Relationships Matter

I believe in the power of productive conversations and personal connections. One on one discussions with educators can fuel positive change in classrooms. When we take the time to speak with those we work with, we show them value and can better customize our support to meet their personal contexts. I regularly work with over twenty school sites from across the county, representing nearly a dozen districts. It has been a challenge for me to personalize experiences for each of those I serve, to make connections. I have made a conscious effort to position myself to support teachers in a way that meets their individual needs. A one size fits all approach is not effective. Instead, I seek to support educators by recognizing the strengths and opportunities of each teacher. Coaching is about relationships. We must know our people in order to serve them.

The Gap Between PD and Implementation

I have facilitated countless professional development workshops that elicit positive feedback from educators. With each professional development experience I facilitate, I consciously spark conversations with educators, ask questions, and do all I can to customize the session to meet the needs of those in the room. The energy in the room is apparent as educators actively engage in tasks that leverage tools and strategies they can apply to their classrooms immediately.

While professional development opportunities such as these are valuable, momentum can slow to a near halt during implementation. I have heard administrators say they have stopped sending teachers to conferences because there is not a large impact in classrooms upon their return. Very little changes for students. These teachers come back to their school sites full of ideas and excitement, but this does not translate to implementation.

What causes the gap between professional development and action? How can we affect work in classrooms?

We must be there. Our work must include on-site, classroom level support.

Be in Classrooms

In the past few years I have spent many days facilitating professional development sessions. But the most impactful part of my role is the time I spend in classrooms with teachers, coaching them in their daily work with students. This is where teachers grow and learn the most, during job-embedded coaching that includes those we serve – students. Coaching in classrooms allows me to personalize support to align to each teacher’s strengths and needs. It allows for instant feedback opportunities.

How have I managed to position myself to be in classrooms more than three times as often as facilitating professional development? And am I able to serve as many educators in this way?

Over the past couple of years I have been collecting feedback via conversations and surveys from the educators and administrators with whom I work. Many leaders and teachers are initially hesitant to invite me into classrooms to work with teachers and students. Educators do not want to be judged. Leaders want to maximize training hours.

I have been able to slowly shift my work to include more classroom coaching and less PD via thoughtful conversations during professional development sessions, stories of success thanks to leaders who trusted me to use this approach at their sites, and testimonials from others. Teachers are learning that my role is to support, not to condemn.

I focus on enhancing the great work educators are doing, not rating them on a framework. Leaders are noticing that teachers apply and sustain more learning from my time in their classroom for thirty to forty minutes, than they do from hours in a PD session. And even better…no substitute teachers are needed! This saves time and money.

The coaching occurs with students in the room. As I work with educators, students are learning alongside them. This maximizes the impact and starts a buzz of excitement. Students become scaffolds and cheerleaders for their teachers. Click here to learn about how students provide tech support for resistant teachers. I spoke with a principal today who remarked, “I know that my teachers are implementing their learning from your classroom coaching by asking the kids. The students tell me. And the coaching is working.”

Ditch Your Agenda: Ask the Right Questions

When I walk into a classroom, I do not have an agenda. The moment we enter a room with our vision, we stop listening. We stop observing. We lose the ability to be objective. And our ability to connect with those we serve is minimized. Instead, I observe and ask questions. I look at work on student desks. I observe seating structures. I view what is on white boards and posted on walls.

In a first grade classroom last week I saw a color-coded chart to scaffold opinion writing. If I had not noticed this, I may have led with my own agenda of technology integration. I might have said to the teacher, “Your students are ready for Google Slides. It will help them with writing. Let’s get them started.” Instead I remarked, “I noticed the color-coding you are using for opinion writing. How is this going?” My question did not mention one word about technology. It is focused on learning, on academic goals. The teacher answered, “The color-coding is helping, but the students need more practice.”

I pulled out my phone and opened a Google Slides template to show her. I said, “Some teachers I work with have changed the background color in Google Slides to give kids more opportunities to work on organization in opinion writing. Here is a fun one with an animated gif of a dog and a cat. Does this look like something you’d like to try?” This conversation did two things. Firstly, it revealed to the teacher that I am observant and care about her context. I am interested in this teacher’s academic goals for students. I am not merely, “the tech lady” coming with a pre-determined lesson that I assume will work in her class based on my understanding of pacing and grade level standards. Secondly, I am suggesting a strategy that has been used by other teachers. As an educational technology consultant, if I bring my idea, teachers that are resistant to technology may be less willing to try it when I am gone. However, if other educators use the strategy, the idea feels more approachable.

Lounge Around

On my days at school sites, I have begun spending time before the school day, during lunch, and after school ends in staff lounges. I position myself in areas such as these, where staff members congregate, to build relationships, increase visibility, and offer support to the entire campus. Again and again, educators see me in the lounge and share reports of how they have been implementing strategies used in prior classroom coaching sessions. Others listen. On occasion, these listeners are intrigued. They ask questions about how they too might try the strategy in their classrooms. Many times, educators will ask follow-up questions or seek further support. Being present with those I serve sparks organic conversations.

Lounge around with your people. Engage in conversations. And don’t forget to listen to those you serve. Coaching is about connection.