A teacher who refuses to work with her grade-level team to design new units. A principal who is always upending your schedule with new responsibilities. A literacy coach who is in tears because she feels so isolated. A participant who continually interrupts an in-service session with “Yeah but . . .”
Tough Nuts are not easily defined, but you know one when you see it. They are the challenges that sit at the center of your forehead in the dead of night, robbing you of sleep. The stories of how we’ve dealt with these ongoing and immediate challenges are here.
Stephanie Affinito shares a protocol with reflective questions to help literacy coaches make professional development opportunities more relevant for teachers.
David Pittman is stunned when a teacher he is coaching begs off from more work together. The experience helps him reassess how he collaborates with overwhelmed colleagues.
The hole in your swing is your greatest weakness as a literacy leader. Matt Renwick explains how you can face your own vulnerability as a literacy leader and tackle it head-on.
David Pittman finishes a coaching cycle with a teacher and realizes his hesitancy to evaluate the teacher during his classroom visits hinders any celebration of the teacher's growth during their time together.
David Pittman finds that a teacher is dismissed as a veteran, which can be code for good luck getting that one to change. What he discovers is someone with a rich life and history beyond the classroom that is worth tapping into.
Matt Renwick finds he needs to take a deep breath, listen, and be open to options when there is a disagreement about next steps in a school improvement initiative.
Matt Renwick explores how literacy leaders can help teachers stay true to a shared vision of instruction and learning as they explore commercial program options.
Dana Murphy understands the quiet go-along teacher she meets in professional development settings, if only because she sometimes was that person in the past. She shares strategies for challenging those agreeable folks to speak up and reflect more deeply on their practice.
"I'm already doing this," a teacher groans. And the literacy coach groans inwardly at the same time, because they usually aren't doing anything resembling the innovation being discussed. Dana Murphy explains how she uses validation and questions to move beyond this conversation killer in professional development settings.
From shorter meetings to tapping data in creative ways, Ruth Ayres shares her best tips for supporting stressed teachers.
Which grade level would you least like to teach? Matt Renwick explains why you need to confront your fears and do a demonstration lesson with those students. In Matt's case, the lesson involved entering the wonderful world of kindergarten.
Matt Renwick explores the differences between commonly accepted measures of productivity and the work that has the most value for literacy leaders.
Ruth Ayres finds that coaches can't help but feel a little ambivalent about losing their teaching role, but it's important to embrace the changes in responsibilities if you want to coach well.
Jennifer Schwanke realizes it is never easy to talk in front of adults. She explains how she helps teachers accept the challenge of speaking to colleagues in professional development settings.
One parent is adamant that Black History Month should be celebrated. Another parent is adamant that observing Black History Month trivializes blacks. What's a literacy leader to do? Jen Schwanke brings up the thorny issues involved during a staff meeting.
This is the time of year when principals and literacy coaches are weighing which teachers might take on leadership roles next year and which teachers in leadership roles might be relieved of these duties. Jennifer Schwanke shares her process for this delicate work.
It happens at least once a year for Jennifer Schwanke: she finds herself on the verge of crying in a professional setting. Here's her best advice for literacy leaders to keep the tears at bay.
Jennifer Schwanke explains how literacy leaders are often in "the awkward chair"—the position of having to explain painful truths to others. She has tips on how to handle the hot seat in meetings and discussions with colleagues and parents.
Jennifer Schwanke shares principles for leading those awkward meetings when staff need to decide between too many students who need a finite amount of services.
Ruth Ayres faces passive defiance when teachers learn they will be participating in coaching cycles as part of a school improvement plan. This is the second installment in a four-part series on building a culture for coaching within a resistant staff.