have learned in every role I have ever had the privilege of serving in with colleagues and learners. I am also inviting the learning curve that will come with acclimating to a new culture and climate. I will learn for, about, and with new leadership, colleagues, and learners. In making the transition from Elementary to Middle School, I believe that there is great strength in knowing and understanding the building blocks of learning, where the students are coming from, and what skills they should have mastered. If we work together towards building a bridge that will reinforce what they know while making new connections to learning, there will be a strong vertical progression of literacy development.  As I make this transformation to the middle level, there is one thing I know for sure… I will continue to honor my own core belief system and the teaching and learning practices I am so insanely passionate about. As I continue on my educational journey, I will never forget the experiences I have been a part of and the people who have impacted my growth along the way. They are all a part of who I am, and that will never change!

Keeping Partnership Principles at the Core

I created the infographic below to demonstrate how Jim Knight’s Instructional Coaching Partnership Principles translate to working with learners using a balanced literacy approach. I believe that belief systems in education can be applied to any learning environment, if they are in fact, best practices!

Keeping Partnership Principles at the Core (2)

Keeping Partnership Principles at the Core

Moving with Time

My Perpetual Internal Clock

5:30 am… this is the time my morning routine begins. This is the time, my mind begins to race as I instantly start to think about all of the things I want to accomplish in my day. This is the time my internal clock is set to, even when I don’t have anywhere specific to be. This is a time when no one else in my house is awake yet. It’s my time. A time to ponder, to think, to analyze, to reflect, and to set new goals. I’ll admit, it’s REALLY hard for me to turn off the thoughts and ideas that speed like wildfire through my head. It kind of feels like a dream, the ones with different scenes that overlap with one another. The kind of dreams where there are problems that present themselves as barriers and you have that urgent feeling to search for the right solutions. The kind of dream where you encounter various people you have met in your life and you are happy they are there to be the thinking partner who will help you overcome the challenges. Do you ever think about how you can navigate your days with intention and purpose and who you may invite to come along for the journey? 

Choosing Time

Time… time is something that we all have and choose to use in different ways. One way isn’t better than the other, that’s what makes us who we are. For me, when I am in professional thinking mode, I tend to perseverate over how I will use my time so that I can make a difference for learners and the educational community. I ask myself, “What could I do differently today and make it better than yesterday? I believe that this type of thinking actually works well in our current climate. The way we are learning and the types of resources we have access to are constantly changing within spaces of time. It’s happening really fast. Day by day… hour by hour… minute by minute. Sometimes, it’s difficult to keep up with it all. It’s like running a race. You take off with plenty of open space in front of you and then suddenly there are hurdles that get in your way. It’s a barrier that doesn’t appear to be moving, and you must figure out a way to successfully move beyond it. Do you stop and run backward or do you keep moving forward? More than ever, we are living in times where we must roll up our sleeves and embrace the change. Actually, to me, there is no other choice. It is dangerous to say “This is the way we have always done it”. Our world and the learners that exist within it are constantly evolving and educators have an obligation to stay ahead of the curve. It is also important to understand that we do not have to do it alone. After all, aren’t we in a field of sharing and collaboration? We must constantly rally together to analyze, reflect, assess, and work deliberately towards improving instruction, the practices we employ, and solutions to instructional issues that get in the way. It is crucial to invite others to share their expertise and guide us towards providing optimal learning experiences for students. Katie Martin recently shared the image below on Instagram that expresses just what I am saying. We can choose to use our time to actively seek out opportunities that will help us thrive in the unpredictable times we are living in.

Katie Martin

We Can Dance in the Puddles

Time…it is time to think differently about the things we are used to seeing daily and create systems that support the process for creating and refining ideas. In a recent Future Ready podcast, Thomas Murray interviewed Superintendent, Dr. Tiffany Anderson. I was captivated by her ideas, convictions, and courageous leadership qualities. She expressed how her school district recognized that they must be versatile and adaptable as they shifted to remote learning. She mentioned that if you leverage technology well, you can continue learning in all different ways. She went on to say that since we have not been confined to our classroom walls, there are no borders that will get in the way of our growth…the possibilities are limitless. The challenging times we have been faced with have led us to take a deeper look into how students and educators learn. These times have allowed us to be more innovative than ever before and have prompted us to take more risks.  I have always believed in the power of being a connected and networked educator, and this notion only amplified the value of it. Dr. Anderson also indicated that students and educators are truly resilient to the new structures that have been put in place. This idea really resonated with me because we can now think intentionally about using our time differently than we have before. And, because there are so many unknowns, that there is no “right” way to approach this work. The idea of starting with what you know, learning the facts, and then moving forward, makes it all more manageable. Of course, the preparation for this type of learning certainly has to have a great deal of flexibility. My favorite part of this podcast is when Dr. Anderson says that when it rains, and right now it’s a thunderstorm, “You have two options. You can complain about the rain or you can dance in the puddles.”  I have certainly seen educators in my own school district and in districts across the country dancing in the puddles. This work is admirable. It can be hard. It can be emotional. It can be draining. But, it sure is rewarding! These virtual spaces have really opened up times to collaborate and connect with colleagues in new and exciting ways! I highly recommend viewing this incredible podcast as there are so many MORE gems of information and words of wisdom shared.

Time Moves Forward

Time…time is moving and the world continues to evolve in ways we could have never imagined. When my 5:30 a.m. internal clock wakes up, I will continue to think about how learning is messy. I will continue to perseverate on how I can make teaching and learning better. I will continue to think about the challenges that are getting in the way. I will continue to think about how learning is not a step by step, linear process. I will continue to think that it’s complex and often requires multiple solutions that have several correct answers. One thing I can say with certainty is that my mind will never stop moving with time. I am committed to rolling up my sleeves, embracing the change, navigating the days with intention and purpose, and inviting others to join me!

time