Stop Losing Your Best Teachers! Improve Your Campus Culture in 3 Steps Before the School Year Ends

crabtreecoaching

30 Apr, 2024

Stop Losing Your Best Teachers! Improve Your Campus Culture in 3 Steps Before the School Year Ends

By Alissa Crabtree, Instructional Leadership Coach

As the school year draws to a close, it’s a pivotal time for reflection and planning for the future. One crucial aspect of this reflection should be the retention of valuable teachers. Losing talented educators can disrupt the stability and progress of a school community. However, by proactively enhancing campus culture before the year ends, schools can foster an environment where teachers feel valued, supported, and motivated to stay.

I know what you might think: “Alissa, there is no way you can overhaul a campus culture in just a few weeks.” And you would be correct; however, it is never too late to start making small moves to receive a massive return on investment. Are you craving support to strengthen your campus culture? Schedule a call with me, and let me help you!

Until we can meet, let me share three actionable strategies for the end of the school year.

Feedback Interviews for Continuous Improvement:

As the academic year concludes, consider implementing feedback interviews. These could be one-on-one sessions where teachers can provide valuable insights and suggestions to school leaders. For instance, a teacher might suggest a new approach to a specific subject or change the school’s disciplinary policy. These interviews serve as a platform for teachers to express their thoughts on various aspects of the school environment, including curriculum, resources, support systems, and professional development opportunities. Encourage open and honest dialogue, and demonstrate a genuine willingness to listen and act upon the feedback received. Not only does this empower teachers to feel heard and valued, but it also provides valuable input for improving campus culture and retention strategies.

Now, I know that this takes more time than just asking for individuals to complete a form, but here is the deal: one-to-one interactions are more genuine and powerful than answering questions on a virtual platform.

Oprah Winfrey famously stated, “The number one thing that humans truly want is to be seen, heard, and understood.” By meeting with your teachers personally, you are making space for those you lead to be heard. When people feel seen, heard, and understood within an organization, they will stay.

Celebrate Achievements and Express Gratitude:

Before the school year ends, take the time to celebrate teachers’ achievements and contributions. Organize recognition events, awards ceremonies, or simple gestures of appreciation to acknowledge educators’ hard work and dedication throughout the year.

Warning: Do not make blanket statements of praise. You need to name names and be as specific as possible. Many amazing teachers are requesting to be transferred, leaving districts, or abandoning the position altogether because their colleagues are not being held responsible, therefore adding more responsibility to their own plate. Give the individuals the praise they deserve. It all goes back to people wanting to “be seen, heard, and understood.”

Expressing gratitude boosts morale and motivation and strengthens the sense of community and camaraderie among staff members. Additionally, teachers should be encouraged to reflect on their own accomplishments and celebrate their personal growth and achievements over the past year.

Plan for Professional Development and Growth Opportunities:

Use the end of the school year as an opportunity to plan and communicate professional development and growth opportunities for the upcoming year. Discuss potential workshops, training sessions, conferences, or other learning opportunities that align with teachers’ interests and professional goals. Solicit teacher input to ensure that the provided opportunities are relevant and beneficial; after all, what you believe they need just might be inaccurate. Schools can foster a culture of continuous learning and improvement by demonstrating a commitment to supporting teachers’ ongoing growth and development, enhancing job satisfaction and retention rates. Individual and collective efficacy are paramount, and if we provide the learning and tools teachers need to succeed, they will have the confidence to overcome various obstacles they face.

By implementing these end-of-the-school-year strategies, schools can proactively address teacher retention issues and lay the groundwork for a positive and supportive campus culture. Feedback interviews empower teachers to voice their opinions and contribute to school improvement efforts, while celebrations of achievements and expressions of gratitude boost morale and strengthen community bonds. Planning for professional development opportunities demonstrates a commitment to supporting teachers’ growth and development, ultimately fostering a culture where educators feel valued, supported, and motivated to stay for years to come.

You can’t stop here, though. Let me support you on this journey. Schedule a call with me today, and we will uncover the cause of your campus chaos and outline a plan that will move you in the right direction!

The Vegan Carrot Cake: How Baking Taught Me to Be a Better Instructional Coach

crabtreecoaching

25 Oct, 2023

I am not the biggest cake lover, but I can chow down on some carrot cake. I love the cinnamon spice mixed with raisins and walnuts, then partnered perfectly with a thick layer of cream cheese frosting. My favorite!

Rewind to seven years ago when my husband and I decided to switch to a plant-based lifestyle. Hurricane Harvey had stranded us in our home, so we waited for the floods to clear and passed the time by binge-watching a lot of documentaries, “What the Health” being one of them. After much consideration and a little extra research, we determined to make the switch. It was not easy at first, but imagine my deep and utter heartbreak when I learned carrot cake, although named after a plant, was packed full of all the things I could no longer eat (cue violin music).

One of my favorite things about removing all dairy and eggs from our diet was that I had to relearn how to cook. I made “cheese” out of cashews, “queso” out of potatoes, and “chicken nuggets” out of tofu. It has been a wild and fun experiment.

When my birthday rolled around, I was up to the challenge to make my favorite cake and turn it vegan; after all, if I could make queso out of a potato, surely, I could make a cake without dairy. But would it be as good?

I knew this: I had a solid recipe from my mom that we had used for years. Loved it! All of the dry ingredients in the recipe were good to go; no need to change anything there. The wet ingredients were a different story. What could I use to substitute the milk, butter, eggs, and cream cheese? And let’s be clear, not all non-dairy milks are best suited for baking. Luckily, I had enough experience with them and determined that coconut milk would be the perfect substitute for my birthday dessert.

Without going into all the details, let’s just say that my first attempt at creating a vegan carrot cake was okay. The cake was good, but it was not my absolute favorite. In fact, it was a little dry. Today, in 2023, I must say that I make a vegan carrot cake that I believe would rival anyone’s grandmother. It is delicious. And it is my “go-to” when I am in charge of bringing a dessert.

The art of baking and coaching

Through the years of perfecting my baking skills and being an instructional coach, I have come to realize that the two have a lot in common.

As an instructional coach, I have received tons of training from the experts. I have read all the books, listened to the podcasts, attended the live sessions, and coached hundreds of teachers. Just like following a recipe, I know the standard formulas for taking someone through a coaching cycle, an efficacy cycle, and providing feedback. Heck, I even have my own formula I teach coaches to provide feedback. I know the “ingredients” to creating and presenting professional development and how to add the “icing on the cake.” But here is the secret that no one really tells you; even if you follow the recipe to perfection, not everyone is going to want the cake or even like it.

Some individuals live a plant-based lifestyle or have a gluten allergy, so they can’t eat your cake. Some people hate cream cheese. Some love carrot cake but hate raisins. And this, my friend, is the secret to coaching.

Have you ever had a teacher make a “bee-line” in the other direction when they see you walking down the hallway? Have you ever had a teacher stop their coaching cycle because they were just too busy? Have you ever taken a teacher through a complete coaching cycle, but they never returned for more? If you have been coaching for any amount of time, I am sure you’ve experienced all of these scenarios. Even when you follow the recipe to perfection, sometimes, it just doesn’t work.

Formulas and recipes give you a structure. They provide the basics and serve as a guide to at least get the job done; however, if you want true satisfaction and sustained growth, you must know who you are serving. This is where most of us go wrong. Instead of taking time to get to know the human in front of us, we are eager to jump straight to work. It’s all business. We have a mentality that there is no time for the “fluff,” and we need to keep on moving. Although I have been guilty of doing the same thing, I have learned that this approach is actually stalling progress. Think about it. No one is going to purchase your cakes if they don’t like it or can’t eat it.

So what does this mean for coaches?

Instructional coaches must take time to know the individual. We need to discover the teacher’s values, their learning style, their strengths, and their fears. If we want teachers to seek our services, then we need to show them that we can cater to them specifically. If we want teachers to see the value in the work they will do alongside us, we must make the process conducive to their needs. If we want teachers to keep returning for more, we must prove that we care about them and their growth. Teachers need to trust the coach.

The power of coaching comes with the nuances, not with the formula.

It is true that investing in the individual takes time, and we all know that adults can be tricky. I have often heard it stated that “I shouldn’t have to get all ‘touchy-feely’ with someone so they can grow. It’s their job to continue learning.” First of all, fostering relationships is not “touchy-feely;” it’s being genuine. Second, trust must be a priority when we ask someone to be vulnerable, especially when they are extremely prideful (and which teacher isn’t).

When working with adults, we are working with egos. That’s not a bad thing. It’s a fact. Teachers have multiple degrees and certificates; they are experts in their content. Opening up the doors to coaching is not an easy decision, but if they know that their coach cares about them and will individualize the experience, they will be more invested.

Instructional coaches, principals, and other instructional leaders, the next time you find yourself in a situation where a teacher is not receiving your feedback or refuses to collaborate with you, ask yourself, “How can I bake this cake just for them?” Take your recipe, and adjust it to fit their needs.

Happy baking, my friends.

To learn more about how you can accelerate your coaching practices and bake the just-right cake, visit bit.ly/CCCICA23. Together, we can make the education profession better.

Stop Making These 5 Feedback Mistakes

crabtreecoaching

4 Oct, 2023

I used to feel so defeated.

It would infuriate me when teachers implemented the feedback they received only once or twice and immediately dropped it once a coaching cycle was over. What was worse was when they chose to ignore the feedback altogether!

I could not understand why individuals would complain about something, put forth the effort, and then revert back to old ways that inevitably recreated the same problem they wanted to be resolved.

But then…I had an epiphany!

I had a feedback conversation with my own appraiser.

The campus principal was the appraiser for all instructional coaches, and during my end-of-year summative, he walked me through the scores for each domain. As he began discussing the ratings, he openly admitted that he didn’t observe some of the criteria personally, but he “knew it was great.” He also suggested steps I could take to strengthen those same domains. I noted my internal reactions and realized that I was not “buying what this guy was selling.” I did not find it relevant or realistic; additionally, I did not trust this person’s ability to coach instruction.

Is this what teachers were feeling about the feedback they received? I had to find out, so I created a Google form and simply asked.

The responses I received were the following:

Sometimes it’s just too much.
The observed time does not reflect the whole story.
I didn’t know how to implement it.
I keep falling into old habits.
I don’t think it will solve the problem.

And, you know what? I have to validate each of these responses. I get it!

How to make feedback motivating

To switch the narrative and make feedback stick, I resolved to STOP doing these 5 moves:

1) STOP providing just “Glows” and “Grows.”

“Glows” and “grows” are pretty standard forms of feedback. We will even teach our students this same method when peer editing or revising. The problem with generically providing this type of feedback is that it is either too vague, assumptions can be made about the “grows,” or the teacher is not invested in the feedback.
INSTEAD: Provide 1-2 “glows” describing the steps the teacher took to result in student success. When you provide the specifics for the teacher, they are 10 times more likely to replicate the moves.
Only provide 1 “grow” that is centered around the teacher’s goal and give 3-4 clear action steps for the teacher to implement. The idea with this form of feedback is that a follow-up coaching conversation with the teacher is not needed, and the steps you provide can be implemented without your guidance. Never assume that the teacher interprets general phrases of feedback the exact way you intended. Remember, “Clear is kind.”

2) STOP pushing for teachers to enroll in coaching cycles.

Coaching cycles are one of the best forms of professional learning, and I absolutely love them. I know they work, and I know they can make teacher’s classroom experiences more impactful; however, no one likes to be sold to. Pushing coaching cycles on teachers can create a sense of anxiety and insecurity.
INSTEAD: Pull teachers into coaching cycles by helping them gain a clear picture of areas to strengthen. Take time to listen to the concerns of teachers and ask questions for reflection. Allow them the opportunity to describe the ideal learning experience in their classroom and how their lives would be easier if they achieved it. Begin to paint that picture of excellence with the teacher and set a goal for full investment.

3) STOP choosing the teacher’s goals.

Goals are essential for growth, and it is important that we, as educators, continually work to improve our craft; however, just because we have a goal does not mean that we will take the time necessary to work on it. Let’s face it, teachers have so much already on their plate, so if they are going to take the time out of their schedule to work on something additional, it better be worth it. This begs the question, what makes something worthwhile? It needs to be something that I value, I desire, and I choose.
INSTEAD: Position the teacher as the decision maker. Adults are motivated by autonomy, and when that autonomy is removed, a couple of things will occur. First, they will become overwhelmed and sometimes shut down or avoid the goal. Second, they will push back. When we use reflective questioning to help the teacher see the clear picture of reality and brainstorm possible solutions, we are demonstrating trust in their expertise and positioning them as the decision-makers of their own journey.

4) STOP going in without a clear weekly schedule.

When my administrator scored specific domains that he had never observed, I felt duped. Even though the scores were high, I kept thinking to myself, “How do you even know? You were never there.” It was icing on the cake when he gave me feedback. It was actually insulting because it was not relevant to the work that I was doing. If he had only taken the time to attend my trainings, sit in on coaching conversations, or use teacher progress as clear examples, I would have happily run with the suggestions he provided. Unfortunately, though, this was not the case.
INSTEAD: Make coaching a priority. Schedule your entire week ahead of time, indicate time to model, coach, observe, etc. Then share that schedule with everyone. When we intentionally plan for opportunities to “be in the know,” teachers are more likely to respect the feedback you provide. Presence garners trust. Trust leads to vulnerability. Vulnerability allows opportunities for effective coaching.

5) STOP looking at all the problems.

If you want to stress a teacher out or sever trust between you and them, leave notes about all the things they need to fix. Not only will this feedback create a sense of defeat, but it will also foster a defensive emotion, and the likelihood of them respecting any future feedback is minimal.
INSTEAD: Remember the power of autonomy. When a teacher creates and communicates their goal to you, that is the lens you should prioritize. Why? Because they will be more motivated to implement the feedback you provide. Properly plan for the time when you will observe, and only focus on that one goal. It will be well-received and make feedback more manageable for the one receiving it.

Call to Action

Feedback can be extremely powerful in both positive and negative ways. Creating classrooms that are engaging, organized, and impactful is essential for student progress, and with our learners forever changing, teacher growth is a must. One-and-done professional development is not effective, but coaching is; however, it requires more tact. Teachers must know that their coaches and instructional leaders care for them and have their best interests at heart. Any time a teacher welcomes you into their classroom and is open to your feedback, they are being vulnerable, so you must be intentional.

Take the time to foster relationships with each teacher you coach, and make your feedback matter.

For more information on these 5 coaching tips, visit my YouTube channel, Crabtree Coaching Collaborative, where I dive a little more into effect feedback practices.

Interested in working with me? Learn how at crabtreecoachingcollaborative.org or email me at crabtreecoaching@gmail.com.

Leaving a Lasting Legacy as an Instructional Leader: Insights from a Conversation with Gretchen Bridgers

crabtreecoaching

11 Sep, 2023

In the world of education, there are few things as powerful as the impact a dedicated teacher, instructional coach, or administrator can have on students and colleagues. Leaving a lasting legacy is not about achieving fame or recognition; it’s about making a meaningful difference in the lives of those you work with. In a recent live conversation, Gretchen Bridgers, an educator, author, and coach, shared valuable insights on creating a legacy in education. Let’s delve into the key takeaways from this conversation and explore how educators can make a lasting impact.

Listen to the complete conversation by visiting my YouTube Channel, Crabtree Coaching Collaborative

Embrace Diverse Experiences

One of the first points Gretchen emphasized is the importance of broadening your horizons by exploring different environments within the education system. She shared her observation that many educators tend to stay in one campus, grade level, or subject, becoming comfortable but missing out on valuable perspectives. By venturing into various roles, such as administration or coaching, educators gain insights into leadership, different initiatives, communication, and school cultures. This broader perspective allows them to become better teachers, more effective leaders, and better equipped to prepare students for transitions between grade levels.

Embrace Change and Take Risks

Gretchen emphasized the value of being open to change and taking risks. She shared an example from her own family, where her children displayed different approaches to problem-solving—one more cautious and methodical, the other more willing to take risks. Both approaches have their merits, but the willingness to try new things and embrace imperfection is a valuable lesson for educators. She encouraged educators to be open and willing to try new approaches, even if they don’t have all the answers. This is why coaching is extremely important. If I go off and hike Mt. Kilimanjaro, where I have no clue where to start, I better hire a guide, right? Coaches are there to support teachers as they navigate new territory and ensure that they meet the desired destination.

Coaching as a Medium

Gretchen highlighted the role of coaching as a way to strike a balance between remaining in the classroom and taking on leadership roles. She believes coaching is a happy medium where educators can make a significant impact by helping their peers grow and improve, and I could not agree more! It allows them to share their expertise while supporting the development of other educators. My biggest plea is not to go into coaching because you are tired of the classroom. Guess what, my friends? Most of your time should be in the classroom with teachers, so if you are unhappy in the classroom, you will not be an effective coach.

Always a Lesson

Gretchen’s podcast, “Always a Lesson,” is named after a philosophy she lives by—the idea that there’s always a lesson to be learned, whether you’re teaching it or learning it yourself. She shared how everyday experiences can be translated into valuable lessons for educators. Her approach involves recognizing lessons in everyday situations, reflecting on how they apply to education, and offering actionable steps for improvement. What lessons are you currently learning?

Empowering Educators

Empowering educators is essential in the current educational climate. Gretchen outlined three key steps to empower teachers effectively:

Personal and Professional Goal Setting: Encourage educators to set goals aligned with their personal and professional aspirations rather than merely imposing top-down objectives.
Provide a Roadmap: Help educators create a roadmap to achieve their goals, breaking down the steps needed for success.
Foster a Culture of Sharing: Allow educators to share their ideas and successes within the school community, whether through planning sessions, PLCs, or professional development opportunities.

Gretchen emphasized the importance of aligning coaching efforts with the administrator’s vision to ensure that coaching is meaningful and impactful. When you do this, you also reduce educator overwhelm by getting all stakeholders moving in the same direction.

Crucial Conversations

Addressing the challenge of having crucial conversations, Gretchen provided valuable advice for educators. She stressed the need to have these conversations promptly and effectively, focusing on facts and not letting emotions take over. Practicing the conversation in advance, seeking feedback, and consistently having these conversations are key strategies for success. Instructional leadership includes having crucial conversations and providing feedback before things escalate.

Leaving a Legacy

Leaving a legacy in education is about creating a pathway for others to follow. Gretchen outlined a six-step process to help educators establish their legacy:

Get Clear: Define the legacy you want to leave and how you want to be remembered.
Plan Backwards: Identify daily actions that align with your desired legacy.
Execute: Put your plan into action, understanding that it may be messy initially.
Seek Feedback: Gather input from colleagues and adjust your approach accordingly.
Make Adjustments: Refine your legacy based on feedback and experiences.
Consistency: Continuously show up and maintain consistency in your efforts.

By following these steps, educators can leave a lasting legacy that impacts their immediate environment and future generations.

Leaving a lasting legacy in education is a noble pursuit that can positively influence the lives of students, colleagues, and the educational community as a whole. Through embracing change, empowering educators, and effectively communicating, educators like Gretchen Bridgers are making a significant impact. By following the steps outlined here, educators can take meaningful steps toward creating their own legacies and contributing to the growth and improvement of the education system. Remember, there’s always a lesson to be learned and shared, and it’s never too late to start leaving your mark on the world of education.

You can purchase Gretchen Bridger’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, today!

Make Time Manageable by incorporating this clarifying strategy!

crabtreecoaching

9 Aug, 2023

The last thing you want to do is start this school year off overwhelmed with time constraints. Avoid the crash and burn of competing priorities by following my own method of making time manageable!

Instructional Coaching Bloopers I Made and How You Can Avoid Them!

crabtreecoaching

8 Aug, 2023

We learn from our mistakes, right? In this video, I review some of the greatest mistakes I made as an instructional coach and provide practical solutions that I definitely follow now!

Reflections on Professional Learning

crabtreecoaching

8 Mar, 2023

Professional Learning Nightmare

Are you ready for an honest reflection on professional learning? Vulnerable moment!

The library is packed, the supply tubs are arranged neatly on each table, and your Whitney Houston playlist sets the mood for what you hope will be an incredible day of learning. You have spent hours creating a learning experience for middle school teachers on top of a “Train the Trainers” guide and resources for the campus instructional coaches to deliver your work; however, what you believed to be a foolproof plan turns into a presenter’s nightmare.

A few short weeks ago, I watched in slow motion as the professional learning experience I had created failed. The instructional coaches who delivered the information began to second-guess the work, teachers needed clarification, and even the administration who requested the training chose not to support it in follow-up conversations. I was crushed. Where did I go wrong? What opportunities did I leave for learners to engage appropriately with the material? Should I abandon the work and forget it ever happened?

In the days that followed, though, I noticed a shift in classroom instruction. As I walked through teachers’ rooms with the instructional coaches, I saw an implementation of my teaching strategy. I also noticed that teachers rewrote learning intentions and success criteria in their lesson plans to include the process I created. Was this happening? I decided to sit in on a few collaborative team conversations, and I was delighted to hear teachers speaking on and working through the material. It was working! Not only was it working for teachers, but it was working for students.

Why it Didn’t Work at First

I make it a habit to reflect on any professional learning experience I deliver, whether coaching 1-1 or providing content to a larger crowd. Looking back, there are a few things I would have done differently.

Spend more time with the instructional coaches to 100% ensure they have clarity on the work.
Requested more time for the presentation for participants to engage independently with the new learning.
Create a solid follow-up plan with specific individual professional learning communities.

With all that said, however, I cannot help but consider the implications for learning. Considering our young scholars, we know that material needs to be relevant and relatable, and they need time to process. During his moving keynote session, the fabulous Cornelius Minor addressed learning with students. He described the danger of measuring learning from a one-and-done process. The analogy provided was that of making a cheesecake. He bragged about his mad baking skills and specifically pointed out that if he were to take a baking class with us, it would be an unfair outcome. His cheesecake would be superior in the end because he had the privilege of having prior experience with baking. His success in the class would not be because of the teacher’s exceptional instruction but the experience he had already lived. For the novice in the class, though, learning would take place through the following criteria –

The teacher provides a demonstration
The students have multiple opportunities for transference
The teacher leverages safety, so students feel safe to learn from mistakes

Reflecting on my presentation, I understand that adult learners thrive under the same conditions. To expect that all of the teachers fully internalized the content was unrealistic. The strategy I presented was utterly new. Teachers deserved for me to demonstrate more, but more importantly, they needed days, weeks, and even months, to rehearse the strategy and learn what works for them. Time is crucial for new learning, and adults, like kids, need multiple opportunities for transference and feedback. Listening in on conversations, I am grateful to hear and see the strategy being implemented and that teachers see success. I am thankful that individuals feel safe to try something new and are having conversations about growth. Ultimately, the learning experience did not fail, but it could have been stronger.

Moving Forward

Currently, I am in the process of creating a professional learning experience for coaches during the summer. As I brainstorm the structure of how information is presented, I will be more intentional with how I demonstrate, plan time for rehearsal and feedback, and be more mindful of how to ensure all participants feel safe to make mistakes. I will be considering a follow-up plan and reflection process so as coaches move from one transference to another, they can safely learn from one attempt to the next. The method of learning is complex. It does not happen overnight; if it does, it is usually due to previous experience and knowledge. Authentic learning takes place in the process, and if we want our lessons to be successful, we must remember what Mr. Minor emphasizes in his work – teaching is not linear. Teachers must consider the moment between the first failure and the second attempt. That is the moment where learning occurs. Whether you teach young students or adults, measure in-between success moments of transfer, not immediately after instruction.

For more professional learning and instructional leadership insights, follow me on Twitter @alissa_crabtree or Instagram @crabtree_coaching_collab.

Beyond programs: district leaders, let’s prioritize Tier I instruction and our teachers!

crabtreecoaching

1 Dec, 2022

I recently walked into a teacher’s classroom and was immediately concerned when I noticed she was crying at her desk. I placed my extra-large tumbler of coffee and computer on the first desk I could reach and immediately made my way over to her. What I witnessed next was not uncommon; nonetheless, it was disheartening. The teacher looked up from her computer with utter exhaustion in her eyes, and she released mere words of anger, defeat, and frustration. The scores from the last common assessment were pouring in, and let’s say they were less than stellar. Before diving into the data, the teacher received reminders to complete compliance logs for the latest district-purchased program, submit student updates on the HB4545 program, and submit her weekly dyslexia logs (not necessary, but the district wants them in case there is an audit). The teacher still needed to enter her grades for the assessment, contact the parents of unsuccessful students, and create a re-test. Needless to say, the teacher was overwhelmed and exhausted at the end of her rope.

What worried me the most was that the teacher had to prioritize what she needed to complete, and she admitted that she would have to improvise the other items or not do them at all. What did she choose to complete? My friend, unfortunately, decided to meet the program compliance items because if she did not do them, individuals not in the classroom would be knocking at her door. What did she have to push to the side?

Spending time digging into and reflecting upon the assessment data
Creating highly-impactful intervention and extension opportunities for her learners
Breaking down the TEKS for the upcoming unit and finding ways to cycle back through the previously taught standards
Making positive phone calls home celebrating the growth of individual students

The bulleted list mentioned above sounds like it would significantly impact student success more than program compliance. Too often, our teachers are faced with demands from multiple departments throughout the district. The task may seem small to the department up top; however, chaos is inevitable when eight other departments add “small tasks” to the teacher’s plate.

District leaders, here is my plea.

Meet weekly with other departments across the district and create a list of compliance tasks you require of teachers.

Having this conversation and compiling a list of what each department asks will create a visual for all stakeholders. When stakeholders communicate frequently, there is an excellent opportunity to prioritize what is necessary and what is not. It even opens the door for district leaders to see where some demands may be redundant or unnecessary.

Create a whole-district goal and invite your teachers.

Conduct a whole-district root-cause analysis, and invite teachers when determining which RFPs to post. Classroom teachers must be part of the conversation when determining what students need. I don’t know about you, but I want my actual trusted doctor, not the management system, to decide what is best for me. A district’s culture will improve drastically when educators feel that their voice matters and are valued.

Invest in our teachers! If we want our students to soar, invest in the individuals who directly influence our scholar’s learning. A program will not help our students if teachers do not grasp Tier I best practices and standards. Districts waste millions of dollars buying computer programs that will not succeed, and unfortunately, the solution is right under their noses. Use the money to build and strengthen professional learning communities through master scheduling solutions, training, and time. Use the money to invest in instructional coaches who can facilitate learning opportunities for educators. Use the money to invest in our teachers!

We Learn from Those We Like

crabtreecoaching

12 Nov, 2022

When I started teaching, I had a principal who prioritized relationship building and would make it a priority by sending his staff to training such as (heart…). I can recall him standing in front of the library during our weekly staff meetings, and he would remind us in his thick Georgia accent that “Students only learn from those they like.” Each time he said this, many of those around me would roll their eyes or mumble, “We are not in the business of making friends with these students.” Or, “I should not have to work to get them to like me. They need to respect me as their teacher.” As time went on, however, I found this statement to be completely true.

I also find it to be true with adult learners. Think about it. When you attend a professional learning opportunity if the presenter seems friendly, knowledgeable, and interesting, aren’t you more likely to learn from them? Now, I’m not saying that we have to be best friends with everyone we try to teach; however, fostering positive relationships is necessary if we want our work to transfer to others.

As instructional leaders, we are in the business of “people work.” Of course, we have goals, and The saying is true, “you are only as strong as your weakest link,” and if we want to move the needle toward progress, we need to take the time to check on each link.

One of the most effective strategies I have found for doing this is to conduct brief 1-on-1 check-ins. I request 10 minutes of their time and set my timer. Before the meeting starts, I tell them that I will always respect their time and wrap up the meeting when the timer goes off; however, if they want to keep talking, we will. 99% of the time, we keep going. It’s amazing what you can discover within 10 minutes, and it allows me to get a clearer picture of the whole person.

Here are my questions for the middle-of-school-year 1-to-1 interviews. Feel free to use, or switch them up to fit the specific needs of your teachers.

I usually will share the questions with the individuals ahead of time. I found that by doing this, I get deeper responses because they have had time to process.

I ask them to show me a photo that represents happiness to them and explain.
What has been your greatest “Aha” moment this school year?
What are you currently celebrating? Tell me more! (personal or professional?)
Currently, what has taken up the most “real estate” in your mind?
If you could change one thing, what would it be?
What are you looking forward to the most in the next few weeks?
What does success look like for you?
Let’s revisit the goal you established at the start of the school year. How passionate are you about this goal? Do you still want this to be your goal?
What do you need from me?
What is one thing you wish others knew about you?

If you take the time to do this with those you lead, I guarantee you that you will not be disappointed. I know that it takes time; however, it is time well-spent. Remember, if they don’t like you, of if they think you don’t like them, guess what…they won’t learn from you either. Instructional leaders must take the time to invest in those they lead, and that also includes investing in their personal well-being.

The Power of Gratitude

crabtreecoaching

2 Nov, 2022

Education is not a profession for the weary or faint of heart. To succeed in this profession, you must have Mother Theresa’s patience, Gumby’s flexibility, and the multitasking skills of…well, I am not really sure who, but you get the picture. Education is hard!

The profession is also one of the most rewarding. Standing in the middle of a classroom and watching “lightbulbs” go off across the room can instantly fill your heart with joy. When former students come back to visit you and express the impact your words still have on them is enough to make you sign up for 20 more years. Although it is tough, being an educator is amazing.

With the job’s challenges, it is no wonder how many get pulled into the negativity trap. It is easy to get caught up in venting or “parking lot” conversations about what is wrong with the work or how our jobs are so overwhelming. But, I caution you. In doing this, you run a fine line between talking things out to release frustrations and sucking all the positive energy out of the room. Proceed carefully.

I am not saying that we should never vent, but be intentional with whom you share your frustrations. Make sure it is with someone who will not allow you to wallow in pity, and they will not indulge but let you “get it off your chest” in a healthy and productive manner.

To avoid getting sucked into the negativity trap, practice daily gratitude. Before you roll into work, take a few minutes and mention what it is you are grateful for. I do this in the form of prayer. You might choose to do this through moments of meditation or journaling. My biggest suggestion is not to state silently what you are grateful for. Say it out loud or write it down. When you make your gratitude visible, it truly does something for the soul.

When we take the time to express gratitude, we are aligning our energy with positivity and peace. It will add an extra layer of defense as you face various obstacles in your day. When you approach each day with a grateful heart, you are less likely to blow up at others, engage in gossip, or assume the worst.

Do me a favor. Try practicing daily gratitude before you get out of your car each morning. Do it for 10 days straight, and let me know how it works. I promise you will feel a difference.