I joyfully started a new position this school year as a curriculum coach. The previous three years I was a teacher coach at a charter school and learned how to be effective through training, practice and coaching. Using that knowledge helped me begin the new school year with practices that served me and my new school well.
1. Relationships Are the Most Important
I intentionally focused on building relationships with my teachers from the moment I walked into the door. I made myself visible. I listened. I did not repeat anything anyone told me. I also made a point to not name drop, and this included with the principal. I was always open for meetings with teachers, and would do my best to meet with people when they needed me rather than what necessarily fit into my schedule. This sometimes meant forgoing lunch which was acceptable.
I tried my best to be positively frame every situation. I tried to solve problems that I could as quickly as possible. Just talking to people and engaging with them is part of the relationship building. I kept having to remind myself of this fact when I would feel like “I wasn’t working.” Thank you notes and genuine appreciation went a long way. Teachers do not get recognized enough for the great things they do everyday in the classroom and their individual strengths and I tried to highlight these behaviors whenever I could.
2. Don’t Show All Your Cards
I have a lot of skills and have had a variety of experiences from the last 21 years in education. I attempt to have my actions show my knowledge base rather than telling people. Lots of knowledge and experience in a variety of areas can alienate people rather than bring them closer, depending on the context. When topics arose I would reference a situation I had been in before and how I solved it as much as possible. I would sometimes use other teachers’ experience I had witnessed if I myself had not been in the situation. I would always answer questions about my experience when asked. I was not trying to be evasive, but rather not to bombard people with too much information. I have a variety of skills and experience but I do not know everything. I get obsessed with topics and then conduct my own research and then drop researchers names like we are friends!
3. Until you have to…
There were several points in the year that someone asked me a direct question and then I was very honest about how I handled a situation in the past. Sometimes this sharing was not in a light the teacher liked. During an RTI meeting I had to bring up that in a past corporation I was part of a group that reworked all the forms for our special education co-op. I know the law and how RTI intervention works and why. There is a difference between RTI intervention and intervention groups, which is a practice that good teachers should do anyway. One of the teachers figured out through the questions that I was asking that my experience was more in depth than I had indicated. I appreciated that she took me aside after the meeting to ask about it rather than calling me out in the meeting.
I also have had to be ready to stand my ground and defend research and practice from my own classroom. I use post it notes for kids to encourage academic behavior I desire which also builds the relationship with the student. Sometimes it is a simple, “Thank you for getting right to work.” or “Thank you for following directions perfectly.” Other times it is “You read so fluently!” or “I wish I would have written this sentence myself.” I had a teacher tell me that practice would work for a few days, but it wouldn’t work longer than that. I had to firmly tell her that it worked well for a solid 8 week period and then when I went back into the classroom throughout the year. I use this practice with all the students I have whether they are adults or children. It is motivating and effective.
4. Listen and observe
Listen to teacher and student needs. Really listen. Listen to the questions people ask or what they comment on. Then provide training or resources. Don’t push too hard and FOLLOW-UP! It can be a conversation in the hallway or an email. Paying attention to the little things can make a big difference. My Workshop Wednesdays were a big hit with my teachers because it addressed needs they had expressed to me.
5. Facts NOT Emotion
Use facts as much as possible. One of the conversations I had several times with teachers was about student evidence. As a teacher, we need to focus on high, medium, and low work not high, medium, and low kids. Using the work, teachers can determine many teaching behaviors that affect the student achievement and outcomes.
6. No One Can Take Knowledge Out of Your Brain
I have been through many trials and tribulations throughout my teaching career. There are some fundamental truths I believe :
- Reading is the gateway to learning.
- True modeling works.
- I won’t ask you to do anything that I am not willing to do or have already done myself. (I use this mantra with adults and students.)
- All the training you immerse in, the reading you do, and the products you create based on these areas cannot be taken away from you. It is part of who you are and makes you a better individual and educator.
I am looking forward to next year and building on the relationships with the teachers that are returning. The teachers and I are learning what skills we all have to be able to utilize all the experts in the building. Teachers will be more effective and students will achieve more! It will be an exciting year! Summer here we come!