The goal isn’t to go backward. It’s to become more intentional about when technology actually improves learning and when students need to think, talk, write, create, move, practice, and interact without a screen.

That distinction matters because current guidance is moving in exactly this direction. The U.S. Department of Education issued new guidance in August 2026 emphasizing instructional value, educator judgment, evidence, and preserving the human-centered core of teaching. The American Academy of Pediatrics’ 2026 guidance similarly notes that the issue is not simply about counting screen minutes. Quality, purpose, developmental needs, and what digital activity may be displacing all matter.

For school-age children, excessive digital media use has been associated with concerns related to attention, learning, and development, while thoughtfully designed educational technology can still support meaningful learning.

And this is becoming a real school-level shift, not just a theoretical conversation. Many school districts are actively reducing elementary device use and placing greater emphasis on hands-on learning as the 2026 school year begins.

The COVID Shift

No one could have predicted how dramatically the COVID-19 pandemic would disrupt schools around the world. Yet children still deserved access to a high-quality education.

The question became: How do we continue teaching when students cannot gather in a school building?

Technology Solved a Real Problem

Technology already existed in classrooms, but it was not always relied upon as heavily as it is today. COVID changed that.

Almost overnight, teachers had to figure out how to teach remotely through Zoom and other digital platforms. Students had to learn how to work independently at home, often with varying levels of access to materials, devices, and reliable internet. Technology very quickly became necessary for students, teachers, and families.

Over time, technology also made many parts of teaching easier. Assignments became easier to distribute. Feedback could happen digitally. Resources were centralized. Students could collaborate. Teachers could differentiate. Most importantly, learning could continue from almost anywhere.

We shouldn’t pretend those gains weren’t valuable. However, digital instruction gradually moved from necessity to convenience and then, in some cases, to default. These tools became habits.

Convenience Slowly Became Default

This is where the conversation gets interesting. Somewhere along the way, we stopped asking: “Would technology improve this learning experience?” and started asking: “Which technology should I use for this?” Those are two very different questions.

A worksheet became a Google Form. A discussion became a discussion board. A notebook became a Google Doc. Flashcards became an app. A partner activity became an individual Chromebook assignment. An anchor chart became a slide.

And sometimes that happened even when the analog version may have required more thinking, talking, manipulating, handwriting, collaborating, or creating.

What Students May Be Missing

As much as technology brought to the table, some important learning habits and interpersonal skills may have received less attention.

Students still need opportunities to practice conversation, handwriting, hands-on manipulation, sustained attention, productive struggle, eye contact, movement, collaboration, and creativity.

Now, many teachers are trying to bring those experiences back to the forefront as they notice students becoming increasingly passive or disengaged in the learning process.

Next Steps

Instead of focusing on whether to go “digital or paper,” ask yourself: What does this learning require?

The answer isn’t anti-tech. It’s intentional tech. Technology should earn its place in the lesson. Instead of asking: “Can I use technology here?” ask: “What does technology allow students to do that strengthens this learning?”

If the answer is simply, “It is easier to distribute, collect, or manage,” that is a teacher-efficiency reason—not necessarily a student-learning reason. And sometimes efficiency matters! But it shouldn’t automatically outweigh the quality of the learning experience.

Want a simple way to think this through before your next lesson? Download the free Tech Pressure Test to help you decide when technology adds real instructional value—and when a low-tech option may be the stronger choice.

Final Thoughts

Use technology where it adds instructional value. We don’t need to recreate the classroom of 1995. We need to reclaim the practices that still develop learners in 2026.

Want to explore more resources? Check out my latest book or more helpful blog posts.

GO BE GREAT!

The post Low Tech, High Impact: Why Classrooms Are Reconsidering Screen-Based Learning appeared first on Always A Lesson.

Teaching is about more than delivering content—it’s about being present with students, noticing their needs, and working alongside colleagues to create meaningful learning experiences. In this episode, Doug Fisher shares insights into what it means to be truly present in teaching and how educators can be more intentional about the way they connect, collaborate, and respond to the people around them. From building strong relationships with students to working as a team with colleagues, this conversation highlights how teaching becomes more powerful when educators learn and grow together.

Quotables

• “When a team feels efficient and effective, and we feel like we’re making a difference together, that brings us joy.”
• “Putting good systems in place, I think is really important.”
• “The more time teachers spend in each others classroom, the more benefit it has academically for the outcome of students.”

About Doug Fisher

Doug Fisher went from working at KFC and riding ambulances to pay his way through college to becoming a Professor of Education at San Diego State and writing a whole shelf of books on how learning actually happens. But here’s the part that makes him different: he never left the classroom. He co-founded a school in 2007 and still teaches there today. Over the past 20 years, he has helped more than 100,000 educators improve how they teach. Through these experiences, he realized something that drives him CRAZY: education has never had more experts—and less advice that actually survives a real classroom. Because of this, teachers sit through endless PD sessions, nod along… and NOTHING changes for their students on Monday morning. So he decided to start helping educators the RIGHT way—with evidence-based practices like teacher clarity, gradual release of responsibility, and PLC+ that actually survive contact with real students.

Connect with Doug Fisher

• Website
• Email: dfisher@sdsu.edu
• Connect on X
• Linkedin

Student Engagement Resources from Doug Fisher

• PLTogether Student Engagement

Join the Always A Lesson Newsletter

The post 377: Being in the Presence of Teaching with Doug Fisher appeared first on Always A Lesson.

The truth is you didn’t become an instructional coach to spend your Saturdays making PowerPoint slides. Yet somehow…that’s exactly what happens.

It usually starts innocently enough.

“Can you lead PD next Thursday?” asks your Principal.

You reply: “Absolutely!”

Then reality sets in. You open a blank PowerPoint. You start searching Pinterest. You dig through old district folders. You borrow a slide here, an activity there. Suddenly it’s 10:47 p.m. on Wednesday night, you’re on your third cup of coffee, and you’re still wondering if teachers are going to roll their eyes.

If that sounds familiar, you’re not alone. I’ve been there more times than I’d like to admit.

Why PD Eats Up Your Weekend

Most instructional coaches don’t struggle because they lack ideas. They struggle because they start from zero every single time. Every new staff meeting becomes a brand-new project.

You have to decide:

• What should I teach?
• What order should it go in?
• How do I keep teachers engaged?
• What activities should they actually do?
• What handouts do I need?
• What should I say during each slide?
• How will I know if they actually learned anything?

That’s a lot of decisions. And every decision costs time.

The Hidden Cost of Creating Everything Yourself

It’s easy to think, “I’m just spending a few hours putting together this presentation.” But it’s rarely just a few hours.

It’s:

• Searching for research.
• Creating slides.
• Designing handouts.
• Building activities.
• Writing discussion questions.
• Planning reflection.
• Printing materials.
• Revising everything the night before.

One 60-minute PD session can easily require six to ten hours of preparation. Now multiply that by every staff meeting, PLC, beginning-of-year training, or coaching cycle you lead. No wonder instructional coaches feel overwhelmed.

What If You Didn’t Start With a Blank Screen?

Imagine a different workflow. Your principal asks you to lead professional learning. Instead of opening PowerPoint, you log into a resource library. You browse professionally designed sessions. You download one that matches your school’s needs. You personalize a few examples. Print the participant materials. Walk into the meeting prepared. That’s it.

Instead of spending your energy creating resources, you spend it thinking about your teachers. And that’s where your expertise actually matters.

Great Professional Learning Isn’t About Fancy Slides

One lesson I learned over the years is this: Teachers don’t leave talking about your slide transitions.

They leave talking about the conversation they had with a colleague. The strategy they’re excited to try tomorrow. The reflection that challenged their thinking. The action plan they created. That’s what changes practice.

Your goal isn’t to impress teachers. Your goal is to help them grow.

Protect Your Time So You Can Coach

Instructional coaching is so much bigger than leading staff meetings.

You need time to:

• Visit classrooms.
• Coach teachers one-on-one.
• Analyze student work.
• Meet with administrators.
• Plan coaching cycles.
• Build relationships.

When every free evening is spent creating the next PD session, those high-impact coaching opportunities suffer. The best instructional coaches aren’t necessarily the ones creating the most. They’re the ones spending the most time with teachers.

One Simple Shift

The biggest shift I ever made wasn’t becoming a better presenter. It was deciding I didn’t have to recreate professional learning every single time. That’s ultimately why I built the Instructional Leaders Library. Not because coaches need more resources. Because coaches need more time. Time to coach. Time to support teachers. Time to lead confidently instead of scrambling. If I can help instructional leaders spend less time creating and more time growing teachers, then I’ve accomplished exactly what I set out to do.

Final Thought

This weekend, ask yourself one question: Am I spending more time creating professional learning…or creating better teachers?

Those aren’t always the same thing. Sometimes the most impactful thing you can do is stop reinventing the wheel so you can focus on the people you’re there to serve.

GO BE GREAT!

The post The Instructional Coach’s Guide to Planning PD Without Losing Your Weekend appeared first on Always A Lesson.

Here are three strategies to help you navigate the toughest part of the school year with confidence and set yourself up for long-term success.

Establish Predictable Routines Early

Students thrive when they know what to expect. Consistent routines reduce anxiety, conserve mental energy, and create a sense of safety and stability in the classroom.

Start by identifying the routines that matter most to your daily instruction. Whether it’s entering the classroom, transitioning between activities, participating in discussions, or turning in assignments, break each routine into simple, easy-to-follow steps. Then, explicitly teach, model, and practice those routines during the first days and weeks of school.

Remember, teaching a routine once is not enough. Continue reinforcing expectations and providing feedback until the routine becomes automatic. When students understand what is expected of them, they are more likely to meet—and often exceed—those expectations.

Identify your “Non-Negotiables”  

Every successful classroom is built on a few key principles that remain consistent throughout the year. These are your non-negotiables—the boundaries, habits, and instructional practices that create the environment you want for your students.

Ask yourself:

• What behaviors are essential for learning?
• What classroom values do I want students to experience every day?
• What instructional practices will I commit to consistently?

Your non-negotiables might include respectful communication, active participation, daily checks for understanding, or maintaining high expectations for student work. By clearly defining and consistently upholding these priorities, you’ll create a classroom culture that remains strong even during challenging weeks.

Track Small Wins, Weekly

Teaching is filled with long-term goals, and sometimes progress can feel difficult to see. Waiting for major milestones can lead to frustration and discouragement.

Instead, focus on celebrating small wins along the way. Maybe students transitioned more smoothly this week, participated more actively in discussions, or demonstrated growth on a formative assessment. These moments matter.

Keep a simple record of weekly successes—either in a notebook, planner, or digital document. Looking back on those victories can boost your confidence, remind you of your impact, and provide motivation when the school year feels demanding.

Final Thoughts

The first 100 days of school aren’t about perfection—they’re about building a strong foundation. By establishing predictable routines, clarifying your non-negotiables, and celebrating small wins, you’ll create the structure and momentum needed for a successful year.

The habits you build now will pay dividends long after the first 100 days have passed. Stay consistent, stay focused, and remember that every small step forward contributes to a year of meaningful growth for both you and your students.

Helpful Resources

• Checking for Understanding
• Turn-and-Talks
• Generating Active Responses
• Always A Lesson: Teacher Essentials for Classroom and Career Success 

The post Surviving the First 100 Days of School: 3 Strategies for a Strong Start appeared first on Always A Lesson.

The post Membership appeared first on Always A Lesson.

This post shares three simple ways teachers can build strong relationships with students and create a classroom where everyone feels safe, valued, and ready to learn.

Lead with Connection

Before students fully engage with content, they need to feel connected to the person teaching them. Building relationships first creates trust, and trust creates the foundation for meaningful learning.

Simple actions can make a lasting impact:

• Learn student names quickly and pronounce them correctly.
• Greet students authentically at the door.
• Show genuine curiosity about students’ interests, experiences, and goals.
• Create moments for students to share their voices and ideas.

When students feel seen, heard, and valued, they are more willing to take academic risks, participate in discussions, and persevere through challenges. Strong relationships do not remove high expectations; they make students more likely to rise to them.

Co-Create Classroom Norms

Students are more invested in classroom expectations when they help create them. Instead of presenting a long list of rules on day one, invite students into the conversation about what kind of classroom community they want to be part of.

Start by brainstorming expectations together:

• How do people feel respected?
• What makes learning easier?
• Are there behaviors that create a safe environment for everyone?

Model Consistency and Calm 

Students do best in classrooms that feel predictable, supportive, and safe. One of the best ways teachers build a strong classroom culture is through consistency. For example, how teachers respond during hard moments matters just as much as how they respond during successful ones. Students notice a teacher’s tone, reactions, body language, and follow-through.

Consistent teachers:

• Hold students accountable fairly and respectfully.
• Follow through on expectations and routines.
• Respond calmly instead of reacting emotionally.
• Maintain high expectations while preserving student dignity.

Calm, steady leadership helps students feel secure and builds trust over time. Often, classroom culture is shaped less by the rules on the wall and more by the way students experience the adults in the room each day.

Final Thoughts

Positive classroom culture is built one interaction at a time. By prioritizing connection, involving students in creating expectations, and modeling consistency, teachers create classrooms where students feel supported and motivated to learn.

The goal is not perfection. The goal is creating a space where students know they belong, their voices matter, and learning can thrive.

Helpful Resources

The following resources are helpful for teachers to gather additional ideas on how to create positive classroom cultures through building relationships with students.

• Blog Posts
  • Relationships Come First
• Podcast Episodes
  • Trust and Relationships with Ashley Bendiksen
  • Relationships in Education with Michael and Nita Creekmore
  • Relationship Building with Dustin Pearson
• Swag
  • Relationships Matter T-Shirt
• Printable Products
  • Increasing Student Ownership

GO BE GREAT!

The post First 30 Days, Strong All Year: 3 Ways to Build a Positive Classroom Culture appeared first on Always A Lesson.

What does effective leadership in education really look like? In this episode, we sit down with Shanimarie Ogilvie, an experienced educator whose career journey has taken her from the classroom to instructional coaching and back to teaching. Through each role, she has gained a unique perspective on what leadership means and how it directly influences student success.

Shanimarie shares how leadership extends far beyond administrative titles, emphasizing that teachers, coaches, and school leaders all have the ability to create meaningful change. She reflects on the differences between leading from the classroom and leading as a coach, the lessons she learned in each position, and why returning to the classroom strengthened her understanding of educational leadership.

Throughout the conversation, you will hear thoughtful insights about building relationships, supporting educators, and keeping students at the center of every decision.

Quotables

• “The teachers in the classroom, their voices have to be center stage.”
• “Realize your students are students and get to know them.”
• “How can I make this year and grow their [students] potential?”

About Shanimarie Ogilvie

Shanimarie Ogilvie is an elementary educator and podcaster with nearly 20 years of classroom experience. She helps teachers create positive learning environments, navigate classroom challenges, and grow professionally through practical strategies, reflective practices, and engaging educational content.

Connect with Shanimarie Ogilvie

The post 374: Different Leadership with Shanimarie Ogilvie appeared first on Always A Lesson.

Writing is one of the most essential skills students develop in school. It empowers learners to communicate ideas, think critically, express creativity, and build confidence across all subject areas. In this episode, Lisa Collum discusses why writing matters, how educators can foster strong writing skills, and the lasting impact effective writing instruction has on student success.

From early writing experiences to developing lifelong communication skills, this conversation highlights the important role writing plays in education and beyond.

Quotables

**All quotes are from the interviewees**

About Lisa Collum

Lisa Collum is an educator, author, entrepreneur, and mom of four with more than 20 years of experience in education. She is the founder and CEO of Top Score Writing, a K–12 writing curriculum used by schools nationwide, and the owner of Coastal Middle and High School, a nonprofit private school in South Florida. Lisa believes that all students can be successful when teachers are equipped with the right tools, resources, and support to help them succeed.

Connect with Lisa Collum

The post 373: Successful Writing with Lisa Collum appeared first on Always A Lesson.

Teachers and parents need each other. Strong relationships between home and school help children grow both academically and emotionally.

Here are three practical ways to communicate with parents with confidence and professionalism.

Start with Partnership, Not Defensiveness

The tone you set early in the year matters.

Before school begins, introduce yourself to families. Parents want to know the person teaching their child. Share a little about yourself, your teaching style, and what you value in the classroom.

Then invite families to share information about their child, including strengths, interests, and goals. This creates trust and opens the door for teamwork from the start.

When communication begins with connection, it is easier to work through challenges together later on.

Use Clear and Neutral Language

Conversations about student struggles can feel emotional for both teachers and parents. Clear communication helps keep the focus on solutions.

Stick to observable facts instead of assumptions or labels. Describe what you are seeing in the classroom and explain how you plan to support the student. Share specific ways families can help at home as well.

Calm, direct communication keeps everyone focused on helping the child succeed.

Document and Follow Up

Parent communication should be ongoing, not just something that happens during problems or conferences.

Use a simple system to keep track of emails, phone calls, and meetings. Documentation helps you stay organized and makes it easier to reference past conversations if needed.

Follow-up is just as important. Checking in after a conversation shows families that you care and are committed to their child’s growth.

When parents see consistency and follow-through, trust grows over time.

Final Thoughts

Strong parent partnerships are built through clear and consistent communication. When teachers lead with trust, communicate clearly, and follow through, they create a strong support system for every child.

And when families and teachers work together, students are more likely to succeed.

Additional Resources

• Blog Posts
  • Enhancing Communication with Parents During Digital Learning 
  • Supporting Teachers during Parent-Teacher Conferences
  • The Importance of Virtual Connections with Parents
  • How to Utilize Over-Engaged Parents to your Advantage
  • 3 Tips for Effective Parent-Teacher Conferences
  • How to Get Parents on Board with your Teaching Philosophy
  • How to Successfully Engage with Parents in the Classroom
• Podcast Episodes
  • Effective Communication with Parents and Students
• Printables
  • How to Successfully Engage with Parents
  • Parent-Teacher Conferences (Parent Edition)
  • A Quick Note home to Parents

GO BE GREAT!

The post Stronger Together: 3 Ways to Build Professional Parent Partnerships appeared first on Always A Lesson.

Additional Support Materials

• Blog Posts
  • 5 Myths of Classroom Management
  • 5 Ways to Reinvent your Classroom Management Strategy
  • 3 Ways to Improve your Classroom Management Practices in the Classroom
  • Classroom Management: Moving Beyond Compliance
  • Classroom Management: How to Plan & Prepare a System
  • Crack the Classroom Management Code
  • Virtual Classroom Management
  • Managing the Pre-Break Buzz: Practical Classroom Strategies for the Most Energetic Time of the Year
  • Running Effective Book Clubs in your Classroom
• Podcast Episodes
  • Coaching with a Classroom Management Lens
  • Classroom Management like PB & J
  • Nuts & Bolts of Effective Classroom Management
• Printables
  • How to Successfully Manage a Classroom

GO BE GREAT!

The post Beyond Rules: 3 Shifts That Transform Classroom Management appeared first on Always A Lesson.

In this episode, we sit down with educator Adina Medina to explore what it truly means to build a strong foundation in education—for students, teachers, and school communities.

Quotables

**All quotes are from the interviewee**

• “Teachers who hang on the idea that we’re always learning and we can always do better are the teachers that develop into leaders.”
• “Being reflective in every moment has been really helpful.”
• “It’s important to help foster the teachers.”

About Adina Medina

Adina Medina was born and raised in the Bronx, NY, when she became a lifelong learner. The teachers and administrators at St. John Chrysostom loved on her and pushed her to excel academically even when her outside life became unstable. After living in New Jersey for a few years and graduating from High School in Queens, NY, Adina attended SUNY New Paltz, where she majored in English with a minor in Black Studies. After graduating with her BA, she started her career as a Magazine Editor in the Dental Field and shifted focus to education when her first child, Melanie, was born. Adina served as a High School English teacher at a small Christian school in her first year and STUNK IT UP. With no mentor in place, it was really the hardest year ever, and she was ready (and told!) to give up. Instead of giving up, she landed in a small all-girl’s Catholic High School in Hoboken, NJ, and it was there that her administrators suggested she attend Seton Hall’s EPICS (Educational Partners in Catholic Schools) program. Adina earned her Master’s in Education, with a focus on Curriculum Development while raising her toddler, and that program launched her passion and drive for fostering rigorous, engaging academics first within her classroom and then schoolwide. Adina served as a High School English teacher in Elizabeth NJ for ten years and, after having observed that her students who struggled least with the rigors of AP level content were those who came into high school with a strong foundation, she decided to shift her focus to Middle School ELA. Adina joined the Hoboken Dual Language Charter School (HoLa) in 2013 and served as a founding 5th, 6th, 7th, and 8th grade English teacher for five years. The school was only in its third year of operation and Adina was able to play a major role in developing the Dual Language Curriculum that is currently used today. In 2017, Adina attended Relay’s National Principal Academy Fellowship and began her training as an Educational Coach. After serving as a coach for two years, Adina shifted into the Instructional Lead position and then into a full Principalship while earning her certification at Rutgers University. She is currently the Middle School Principal at HoLa, where she is beyond privileged to guide her students in becoming bilingual, biliterate, and bicultural individuals with a firm academic foundation who are going to make this world a better, more inclusive place one step at a time.

Resources from this Episode

• www.holahoboken.org

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The post 370: Building a Foundation with Adina Medina appeared first on Always A Lesson.

The good news is that reflection does not have to be time-consuming or complex to be impactful. Small, consistent habits can lead to meaningful growth over time.

This post highlights three simple strategies to help you improve your practice, without overthinking the process.

Use Simple, Repeatable Reflection Routines

Reflection does not require elaborate systems or lengthy analysis. In fact, starting small is often the most effective approach.

Consider asking yourself one quick question after each lesson:

• What worked?
• Did something not work?
• Is there one small tweak I can make next time?

Consistency is more important than complexity. Capturing a brief note directly on your lesson plan creates a valuable record you can revisit and refine. Over time these small reflections lead to more effective instruction.

Focus on Patterns, not Perfection

Reflection is most useful when it helps you identify trends. It does not happen when it leads to overanalyzing every detail.

Instead of focusing on isolated moments, step back and look at your week as a whole. What patterns do you notice? Where are students consistently succeeding or struggling?

This broader perspective allows you to make thoughtful adjustments with clarity and confidence. You can do this without falling into unproductive self-criticism.

Turn Reflection into Action, Immediately

Reflection is only as powerful as what you do with it. The most effective educators connect insight directly to action. After identifying an area for improvement, implement one small change the very next day. This keeps the process manageable and builds momentum without adding overwhelm.

When reflection leads to practical adjustments, it becomes a sustainable habit that continuously strengthens on how you teach.

Next Steps

Additional Support

The following products will provide additional support in building productive reflection habits.

• For Teachers
  • PD on Demand: Professional Journaling & Reflection
  • Reflect & Reset Journal Prompts
  • Teaching Video Reflection Guide
  • Reflection Questions on Teaching
  • New Teacher Journal
• For Students
  • Spring Goal Setting & Reflection Set
  • Student Work Reflection (Reading, Writing & Math)
  • Student Behavior Reflection
  • EOY Teacher & Parent Reflection
  • Book Club Reflection

The post Teach, Reflect, Improve: A Smarter Path to Instructional Growth appeared first on Always A Lesson.

Highly effective educators do more than simply close out the yearth, they take time to thoughtfully consider what will best support their success moving forward. By engaging in focused reflection now, you can enter the next school year with clarity, purpose, and direction.

This post will discuss three ways to use reflective practices in terms of what to take with you & what to leave behind.

Identify the “Keepers”

Before you move on, pause and capture what truly worked. Think about the routines, relationships, and strategies that made a real impact on student learning. Ask yourself:

• What worked?
• Why did it work?
• How did it impact my students?

These “keepers” shouldn’t be left to memory or chance. When you name them intentionally, you’re far more likely to carry them into next year with purpose, not just repeat them accidentally.

Release What Drained You

Not everything deserves a second chance next year. Take a moment to identify the practices, habits, or mindsets that created unnecessary stress or burnout. This might include:

• Grading systems that consumed too much time
• Saying “yes” when you needed to say “no”
• Overplanning (or underplanning) lessons
• Holding onto unrealistic expectations

Letting go is powerful. When you release what drained you, you create space for healthier, more sustainable habits to take root.

Turn Insights into a Simple 3 Goal Plan

Reflection only matters if it shapes what comes next. Keep it simple. Choose three clear focus areas for the upcoming year:

• One personal goal (well-being, boundaries, balance)
• One organizational goal (systems, routines, efficiency)
• One instructional goal (teaching practice, student learning)

These goals can align with your Professional Development Plan (PDP). Also, they can be entirely your own. What matters most is that they feel meaningful and actionable to you.

When you start the new school year with clarity, you’re not scrambling, you’re grounded, focused, and ready.

Next Steps

Rest and reflection are not competing priorities, they are complementary practices that support long-term effectiveness.

As you step into your well-earned break, give yourself permission to recharge. At the same time, consider how a few intentional moments can position you for a stronger start in the coming year. Thoughtful closure now creates the foundation for purposeful action later.

By approaching the end of the year with both rest and reflection in mind, you set yourself, and your students, up for continued growth and success.

Additional Support

The following products will provide additional support in building productive reflection habits.

• For Teachers
  • PD on Demand: Professional Journaling & Reflection
  • Reflect & Reset Journal Prompts
  • Teaching Video Reflection Guide
  • Reflection Questions on Teaching
  • New Teacher Journal
• For Students
  • Spring Goal Setting & Reflection Set
  • Student Work Reflection (Reading, Writing & Math)
  • Student Behavior Reflection
  • EOY Teacher & Parent Reflection
  • Book Club Reflection

The post Pause with Purpose: 3 Reflection Practices to Strengthen Your Next School Year appeared first on Always A Lesson.

It’s easy to slip into “end-of-year mode” where routines loosen and learning becomes less intentional after the test. But with a little planning, those last days can be some of the most impactful of the entire year—full of reflection, creativity, and authentic learning experiences that stick with students long after summer begins.

This post discusses 7 ideas for how elementary teachers can keep instruction purposeful and engaging all the way to the finish line.

1. Shift from Testing Mode to Application Mode

Students have spent weeks practicing skills in isolation. Now is the perfect time to apply them in meaningful, real-world contexts.

Think:

• Project-based learning (design a playground, plan a class party with a budget, create a mini-business)
• STEM challenges that require problem-solving and collaboration
• Writing for authentic audiences (letters to next year’s students, community helpers, or even their future selves)

When students see how their learning connects to real life, engagement naturally increases.

2. Prioritize Student Ownership

After testing, give students more voice and choice in their learning.

Try:

• Passion projects or Genius Hour
• Choice boards with varied activities across subjects
• Student-led discussions or mini-lessons

This not only keeps students invested but also builds independence and confidence, skills they’ll carry into the next grade.

3. Use Reflection as a Learning Tool

Reflection isn’t just a “nice to do,” it’s a powerful instructional strategy.

Guide students to think about:

• How they’ve grown academically and personally
• Challenges they’ve overcome
• Goals they achieved (or are still working toward)

Simple prompts like “What are you most proud of this year?” or “What would you do differently next time?” can spark deep thinking and meaningful conversations.

4. Spiral and Strengthen Key Skills

Instead of introducing entirely new content, revisit essential skills in fresh ways.

Keep it engaging by:

• Turning review into games or team challenges
• Using task cards, scavenger hunts, or escape rooms
• Integrating multiple subjects into one activity

This helps solidify learning without feeling repetitive or boring.

5. Build in Collaboration and Community

The end of the year is a great time to strengthen classroom relationships.

Incorporate:

• Partner or group projects
• Class meetings and team-building activities
• Opportunities for peer feedback and celebration

A strong classroom community supports both academic and social growth and makes the final days more joyful.

6. Create Meaningful Closure (Without Extra Work)

You don’t need elaborate activities to end the year well.

Simple, high-impact ideas:

• Memory books or highlight reels
• “Awards” that recognize each student’s unique strengths
• Classroom timelines of favorite moments

These activities double as reading, writing, and speaking practice while also honoring the year’s journey.

7. Keep Routines (with a Little Flexibility)

Structure still matters especially when energy levels are high.

Maintain:

• Clear expectations
• Daily routines for transitions and work time
• Consistent behavior supports

But allow for small moments of joy, spontaneity, and celebration within that structure.

Next Steps: Finish with Purpose

The last weeks of school aren’t just about winding down after the test, they’re about wrapping up learning in a way that feels meaningful and complete. When teachers stay intentional, students leave not just with memories, but with confidence, pride, and a sense of growth. And that’s a finish line worth aiming for.

Resources that you might find helpful are:

• Always a Lesson: Teacher Essentials for Classroom and Career Success

• Supporting Student Voice- Student Feedback Surveys
• Summer Bucket List & Writing Activity
• End-of-Year Activity Bundle
• End- of-Year Blog Posts & Podcasts

GO BE GREAT!

The post Beyond the Test: Keeping Instruction Meaningful appeared first on Always A Lesson.

As the school year winds down, the pressure can feel overwhelming—testing, deadlines, student behaviors, and sheer exhaustion. In this episode, we dive into practical, realistic strategies to help educators finish the year with intention, not burnout. It’s not about doing more—it’s about doing what matters most.

Quotables

• “Teachers often move on before they even acknowledge their own impact.”
• “The closure isn’t about complexity, it’s about connection.”
• “Now’s the time to set the game plan.”

The post 368: Finish Strong, Not Burned Out appeared first on Always A Lesson.

Challenges start when teachers are asked to do too much by the state, district, or school. Too many responsibilities can quickly lead to overwhelm. If stress is constant, the brain shifts into survival mode. In this state, it becomes harder to take in new information. Motivation drops, and meaningful learning becomes very difficult.

Just like overwhelmed students struggle to learn, overwhelmed teachers struggle to grow. The goal isn’t more professional development, it’s more intentional professional development.

Below are three ways teachers can choose the most impactful professional development opportunities without adding to burnout.

Prioritize PD that Solves a Specific Pain Point

Regardless of experience, teachers become frustrated when professional development feels disconnected from the realities of their classrooms.

Instead of choosing sessions that are simply interesting or “nice to know,” prioritize learning that addresses your current instructional challenges. This might include:

• Classroom management and behavior strategies

• Efficient planning systems

• Stronger instructional routines

• Improving clarity in teaching new concepts

When PD directly addresses a real classroom need, the learning immediately becomes useful. Teachers can apply strategies right away, see changes in student behavior or achievement, and reduce stress rather than add to it.

Before registering for a PD session, ask yourself: “What would help me be most successful with my students right now?” Answering that question makes choosing the right learning opportunity much easier.

Use the “One Thing” Rule

Professional development sessions often provide a wealth of ideas, strategies, and resources. While exciting, trying to implement everything at once often leads to frustration and abandonment of the learning altogether.

Instead, apply the “One Thing” Rule.” After each PD session, select one strategy to implement. Focus on practicing that single strategy until it becomes comfortable and effective. Once it’s working well in your classroom, return to your notes and choose the next idea to try.

This approach:

• Prevents overload

• Encourages consistent implementation

• Builds teacher confidence

• Leads to sustained improvement over time

Ironically, doing one thing well at a time often accelerates both teacher proficiency and student achievement.

Build a Personal PD Filter

Teachers benefit from having a simple decision-making filter before committing their time and energy to professional learning.

Consider asking yourself three questions:

• Is this aligned with my professional goals?

• Is this aligned with the needs of my students?

• Is this realistic given my current time and capacity?

If a professional development opportunity doesn’t meet all three criteria, it’s okay to say no. Being selective isn’t avoidance, it’s being intentional.

If schools allow teachers to make thoughtful choices about their learning, they support how adults learn best. Adult learning works best when it includes choice, feels relevant, and can be used right away. When teachers have a sense of ownership, professional development feels meaningful instead of overwhelming.

This approach can also improve teacher retention. Teachers are more likely to stay in schools where their time is respected and their professional judgment is trusted.

Final Thoughts

Professional learning should energize teachers, not exhaust them. By selecting PD that solves real problems, focusing on one strategy at a time, and using a clear decision-making filter, teachers can continue growing professionally without adding unnecessary stress to an already demanding role.

The goal isn’t to attend more professional development sessions. The goal is to choose the right ones.

Recommended Resources

• Blog Posts
  • Ditch Learning Overwhelm with Right Sized PD
• Podcast Episodes
  • Secrets to Powerful PD for Teachers
  • Alternative PD Options for Teachers
• Downloadable Products
  • PD on Demand- Micro Learning Opportunities
  • PD Choice Boards
  • Instructional Best Practices
• Book: Always A Lesson: Teacher Essentials for Classroom and Career Success

GO BE GREAT!

The post Professional Development Without Burning Out appeared first on Always A Lesson.

Lead from Right Here

Leadership doesn’t begin with a title—it begins with intentional action. Teachers can start leading from exactly where they are, even in their first years in the classroom. Early-career teachers can take small but meaningful steps such as sharing a successful instructional strategy, supporting a teammate during planning, or volunteering for a committee. These actions quietly build credibility and signal readiness for greater responsibility. When you consistently do the small things well, others begin to trust you with bigger opportunities. New teachers can also be proactive by meeting with their principal to express interest in future leadership, asking to be considered when opportunities arise. Sharing long-term goals with school leadership plants a seed that allows a teacher to grow intentionally into a mentor role when the timing is right.

Develop One Signature Strength

New teachers grow faster—and lead sooner—when they identify one strength and intentionally refine it. This might be classroom management, technology integration, literacy routines, assessment practices, or family communication. Rather than trying to be excellent at everything, focus on becoming exceptionally strong in one area. Read, observe, ask questions, and experiment to deepen your expertise. Then, share what you’re learning with others. Over time, colleagues will begin seeking you out for guidance in that area, positioning you as a trusted resource. Becoming “the go-to person” is often the first visible step toward mentorship.

Seek Micro Mentorship Opportunities

Mentorship develops through action, not appointment. Teachers build leadership capacity by intentionally supporting others—co-planning with a peer, modeling a classroom routine, or helping a colleague navigate school systems. These small, informal coaching moments are the foundation for formal leadership roles later on. When teachers have already shared their leadership goals with administrators, volunteered for committees, and established a signature strength, the groundwork for mentorship is in place. From there, it’s time to move beyond sharing ideas to demonstrating them. Instead of describing a strategy, model it. Share student work, photos, or short videos during team or staff meetings to show the impact in action. As teachers consistently lead in visible ways, their mentorship skills sharpen and their audience grows ready to follow—confident in a track record that has been building all along.

Recommended Resources

If you are interested in additional support to grow from new to mentor, browse the suggestions below:

• Book: Always A Lesson- Teacher Essentials for Classroom and Career Success
• Mentor Kit
• Instructional Coaching
• Peer Observations

These podcast episodes and blog posts may also be helpful to you.

GO BE GREAT!

The post From New Teacher to Trusted Mentor: Growing into a Leadership Role appeared first on Always A Lesson.

This post will cover 3 ways in which instructional coaches can adjust their support strategies for career-changers (also known as alternative pathway teachers).

Start with Skill Translation, not Skill Deficit

Career changers bring strong skills to the game of teaching, such as problem solving, communication, and project management. However, alternative pathway teachers do not always see how those skills apply to teaching.  Effective coaches help them connect the dots with skills from the previous setting into the new one. This is done in a way that makes career changing teachers feel ahead instead of instead of behind. A coach should meet with each alternative pathway teacher individually and better understand the skillset they bring the table. Together, they will brainstorm how to leverage those same skills in the classroom. Throughout the first three years (typical of teacher support plans), the coach will help the teacher utilize those previously mentioned skill strengths and strengthen new ones. When teachers are supported in a personalized way from the beginning, teacher retention increases.  

Prioritize Pedagogy in Bite-Sized/Practice-First Doses

Alternative pathway teachers don’t need lectures on theory; they need immediate, usable strategies. Much of teacher prep programs in college focus on the history of education, famous educators and their contributions to the field, educational theory and more. Although these courses are interesting and help paint a picture, they are best used on the journey to teaching and not once teaching has started. Coaches can help career changing teachers by offering quick wins, such as modeling, co-teaching, scripts, checklists and rehearsal based practice. These best practices are strategies teachers can easily mimic from their coach and immediately implement into their lessons with students. This will enhance instruction and teacher practice. The coach can then help the teacher reflect on how they planned to use the strategy, how it went live with students and what to try differently the next day. Begin with 1-3 strategies to keep things simple and realistic. Additional strategies can be added on as the teacher is ready. 

Teach the Hidden Curriculum of Schools

The hardest part for career-changers isn’t instruction—it’s the unwritten rules like school culture, grading norms, hierarchy, communication expectations, and kid behavior patterns. These are rarely spelled out, yet they shape how successful and confident a new teacher feels. Coaches should help smooth the transition by making the invisible rules visible, from how to word an email to families, to when it’s appropriate to involve administration, to what “good classroom management” looks like in that specific building. This support can occur alongside an initial meet-and-greet between teacher and coach where transferrable skills are discussed and contextualized for the school setting. Quickly getting a lay of the land—through explicit conversations, checklists, or even shadowing opportunities—helps new teachers operate successfully within the school while honoring its unspoken boundaries. When logistics and norms are clarified early, career-changers are freed to focus their energy on teaching, building relationships, and developing a true sense of belonging rather than second-guessing every move.

Additional Resources

The following resources are recommended to provide support to alternative pathway teachers:

• Book: Always a Lesson: Teacher Essentials for Classroom and Career Success 
• Just for teachers:
  • Peer Observations
  • Teacher Leadership Professional Development
• Just for coaches:
  • Instructional Best Practices
  • Instructional Coaching Forms
  • Teacher Mentorship Kit

Continue reading more in the Supporting Alternative Pathway Teachers series on the blog:

• Becoming a Teacher Without Any Student Teacher Experience
• Changing Careers: Making the Transition for Future Teachers
• Bridging the Instructional Gap: Must-Know Pedagogy for Non Traditional Teachers

GO BE GREAT!

The post 3 Things Coaches Need to Know About Supporting Alternative Pathway Teachers appeared first on Always A Lesson.

Reframe your Experience

Late-career educators bring a wealth of professional and life experience that transfers directly into the classroom. Rather than viewing a nontraditional path as a liability, reframe it as a powerful asset. Skills such as communication, leadership, organization, problem-solving, and relationship-building are foundational to effective teaching. Years spent navigating workplaces, managing projects, collaborating with diverse teams, or mentoring others provide an edge that many early-career teachers are still developing.

Additionally, real-world experience allows you to offer authentic examples that bring learning to life. Students benefit from hearing how content connects to careers, everyday decisions, and the world beyond school walls. That big-picture perspective helps students see relevance and purpose in their learning—something younger educators may not yet have the lived experience to provide.

Small, Daily Wins

Confidence grows through momentum, and momentum is built one small win at a time. Instead of waiting for a perfect lesson or a flawless observation, focus on daily progress. Maybe today you nailed the flow of a lesson, successfully redirected off-task behavior, connected with a hesitant student, or figured out a new piece of technology. These moments matter.

Celebrate progress over perfection. Teaching is complex work, and mastery comes through repetition and reflection. Consider keeping a “wins list” at the end of each day—write down one thing that went well, no matter how small. Over time, those small victories add up, creating tangible evidence that you are learning, growing, and becoming more confident in your role.

Create your Circle

Teaching was never meant to be a solo endeavor. Designing a personal support circle can dramatically impact both your growth and your well-being. This circle might include mentors, PLC teammates, instructional coaches, or trusted colleagues who offer encouragement and honest feedback. Be intentional about choosing people you admire for their expertise, mindset, and perspective.

Having a strong circle provides a safe space to ask questions, share struggles, and celebrate successes. It also helps normalize the challenges of teaching—especially in the early years. Surrounding yourself with supportive professionals reminds you that you are not alone and that confidence is something everyone continues to build throughout their career.

Additional Resources

Classroom confidence doesn’t come from having all the answers; it comes from trusting yourself to learn, adapt, and grow. By reframing your experience, celebrating small daily wins, and building a supportive circle, late-career educators can move past imposter syndrome and step fully into the impactful teachers they are becoming.

This blog series on supporting alternative pathway teachers provided tips and strategies to make the adjustment easier and make the impact immense. Catch up on the other blog posts in the series:

• Teaching Without Student Teaching: What You Need to Know
• Changing Careers: Making the Transition for Future Teachers
• Bridging the Instructional Gap: Must-Know Pedagogy for Non-Traditional Teachers

If you are in need of tangible, instructional strategies to make an impact in the classroom read my latest book “Always A Lesson: Teacher Essentials for Classroom and Career Success.”

GO BE GREAT!

The post Building Classroom Confidence as a Late-Career Educator appeared first on Always A Lesson.

The post Changing Careers: Making the Transition for Future Teachers appeared first on Always A Lesson.

As a result, many states are allowing non-certified individuals to teach. To become eligible under these crisis conditions, individuals would have to hold a bachelor’s degree of any type and professional experience. Oftentimes, transferrable skills exist between careers so having experience in the working world is advantageous. The one stipulation if a non-certified individual chooses to teach is that they must enroll in an certification program within the stated timeframe set by the district or school.

Since emergency certification is growing in popularity, its important to outline essential classroom skills for teachers who didn’t complete a traditional student teaching experience. As part of the Supporting Alternative Pathway Teachers series on the blog, this post will explore 6 tips to help individuals gaining an emergency teaching certificate without traditional training such as student teaching.

Routines and Procedures Matter 

Strong routines and procedures form the backbone of effective instruction. They create an environment where students know what to expect, how to behave, and how to move from one task to the next without constant teacher direction. When routines are tight, teachers spend less time managing and more time teaching. In fact, many highly effective classrooms look “calm” not because students are naturally compliant, but because routines make expectations automatic.

Don’t Miss the Behind-the-Scenes Modeling 

Student teaching gives educators a front-row seat to the flow of a classroom—the tiny, often invisible systems that make everything run. New teachers who skip this experience may not realize how much intentional planning sits underneath a smooth day. They don’t see the hundreds of micro-decisions: where materials live, how students move, how transitions are cued, or how procedures are retaught. As a result, they may assume a routine should “just work” without understanding the level of practice and modeling required.

The Power of Predictable Systems 

Predictability creates safety and confidence for students. When entry routines, exit routines, supply systems, and transitions run the same way every day, cognitive load drops—and academic engagement rises.

• Entry routines help students shift into learning mode immediately.

• Exit routines reinforce reflection, organization, and closure.

• Supply routines eliminate time-wasters and arguments.

• Transition routines keep momentum high and reduce the noisy drift between tasks.

Predictable Systems aren’t about Rigidity —they’re about freeing the brain to do the harder work of thinking, problem-solving, and collaborating.

Routines Reduce Behavior Issues 

A huge percentage of behavior challenges come from uncertainty, downtime, or unclear expectations. Well-taught routines eliminate those variables. Research commonly cited in classroom-management literature notes that strong routines can reduce off-task behavior by up to 80% (exact stat varies by source, but the pattern is consistent across studies). When students know exactly what to do and how to do it, they don’t have to “guess”—and guessing is where misbehavior happens.

Teaching a Routine is as Important as Teaching Content

Teaching a routine is teaching content—it’s instructional design. Routines are skills students must learn, practice, and master just like reading strategies or math processes. A routine that is taught explicitly, modeled clearly, and practiced repeatedly becomes part of the learning system for the entire year. Investing time upfront pays off exponentially because every later lesson runs more smoothly, efficiently, and effectively.

A Simple Script for Teaching and Practicing Procedures

You can teach any procedure using a simple three-step script:

1. Explain
“Here’s what we do when it’s time to transition to the carpet. You will push in your chair, walk quietly, sit criss-cross in your assigned spot, and track the speaker.”

2. Model
“Watch as I show you exactly how it looks.” (Teacher models.)
“Now watch again as a student volunteer models.” (Student models.)

3. Practice & Feedback
“Your turn. Let’s practice together. Ready… go.”
Give quick, specific feedback:
“I noticed several of you pushed in your chairs quietly. Let’s try it again and focus on getting to the carpet within 10 seconds.”
Re-practice until the routine meets expectations.

This cycle mirrors any high-quality instructional method: clear explanation, modeling, guided practice, and feedback.

Resource Recommendations

After reading this blog post, non-certified teachers can become successful in the classroom while simultaneously earning their certification.

• Digital Downloads:
  • Instructional Best Practices
  • PD On Demand: Micro Learning Opportunities 
• Books:
  • EDUC 101: What They Didn’t Teach You in College
  • Always A Lesson: Teacher Essentials for Classroom and Career Success

Continue reading more in the Supporting Alternative Pathway Teachers series on the blog:

• Changing Careers: Making the Transition for Future Teachers
• Bridge the Instructional Gap: Must Know Pedagogy for Non Traditional Teachers

These blog posts may also be helpful to you as well.

GO BE GREAT!

The post Becoming A Teacher Without Student Teaching Experience appeared first on Always A Lesson.

In this energizing New Year episode, we dive into how teachers can hit reset, refocus their mindset, and walk into the classroom feeling refreshed and ready. Whether the first semester felt chaotic, inspiring, exhausting, or all of the above, this episode offers practical strategies for creating a smoother, more intentional second half of the school year.

Quotables

The post 359: New Year New Energy – Setting Yourself Up for a Fresh Start appeared first on Always A Lesson.

But while the pre-break buzz is inevitable, it doesn’t have to derail your classroom. With the right mix of structure, flexibility, and connection, you can finish the year feeling calm, not chaotic.

Here are practical classroom management strategies to help you make the most of the most energetic time of year.

1. Keep Routines Sacred (Even When It’s Hard)

It’s tempting to toss out your normal routine and fill the days with “fun stuff.” But routine is what keeps students feeling safe and grounded — especially during an unpredictable season.

Stick with your daily schedule as much as possible. Start with your regular morning meeting, reading block, or math warm-up, even if the rest of the day looks different. Those familiar structures send the message: “We’re still learning, and we’re still a team.”

•  Pro tip: Use consistent transition cues (like a bell, chime, or call-and-response) to help students reset between activities.

2. Channel the Energy — Don’t Fight It

Students are going to be full of energy, so meet them where they are! Instead of demanding stillness, find ways to move with their excitement. Some things to try are:

• Brain breaks that match the mood — snowball tosses (crumpled paper), “freeze like a snowman,” or GoNoodle dance-offs.

• Movement-based learning — scavenger hunts, gallery walks, or review games that get kids up and moving.

• Voice and choice — let students choose between two review activities or share ideas for how to “celebrate learning.”

Redirecting energy is easier than suppressing it — and it keeps the classroom joyful and productive.

3. Plan Engaging, Low-Stress Lessons

December isn’t the time for starting brand-new units or piling on complex projects. Instead, focus on review, creativity, and collaboration. Here are some tried-and-true favorites:

• “12 Days of Learning” — highlight one skill or topic each day leading up to break.

• “Winter STEM Challenges” — build a sled, design a snow shelter, or test paper snowflake symmetry.

• “Kindness Campaigns” — small daily acts of kindness with a classroom display to track progress.

Keep lessons meaningful, but design them so you’re not juggling extra prep or grading while wrapping up the semester.

If you are in need of ways to level up your instruction, dive into effective strategies surrounding topics like routines and procedures, student engagement, increasing student talk, and generating active response.

4. Make Space for Feelings (All of Them)

The holidays aren’t joyful for everyone. Some students feel anxious, sad, or uncertain about time away from school. Create room for emotions by checking in with your class daily. Try simple reflection prompts like:

• “How are you feeling about the upcoming break?”

• “What’s something you’re looking forward to — or something you’ll miss?”

• “What can we do to support each other this week?”

A few minutes of honest conversation can ease anxiety and remind students that they belong — even during big transitions.

5. Celebrate Progress, Not Just the Calendar

Instead of counting down days until break, count up to the growth your students have made.

Display “12 Days of Learning,” “10 Things We’ve Mastered,” or a “Gratitude Wall” where students share something they’re proud of. Shifting the focus from “almost done!” to “look how far we’ve come!” builds reflection and positivity.

6. Protect Your Own Energy

Let’s be honest — the pre-break buzz affects teachers, too. Between report cards, class parties, and personal holiday prep, it’s easy to run on fumes.

Give yourself permission to simplify. Use anchor activities, independent centers, or buddy reading when you need a breather. Keep a few “quiet moments” on the schedule — a read-aloud, mindfulness activity, or journaling time — to help everyone (including you) reset.

And remember: calm is contagious. When students see you staying grounded, they’ll follow your lead.

What’s the Lesson?

The days before break will never be perfectly calm — and that’s okay. They’re supposed to be full of energy, laughter, and a little extra sparkle. The key is to harness that energy instead of fighting it.

By holding onto structure, connection, and joy, you help your students end the year on a high note — not just ready for a break, but proud of what they’ve accomplished.

So take a deep breath, turn on the twinkle lights (metaphorically or literally), and enjoy the buzz. You’ve earned it!

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog—and don’t miss my latest book: Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post Managing the Pre-Break Buzz: Practical Classroom Strategies for the Most Energetic Time of Year appeared first on Always A Lesson.

Here’s why I stopped using them in my classroom — and what I now help teachers do instead.

1. Not Every Student Is Counting Down With Joy

While many students can’t wait for holidays, some aren’t looking forward to the time away from school.
For children who experience food insecurity, unstable home situations, or complicated family dynamics, breaks can feel long and lonely. A daily reminder that the break is getting closer can unintentionally heighten anxiety instead of excitement.

Instead:

Focus on making every day in the classroom something to look forward to. Build small daily traditions — morning meetings, read-aloud time, or kindness challenges — that give students consistency and a sense of belonging, no matter the time of year.

2. Countdowns Shift the Focus Away From Learning

Once the countdown starts, students (and let’s be honest, teachers too) mentally check out.
When every day becomes “one day closer to break,” it’s hard to keep motivation and engagement strong. Learning shouldn’t feel like something we just have to “get through” until the fun starts again.

Instead:

Reframe the time before a break as a chance to celebrate growth and connection. Try a “12 Days of Learning” series, where each day you can highlight a skill students have mastered or share something everyone is proud of from the semester. It keeps energy high — and focused on learning.

If you’re looking for instructional ideas centered around the holidays, browse through these holiday-themed activities.

3. Count Up to Gratitude, Kindness, or Joy

If you love the idea of marking the days in a visual way, consider changing the focus of your countdown.
Instead of counting down to something external (like a holiday), count up to something internal — community, gratitude, or kindness.

Ideas to try:

• Kindness Chain- Add a paper link for every kind act you see in the classroom. Watch it grow!

• Gratitude Calendar- Each day, students add one thing they’re thankful for to a wall display.

• Learning Reflection Jar- Every day, add a slip of paper with one new thing your class learned or accomplished.

By shifting the focus, you build anticipation for connection rather than escape.

4. Anchor Students in Routine and Safety

Transitions can be tough for kids. A visual countdown reminds them that change is coming — which can feel unsettling. Instead of counting down, spend time previewing and preparing for the transition in gentle ways.

Instead:

• Talk about what stays the same during breaks (like friendships, routines, or support systems)

• Give students space to share their feelings about the upcoming break

• Create a plan for staying connected to reading, learning, or classroom community over the break

What’s the LESSON here?

At Always A Lesson, we strive to observe what is happening around us and compile the clues to learn valuable lessons that transform classrooms across the globe. By kicking the classroom holiday countdown to the curb, you unlock a new way to impact students.

For many, holidays are wonderful. But they’re not wonderful for everyone in the same way. When we step back from holiday countdown and step into connection, we create classrooms that feel safe, inclusive, and joyful all year long.

You don’t need a countdown to make the days before a break special — just a focus on what truly matters: community, care, and curiosity.

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog—and don’t miss my latest book: Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post Kick the Holiday Countdown to the Curb and Do this Instead! appeared first on Always A Lesson.

We’ve hit the midpoint of the school year—congratulations! In this episode, we’re taking a breath and reflecting on what’s working, what’s not, and how to finish the year strong without burning out. From classroom engagement hacks to managing mid-year chaos, we’ll unpack practical ways to keep your students motivated and protect your own energy.

Quotables

• “Let student’s present. However you go about, let them present what they know.”
• “Don’t forget to communicate and celebrate.”
• “Kids really want to talk, and kids really want to move—so use it to your benefit.”

Join the Always A Lesson Newsletter

The post 358: Mid Year Reflection – How to Finish the Year Strong appeared first on Always A Lesson.

The Teacher Growth and Development Process

The following process is ongoing between the leader and teacher. Although the focus for improvement may change throughout the year, the process remains the same. This provides structure to all stakeholders. The goal of this process is to assist the teacher in growing their skillset. Students improve their performance in the classroom as a result.

• Pre- Conference – Teachers can submit lesson plans for an upcoming announced observation or they can co-create a lesson plan with a leader (ie. mentor, instructional coach, assistant principal. This insures a high quality lesson is formed from the start. Feedback is provided to the teacher to make final tweaks before teaching the lesson live in front of students with the leader observing.
• Observation – A leader observes the teacher deliver the lesson to students (ideally this would be the same leader present in the pre-conference, but it does not have to be). No interaction between the teacher and leader should occur as if they are simply a fly on the wall. The teacher teaches the lesson as planned in the pre-conference. This includes any changes due to feedback.
• Post- Conference – Hosting a debrief with the leader and teacher allows for a productive discussion about high quality teaching. The teacher comes to the post-conference after completing their reflection of the effectiveness of the lesson. During this time, professional goals are discussed in addition to the goal for the lesson taught. Strengths are highlighted and weaknesses are prioritized (1-2 areas only). The teacher uses this conversation to gain clarity on teaching expectations, feedback on the lesson itself, and next steps for how to continue to improve their instructional skill.

Collect Evidence of Teacher Proficiency

Teacher proficiency is a term used to describe the level of effectiveness of a teacher’s instruction. Classroom observations alone do not share the whole picture of a teacher’s development. Therefore, leaders need to collect a variety of data to showcase the many ways a teacher has grown.

• Professional Development [PD] Records – Knowing what PD teachers have attended enlightens the leader on what topics they have learned about and should be implementing. Finding patterns within the records will provide clues for next steps
• Communication with Parents– Knowing how often and the methods used by the teacher to communicate with students’ parents is helpful in knowing what feedback to provide to build strong, personable relationships with stakeholders. This also gives credit for going above and beyond requirements to keep parents informed and leverage their assistance in the growth of the child
• Use of Student Data– Understanding how teachers collect, analyze and use data to inform their instruction showcases the level of their skill. If teachers encourage students to chart their own growth, set goals, and advocate for their own learning needs then the teacher is going above-and-beyond the requirement to collect, analyze and use data in their classroom.
• Participation in Growth Opportunities– Teachers should meet with leaders to share their professional goals at the beginning of the year. This helps the leader support growth in that area of interest. Noting what additional opportunities teachers have engaged in to continue to grow in their area of expertise or interest demonstrates a self-motivated, dedicated professional.

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog.

GO BE GREAT!

The post Summative Evaluations for Educators appeared first on Always A Lesson.

Students are not ready for choice and ownership in the classroom if they currently cannot learn well under the teacher’s instructional style, follow behavior expectations, or engage at deep levels with the content and with their peers.  If both the teacher and students have progressed through the phases of lesson design, classroom management and student engagement, then they are ready for more freedom in learning.

This post will share 5 myths related to student choice and ownership. If teachers are able to bust these myths in their own classrooms, they along with their students will be enjoying the thrills of authentic autonomy!

Myth #1

Every student should have access to choice and increased ownership. 

False. As mentioned above, students have to demonstrate responsibility as learners to earn additional choice and ownership. When teachers differentiate instruction for students, choice and ownership can be options for students who are ready for that freedom. Sometimes, the class as a whole is not ready for choice or ownership (maybe even all year) and teachers will have to reserve the urge to provide it. If students are given instructional freedom before they are ready for it, misbehaviors escalate and learning outcomes plummet. The goal is that every student has access to choice and ownership when they are ready, but that doesn’t mean it happens for every child every year.

Myth #2

Offering choice and ownership in the classroom takes a lot of work.

False. If teachers have planned well, executed their plans in a consistent manner, provided boundaries for meeting expectations academically and behaviorally, designed a variety of engaging activities that students successfully participated then, then the choice and ownership are easy to implement. This is because the teacher has created systems and consistency leading up to this point and when students are exposed to choice and allowed more ownership, they follow suit with the path the teacher has been paving all year. Systems and expectations don’t change just because students are taking over and leading the way. It’s a simple pass of the baton that has been slowly occurring all year. When teachers solidify lesson design, classroom management and student engagement, then moving on to choice and ownership is seamless.

Myth #3

Providing choices to students means differing levels of effort.

False. It can happen that a teacher offers choice in assignments that differ in level of complexity. This may mean a child finds one activity easier than another. However, if the teacher designs instruction well, then all the choices are of the same rigor level. For example, some students may prefer artistic expression while others desire to show off their comedy skills in a quick sketch. It may feel easy by selecting choice assignments in alignment with student interests, but the actual demonstration of learning is the same level of difficulty for each possible choice assignment. What students demonstrate should be the same level of rigor where how they demonstrate it can feel different. The teacher should spend time explaining expectations for quality of work regardless of which choice option they select.

Myth #4

You can have choice without ownership and vice versa.

False. Choice allows students to take ownership of their learning journey instead of being told what to do. Ownership allows students to choose how to lead in and around their classroom. These two elements are interwoven and work best in tandem. As a reminder, this is an earned perk only to be used when students have demonstrated they can adhere to content, behavior and emotional expectations in the classroom. Being clear with students about this privilege is essential to the longevity of the freedom. If students cannot be successful with more freedom, then choice and ownership go away until earned again.

Myth #5

Students are not interested in freedom and autonomy in the classroom.

False. Humans have a fundamental desire for autonomy. This psychological need is linked to motivation and growth. Having free will to make decisions in alignment with your own needs and wants is fulfilling. Therefore, not just students, but adults too desire freedom in learning and their lives. It can be comforting to be told what to do when you are first learning, but as you grow in skill you are ready for more freedom. When students experience autonomy in the classroom, they are motivated to perform well so as not to lose the freedom. Autonomy brings satisfaction, even when the task is hard.

Additional Resources

If you’d like to learn more about student choice and ownership, check out the additional resources listed below:

• Blog Posts
  • 5 Benefits if Increasing Student Choice and Ownership
  • 7 Ways the Most Successful Teachers Strengthen Student Voice
  • Student-Led Writing Conferences
• Downloadable PDF
  • Increasing Student Ownership in the Classroom 
• Book
  • Teacher Essentials for Classroom & Career Success

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog.

GO BE GREAT!

The post 5 Myths of Student Choice & Ownership appeared first on Always A Lesson.

This post will share five myths in regards to student engagement so that teachers can be successful in reaching their students year after year.

Myth #1

Behavior engagement requires control. 

False. Moving away from compliance habits by replacing them with interactive opportunities allows students to meet behavior expectations without requiring them to. We cannot control people, but we can put boundaries in place for the learning environment. If the behavior expectations are clear and the engagement task is of interest, getting students to comply will be by choice not by force. When students know why they must act a particular way during the learning experience, behavior engagement comes naturally.

Myth #2

Students don’t need to emotionally engage in a lesson. 

False. Students want to feel a sense of belonging in the classroom. They want to know their teacher cares about their needs and wants. When students do not feel welcome, they will disengage from their peers and their own learning. In order to prime students for academic growth, they need to feel safe, valued, heard and seen. This emotional engagement leads to an open mind to learn new information while also increasing their motivation to behaviorally engage in the activity.

Myth #3

Critical thinking happens without meaningful content.

False. Cognitive engagement is the most important way students can grow their skillsets. When content is meaningful and relevant, critical thinking is no longer a chore. Students engage their minds authentically because they see the value in learning the information and maybe even find it interesting. When teachers do not take the time to show the connection between the new learning and past learning, or how new learning is important to their future career or aspirations, students lose interest. They stop consuming the information which leads to a lack of skill and knowledge. They will not be prepared for the following grade or the work force. It is imperative content is meaningful to students so they can exercise their critical thinking muscle with ease.

Myth #4

Inclusion has no bearing on student engagement.

False. Including students of varying learning abilities and cultural backgrounds into class discourse has a profound impact on student engagement. When students feel included even when they are different from the what they perceive to be the “norm,” they receive the benefits of collaboration and communication with their peers and teacher.  If students need sentence starters, vocabulary wall, or think time in order to successfully engage in discussion, it should be provided. The teacher must support all learners so that they can be successful in the classroom. Student discord allows information in the brain to be processed and stored for later retrieval. If we want new knowledge to stick, students need to talk. In order for students to talk, teachers must provide a safe environment and learning supports for everyone to participate. Inclusion done well opens to the doors to high levels of student engagement.

Myth #5

Creativity and choice are just extras.

False. When teachers are creative in how students can engage during a lesson as well as allow students to share their own creativity in demonstrating learning, achievement outcomes improve. Building in choice honors student interests and strengths causing motivation to participate to deeply increase. Therefore, creativity and choice are not extra’s that teachers can sprinkle into lessons when they desire. Creativity and choice are part of building strong, authentic engagement in the classroom.

Additional Resources

If you’d like to go deeper on the topic of student engagement, additional resources are listed below.

• Blog Posts:
  • 4 Ways to Improve Student Engagement
  • 3 Tips to Maximize Student Engagement
  • Coach Focus: How to Help Teachers Engage Students
• Podcast Episodes:
  • 137: Quality Engagement is a Dance
• Book:
  • Teacher Essentials for Classroom and Career Success

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog—and don’t miss my latest book: Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post 5 Myths of Student Engagement appeared first on Always A Lesson.

The school year starts off strong — students are excited, routines are fresh, and momentum is high. But as September rolls on, many classrooms experience what we call the September Slump. In this episode, we talk about why student engagement can dip during this time, why it’s important to address it early, and practical tips for keeping your classroom energized and focused.

Quotables

• “When your providing feedback, we want it to be timely so that they can do something with it, but we also want it to be specific enough they know what to do differently going forward.”
• “When students actively participate in setting their own goals, they feel a sense of ownership.”
• “Acknowledge that things are stressful.”

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The post 352: The September Slump appeared first on Always A Lesson.

The purpose of this post is not to discuss how to effectively implement lesson design, although resources to do that are linked at the bottom of the post. Uncovering 5 myths of lesson design will help teachers better understand the value of the process required to deliver high quality instruction to their students.

Myth #1

If you write a detailed lesson plan, you are a great teacher.

False. Just because you can write a strong lesson plan on paper does not mean you can deliver a quality lesson. Remember, lesson design is not just the lesson plan itself. It thinks about all the obstacles a student might face during the learning experience and puts strategies in place to prevent those from occurring. Writing a lesson plan is only one piece of lesson design. Other important steps in the lesson design process are just as impactful like collaborating with colleagues to raise the rigor of the plan, designing an assessment that aligns to the standards and objective of the lesson, preparing physical learning materials, planning the transition routes for students to move about the classroom safely and efficiently and so much more. Great lesson plan writers do not always translate to great teachers. Design the lesson, don’t just plan it.

Myth #2

Designing a lesson by yourself is better than doing it with others.

False. When you are completing a task by yourself, you are limited to your own skillset and intelligence. When you complete a task together as a group, you put your brains and talents together elevating the limit to which you can accomplish the task. Therefore, it is always better to meet as a team to brainstorm ideas, push each other’s thinking, and bring alternative ideas to the table. The discussion begins with the standard to be covered and flushing that out to daily objectives that can be taught during the subject area time frame. Now the hard work begins of designing the learning experience.Everyone has a different strength that when they are combined during a collaboration session, a lesson grows in effectiveness and impact. Don’t limit your teaching by planning by yourself. Tap into your professional learning network!

Myth #3

You must create everything from scratch.

False. Many teachers have taught for years and have instructional materials that can be repurposed for upcoming lessons. Part of the responsibility of those in the collaboration are to bring related items to the planning session so they can be reviewed and suggested for use. If you create everything from scratch you are putting more time into the item creation than on the lesson itself. Although support materials enhance a lesson, if the majority of time is spent making instructional materials the actual lesson never reaches it potential because time was spent elsewhere. Leverage what you have and spend the bulk of your time on lesson design.

Myth #4

Every lesson has different procedures and expectations.

False. If you continue to change up procedures and expectations, students will spend their brain power relearning those things instead of learning new content. Put the emphasis on the actual learning of information instead of on the how to go about the learning. This means procedures can remain the same from lesson to lesson. This creates familiarity which then leads to efficiency. When expectations shift every lesson, students are confused as to what is expected of them. This slows down the learning process as they have questions or the teacher is busy redirecting and correcting misbehaviors due to the misunderstanding. All of this distracts from the learning experience. Save time, reuse procedures and expectations.

Myth #5

Your lesson will go exactly as planned.

Even if you follow a thorough lesson design process, the execution of the lesson could do awry. Teachers not in control of every factor in their classroom, such as early dismissal, fire drill, AC going out, or technology not working. Understanding that even the best plan doesn’t mean the lesson will go off without a hitch will save sanity. As the famous show “Big Brother” says every episode, “Expect the unexpected.” This is a great motto for teachers as well. Plan thoroughly because it just might come out exactly as planned, but also expect a hiccup or two. When you expect an obstacle, you are better able to pivot efficiently in the moment instead of getting upset which leads to a clouded brain to make decisions.

Helpful Resources

• Blog Posts
  • Powerful Lesson Planning
  • 5 Tips for Designing a Memorable Learning Experience
  • 5 Ways to Improve the Lesson Design Process
  • Lesson Design PD Options
  • Coach Focus: How to Help Teachers Design Lessons
• Podcast Episodes
  • 59: The Lesson Plan Vortex
• Book
  • Teacher Essentials for Classroom and Career Success (Brick #1)

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog.

GO BE GREAT!

The post 5 Myths of Lesson Design appeared first on Always A Lesson.

In this episode, we dive into how educators can intentionally reset their classroom culture at the start of the school year. Whether you’re teaching brand-new students or welcoming back familiar faces, the first weeks are the perfect time to establish the norms, routines, and relationships that will shape the months ahead. We’ll discuss practical strategies to create a safe, engaging, and inclusive environment where every student feels seen and supported.

Quotables

• “The one thing that made me a really strong teacher, wasn’t that I knew how to build culture, it was that I knew how to sustain culture.”
• “Prioritize routines, procedures, and expectations that are the most important.”
• “Be comfortable with the reset.”

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The post 351: Classroom Culture Reset appeared first on Always A Lesson.

This post will outline 5 ways in which an educator can become a teacher leader.

Make your Intentions Known

The best way to ensure your future becomes what you dream it to be, is to let others know your desires. When they know what you want to do or become, they will encourage you to get there. Share your ideas for leadership with your colleagues and administrative team. As opportunities arise, your name will be top of mind and they will recommend you. If you keep your dream to yourself, no one will be able to support that dream coming to fruition.

Do your Homework

Learn as much as you can prior to opportunities coming to pass. Read as many educational books on leadership, subscribe to online newsletters from current leaders, and attend conferences about teacher leadership to grow your skillset while also allowing you to create relationships with others who are where you want to be. The more you learn now, the easier the transition into leadership will be later down the road.

Lead Without a Title

Just because you don’t have an official leadership title, doesn’t mean you can’t support the growth of teachers. Have an open door policy with your colleagues, inviting them in to brainstorm teaching ideas or talk through obstacles. Follow up with others you help to see if they were successful and continue supporting them if needed. When a leadership job opens up, not only will others think to recommend you for it because they know you want to be a leader, but they now have first hand experience of how much you have helped them.

Shadow Teacher Leaders

Find colleagues who are leading with and without a title. Watch them in action. Take note of their leadership style and results. This will help you develop your own skillset tailoring your approach to your personality and leadership style. Watching someone lead live gives you a more realistic view of what the role may entail. When you shadow a variety of teacher leaders you will be exposed to the numerous ways in which teachers can be supported. This will help you nail down the role that may be the perfect fit for you in terms of alignment to your goals.

Interview, Interview, Interview

It may take numerous interviews before landing a job. Don’t take that personally. Sometimes a district has a requirement to interview a certain number of candidates before extending an offer to a candidate, even when they already know how they plan to hire. Other times, you may not be a fit for their current needs and they may not be a good fit for the environment you wish to work in. The more times you interview, the more practice you get answering hard questions off the cuff, supporting your answers with evidence (ie. specific ways you helped teachers and the results of those interactions), and exuding confidence to showcase your capability in the role. Interview for a variety of teacher leadership roles because even if you do not land your ideal role at first, it will help you gain experience and exposure that will be advantageous next time you interview.

Resources

Below are resources that will help you begin preparing for you teacher leadership role.

• Download Now:
  • Teacher Leader Interview Questions
  • PD on Demand (high leverage topics to help other teachers with)
• Blog Posts:
  • 10 Ways to Learn Over Summer Break as a Teacher Leader
  • Core Coaching Moves for Teacher Leaders
• Podcast Episodes:
  • Teacher Leadership with Sahur Augsteen
  • Teacher Leadership with John Schembari

Once you land your job, enroll in my Teacher Leadership Mastermind! We meet virtually every other week in a fall or spring cohort model. You’ll connect with other teacher leaders across the nation, set personalized goals and track your progress, as well as celebrate your wins in a supportive environment.

Best of luck to you on your journey…

GO BE GREAT!

The post 5 Ways to Become A Teacher Leader appeared first on Always A Lesson.

In this powerful episode, we sit down with Dr. LaKimbre Brown, an experienced educational leader and advocate for equity in schools, to explore the ever-changing landscape of education. Dr. Brown shares her insights on how schools are evolving to meet the diverse needs of today’s students, from shifting curriculums to addressing representation in both classrooms and leadership.

We discuss what it means to truly serve “different students with different needs,” how curriculum must adapt to be more inclusive and relevant, and why having educators and materials that reflect the identities of all students matters more than ever. Dr. Brown brings real-world examples, deep wisdom, and a clear call to action for educators, leaders, and communities alike.

Whether you’re a teacher, parent, or school leader, this episode will challenge you to rethink what equitable and responsive education should look like in today’s world.

Quotables

** Quotes are from the interviewee **

• “If you want to have systemic change at district level you need to really think about coherence and how all the systems work together.”
• “I believe in the child or student sitting in front of me and I believe they can do this hard thing.”
• “Representation matters.”

About Dr. LaKimbre Brown

Dr. LaKimbre Brown is Chief Program Officer at Leading Educators and has more than 22 years of experience as an educator. As Chief of Schools for Lorain City Schools, she led 12 of 15 schools to state assessment gains and tripled access to high-quality Pre-K. Previously, she coached principals at dual-language campuses as Instructional Superintendent at DC Public Schools.

Connect with Dr. LaKimbre Brown

• http://www.leadingeducators.org

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The post 350: Evolving Classrooms with Dr. LaKimbre Brown appeared first on Always A Lesson.

This post will outline 5 steps teachers can implement consistent to run effective small group instruction in their classrooms.

Step 1: Determine your Data Source

Before you begin to pull a small group, you have to decide which piece of data you will be using to formulate groups. Common data sources are formative assessments (formal and graded tests) or informal assessments (student observations, classwork, homework, etc.). Think about which assessment is the most recent reflection of current student learning and use that one. If you use an older assessment, you might group students who no longer need the attention.

Step 2: Make your Flexible Student Groups

Review the data and highlight low performers. Then group together students struggling with the same skill. For example, if a few students all missed question #4 that dealt with two-step word problems, create a group tackling that skill with only the students needing help in that area. Depending on how long your instructional block is will determine how many small groups you can pull. Usually small groups last 15-20 minutes with an -re-introduction to the skill, guided practice together, and independent practice with feedback. Plan out your skill groups for the week.

You may have students attend multiple skill groups a week because they require additional time and attention to master skills. If you notice this, add an additional layer of support during whole group instruction. Otherwise, these groups are meant to be flexible and the students visiting should change based on the skill being covered.

Step 3: Plan Skill Based Mini Lessons

Now that you know what skill you are focusing on and which students need to attend the small group, its time to plan the mini lesson.

• Select your instructional materials
• Write your objective
• Draft or choose an example
• Practice how you will demonstrate the skill
• Draft or choose 2-3 guided practice activities to complete together
• Draft or choose 1-2 independent practice activities for students to do on their own
• Allot time for reviewing student work, providing feedback, and allowing them to make the appropriate changes

Once a student has demonstrated mastery of the skill (ie. they can complete the independent activities with accuracy), they are excused back with the rest of the class to complete whatever assignment everyone else is working on. If after instruction and feedback, students continue to struggle, make note and send them off to the whole class activity after the 20 minute mark. You will likely have to pull those students again another day for that same skill, but do not extend your small group lesson in the moment as it throws off the pace and plan of instruction for the rest of the lesson.

Step 4: Deliver Targeted Instruction

Be sure to teach a skill in isolation. If you add in too many skills or erroneous details, it could add to the confusion that the student is experiencing. In Reading, if you are using a text to practice be sure to focus your teaching on the skill instead of on the storyline of the text. In Math, if you are working on two-step word problems and there is a secondary skill available to teach (ie. cross out irrelevant information or using multiple strategies to check work), do not address it at this time. You can use the same word problem again in a future skill group when teaching a different skill, but keep each group to one skill at a time.

Step 5: Collect & Review Fresh Data

After you have completed the planned small groups for the selected skills, its time to repeat the cycle with new fresh data. Fresh data means the student performance information you are going to use is the most recent data you have access to. As a reminder, if you wait weeks before pulling groups based on a data report, the students may have mastered skills by this time and therefore it is considered “dead data.” Continue to collect recent data and teach small skill groups throughout the year.

This 5 step small group instruction protocol will help ensure every teacher provides high quality differentiated support to students on an ongoing basis. This will lead to an increase in teacher proficiency (skill level) and student achievement (grades, scores, etc.). The domino effect of transforming this one sliver of instruction has tremendous impact on everyone involved.

Practice the steps and if you find yourself needing feedback, reach out for help to instructional leaders (ie. facilitators, coaches, administration, etc.).

Additional Resources:

• Literacy Effectiveness PD
• Novel Study Guides
• Reteaching for Mastery PD

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog—and don’t miss my latest book: Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post 5 Steps for Running Small Group Instruction appeared first on Always A Lesson.

In this inspiring episode, we sit down with school psychologist Kay Kelly to explore her unique journey within the educational system and how she’s thinking outside the box to create real-world opportunities for students. Kay shares stories from her experiences in various school settings and how those shaped her passion for integrating mental health support with practical, hands-on learning.

This episode is a powerful look at the intersection of mental health, education, and innovation, and how one educator is helping schools create opportunities that last far beyond the classroom.

Quotables

**All quotes are from the interviewee**

• “I think connecting with kids… It does feel different, but in some ways you still do the same things we want to have genuine connections with them, actively listen… I think theres a lot to hear in their lived experience.”
• “The foundations haven’t really changed that much, but the way we engaged with them might be a little different.”
• “There’s a lot of benefit in having those virtual communities where you can be a sounding board and provide those resources.”

About Kay Kelly

Contact Kay Kelly:

The post 349: Driving Change with Kay Kelly appeared first on Always A Lesson.

This post will cover 5 of those commonalities in efforts to make a smoother transition for a new teacher.

Be Comfortable Learning as you Go

You will not be able to know every thing about everything. Set the expectation for yourself that there will be things you know, things you don’t know and things you’ll forget that you know. All of that is part of the learning process. You don’t expect your students to be perfect, so don’t expect that of yourself.

Thrive in Chaos

Until you figure out your style of teaching and routines or structure for students to operate in the classroom, chaos will be the norm. Control what you can control, make adjustments in the moment and get better every day. Thriving in chaos is possible as long as you continue to solidify your expectations and hold students accountable to meeting them every day. Slow progress wins the race.

Being New is Helpful Too

Never apologize for being a new teacher. New teachers bring energy and excitement that has diminished for veteran colleagues over the years. Just because you are new doesn’t mean you don’t have great ideas or contributions. Speak up, own your newness, and allow your true self to be seen. It’s a two-way street- your colleagues will grow because of your influence too.

Advocate for Yourself

You might think someone should know what you need or want, but many times there are so many factors at play during the school day that your confusion or lack of knowledge may go unnoticed. Let others know what you need or want, even if you feel like it is a silly request or something you’ve been told before and can’t remember the answer. Many times what is obvious to someone in the profession for a long time is not even on the radar for a new teacher. Colleagues and other staff members want to help you and want you to be successful, so don’t wait for clarity- advocate for it!

It will all Come Together

In the beginning, you might feel like you’ll never get the hang of the curriculum, friendship circles, timing of the copier machine availability, engagement strategies, or even classroom management techniques. Your path may be up and down with a upside down curly q mixed in, but overall you will grow and strengthen every month. By the end of the year, you’ll look back and remember how overwhelmed you were and how hard everything felt at once. But you’ll have found your flow and ways to manage your workload. It will all come together in the end, as long as you keep moving forward.

Additional Reading Recommendations

The following blogs and books will further set you up for success by sharing more tips in greater detail.

Blogs:

• Cultivating Capacity: Nurturing New Teachers into Impactful Educators 
• New Teacher Words of Wisdom
• New Teachers Change Lives Too – Part 1
• New Teachers Change Lives Too- Part 2
• Advice from a New Teacher for a New Teacher
• Advice for New Teachers
• 3rd Grade Only: What to Expect When Teaching Third Graders

Books:

• Elementary EDUC 101: What They Didn’t Teach you in College
• Always a Lesson: Teacher Essentials for Classroom and Career Success

And if you love a good swag option, grab the #newteacherlife cozy t-shirt– great for dress down Fridays at school!

Want more support? Browse our full collection of printable and digital tools. You can also read more helpful posts on the blog.

GO BE GREAT!

The post What to Expect as a New Teacher appeared first on Always A Lesson.

In this powerful episode, Superintendent Dr. Brandi Kelly joins us to share the story behind her transformative system of H.O.P.E. She breaks down what H.O.P.E. stands for, how it came to be, and how it’s changing the way educators and leaders approach their work in schools and communities.

Dr. Kelly dives into the importance of strong, uplifting relationships—connecting with the right people who challenge and support you—as a foundation for authentic leadership. She also shares how her system not only supports teachers and leaders, but also empowers students to rise and thrive.

Whether you’re in education or leadership in any form, this conversation will leave you with practical tools, heartfelt encouragement, and a renewed sense of purpose.

Quotables

• “We need community and we need to lift each other up.”
• “My mission is just to help those leaders and educators create systems that support thriving communities rooted in my system of H.O.P.E.”
• “Change starts from the inside out.”

About Dr. Brandi Kelly

Dr. Brandi Kelly is an accomplished author, speaker, and consultant with over 20 years of experience dedicated to empowering leaders to inspire growth, drive positive change, and cultivate environments where success thrives. Known for her passion and purpose, Dr. Kelly believes in the transformational power of hope—and the courage it takes to lead with it. Dr. Kelly’s mission is simple yet powerful: to spark hope in every individual and organization she serves. Through her signature System of H.O.P.E., she equips others to foster strong leadership, build supportive cultures, and achieve sustainable, hope-driven success.

Resources from this Episode

www.sparkhopeedu.com

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The post 347: H.O.P.E. with Superintendent Dr. Brandi Kelly appeared first on Always A Lesson.

This post will reveal a three prong method for cultivating quality teaching and learning in k-12 classrooms across the globe.

Hire

Hiring is an intentional process leaders engage in to ensure they attract and hire qualified candidates aligned to their school mission. A thorough hiring process will uncover red flags that could be a risk if that potential candidate was hired. This process could include an application, phone interview, in-person interview or teaching a demo lesson, ending with talking with references.

An application should gather basic information, a career summary, and responses to carefully chosen writing prompts. These prompts should highlight the candidate’s professionalism, experience, passion, and ability to think critically and connect with others. This helps school leaders find candidates who match their school’s goals and fill specific grade-level needs.

The interview process has two parts. First is a phone interview. This allows the interviewer to expand on the application and ask deeper questions. It focuses on the candidate’s interest in the role, why they’re a good fit, and how they think under pressure. This step helps predict how they might respond to challenges or conflict on the job.

Next is the demo lesson. This gives leaders a chance to see the candidate teach in real time. It also shows whether their teaching matches what they shared in the application and interview.

A thorough hiring protocol ensures quality candidates get hired.

Helpful resources include:

• Cultivating Capacity- Nurturing new teachers into impactul educators
• Preparing for an Interview (Print + Video)

Train

Once hired, we must train the new employee (whether brand new to the profession or new to the school). Training consists of onboarding and professional development. The onboarding process allows a colleague to walk the new employee through how to be successful while working at that specific school- everything from a campus map to getting a substitute teacher for an absence.

Professional development is an ongoing process where leaders guide new hires towards mastery in curriculum initiatives, school and district goals, instructional best practices and more. This ensures a quality candidate continues to grow in their proficiency which then allows students to grow in their capacity as well.

Helpful resources include:

• The Importance of Providing Onboarding for Educators
• Onboarding: How to Support a New Hire at your School
• Professional Development Training Options

Support

There are a variety of ways to support a new hire beyond the professional development workshops. Assigning a mentor to meet monthly about current needs, upcoming events, and trouble shooting common obstacles allows the new hire to receive a more systematic support from a high performing mentor.

Utilizing an instructional coach is another way to add a layer of support for the new hire. This coach will conduct coaching cycles focusing on areas of need aligned to high quality teaching in areas such as lesson design, classroom management, student engagement and student ownership. These cycles could last six to nine weeks honing in on high leverage areas one at a time.

Professional learning communities [PLC’s] is a final way to support a new hire. PLC’s are a collaborative  structure where colleagues work together weekly to plan lessons, design assessments, brainstorm differentiation strategies and more.

When you support a new hire in this way, your retention rate for quality teachers skyrockets and so does student achievement.

Helpful resources include:

• Success Secrets of Colleague Mentorship
• Characteristics of an Effective Teacher Mentor
• Mentor Kit
• Coaching Printables
• PLC Guides
• 5 Ways to Enhance your PLC Meetings

Wishing you a fantastic year as you cultivate quality teaching and learning!

GO BE GREAT!

The post 3 Ways to Cultivate Quality Teaching and Learning appeared first on Always A Lesson.

In this episode, we sit down with educational leader Pablo Munoz to explore the heart of effective teaching and leadership. Pablo emphasizes that loving children is the foundation of successful teaching, sharing how genuine care and connection pave the way for impactful learning. He dives into what true educational leadership looks like—leading with purpose, integrity, and a deep belief in student potential. Throughout the conversation, Pablo reflects on how great teaching isn’t just about strategy, but about showing up with compassion, commitment, and the drive to help every child thrive. Whether you’re a new teacher or a seasoned leader, this episode offers powerful reminders of why we teach and how love and leadership go hand-in-hand for lasting success.

Quotables

**All quotes are from the interviewee**

• “You really have to be intentional when you start moving up to get into schools.”
• “Task predicts performance.”
• “The most important part about a leader is that your actions actually match your written and spoken words.”

About Pablo Munoz

Pablo Muñoz is the managing director of Muñoz & Company, an educational and leadership consulting organization. He is a leadership coach, teacher, trainer, and speaker with the Maxwell Leadership Certified Team; the author of The Leader’s Algorithm; and the host and producer of Latino Leaders podcast. Pablo has 30 years of public education experience as a teacher and administrator, including 16 years as a superintendent of schools. He was recognized as the 2008 Union County School Superintendent of the Year by the Gateway Regional Chamber of Commerce in New Jersey and named as one of the George Lucas Educational Foundation’s 2008 Daring Dozen – a prestigious group of twelve educators “who are reshaping the future of education.” Pablo graduated from Yale University in 1991 with a Bachelor of Arts in psychology and Ivy League pitching honors. A lifelong athlete and sports fan, he has coached baseball at all levels from little league to professional, having been a minor league pitching coach with the Chicago Cubs. After Yale, Pablo continued his education at Teachers College, Columbia University where he earned a Master of Arts in educational administration in 1996.

Resources from this episode:

• https://www.themunozcompany.com/
• linkedin.com/in/pablo-muñoz-b30b2ab1
• https://www.themunozcompany.com/the-leaders-algorithm https://www.themunozcompany.com/latino-leaders-podcast

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The post 346: Teach and Lead with Pablo Munoz appeared first on Always A Lesson.

1. Podcast: Always a Lesson Podcast

This podcast offers a collection of simple strategies to help teachers bring mindfulness into the classroom. Each episode is short and designed to be easily digestible. Perfect for relaxing moments when you need a quick burst of inspiration. Listen here

2. Article: “10 Creative Ways to Better Engage Your Students”

Explore a list of quick and easy tips to shake up your teaching routine and inject some energy into your classroom. These ideas are low-pressure and fun, making them perfect for summer reading when you’re looking for light inspiration. Read here

3. Video: “How to Create Healthy Boundaries as a Teacher”

In this video, a teacher burnout coach discusses how to set healthy boundaries between work and personal life. Watch during a quiet moment to learn simple but powerful ways to ensure you’re recharging, both during the summer and throughout the school year. She will discuss 4 boundary types and provides some boundary prompts to help you communicate your needs. Watch here

4. Podcast Guest: “Student Language with Michael Grande” 
Join us as we dive into the importance of understanding student language and how beneficial it can be in the classroom with Michael Grande. With his expertise in coaching, he has touched the lives of many educators across the world. He says, “I finally found someone who taught me how I wanted to be taught and found my learning language which is what interested me. If we could do that with our students, we’d have a whole new universe.” Listen here

5. Blog Post: How to Implement PD on Demand at your School Site 

“PD on Demand” has become a new, engaging way for teachers to learn at their own pace and on their own timetable. Professional Development [PD] usually occurs in-person as an onsite meeting among staff. Teaching best practices or new instructional initiatives are introduced and expectations for implementation are described. Read More Here

This Summer Learning Playlist is designed to give you meaningful, yet casual learning opportunities that don’t require deep dives or long commitments. Enjoy these bite-sized pieces of inspiration at your own pace, and feel free to return to them whenever you want to reflect, recharge, or simply unwind. Happy listening and reading!

If you want more ideas to get you thinking, be sure to visit the Always a Lesson website and social media pages for inspiration! Browse these printable and digital options for more resources to get you prepped for a new year!

GO BE GREAT!

The post Summer Learning Playlist for Educators appeared first on Always A Lesson.

Let’s celebrate together as Always a Lesson’s Empowering Educators Podcast turns 10! Tune in on this live recording in celebration of all things over the past ten years. Throughout the episode, Gretchen talks past and present about the experience, the fun, and the amazing educators she’s been able to meet along the way.

Join the Always A Lesson Newsletter

The post Bonus: Empowering Educators Podcast 10th Birthday appeared first on Always A Lesson.

Every child deserves a high-quality education, no matter which teacher they have. To fix this issue, school leaders are now setting aside time to focus on consistent, high-quality teaching. When all leaders do this, every student gets a fair chance to succeed.

This post explains what causes these differences and shares a simple plan school leaders can use to fix them.

GO BE GREAT!

The post Inconsistent Quality of Teaching & How to Overcome It appeared first on Always A Lesson.

Know Your Purpose

Define the goal of the survey. In order to get the information you are seeking, you have to be clear on what the survey is about. Every question should be aligned to that single purpose. If not, it belongs in a different survey. Examples of purpose could be to seek feedback on one particular thing ( curriculum implementation, coaching cycles, staff duties, etc.), or to gather intel so that you can make an informed decision (upcoming schoolwide event, staff requirements, climate check, etc.).

Ask the Right Questions

Use clear, focused, and actionable questions to get useful insights. If your questions are too open-ended, you’ll receive answers that are all over the place. Just like your survey needs one clear purpose, your questions need to be clear as well. Reread your questions to ensure they do not lead the survey taker to respond in a particular way because you want to collect unbiased information. For example, instead of saying “what are your thoughts on our new curriculum?,” you could say, “What are 2 ways the new curriculum has made lesson planning easier?” Asking the right questions, ensure the answers given can be used to make the type of decision you intended when creating the survey.

Keep It Short & Anonymous

Respect staff time and encourage honest responses. If you want quality of information, prioritize your questions and limit the length of the survey. Decide what your most important questions will be and reserve the others for a later date. Staff have limited time to read and respond to emails, let alone surveys, so keeping it short will encourage more staff to complete it. If you allow staff to answer anonymously if they wish, then you get more honest responses due to a lack of negative consequences for sharing their thoughts. This makes it hard to follow up with data outliers but looking for trends from the responses should be the goal here.

Follow Up on Findings

Communicate results and how feedback will be used to drive change. Remember not to ask for feedback unless you intend to do something with it. This encourages staff to take time to be thoughtful in their responses knowing you will be using the information to make adjustments. Following up reveals your dedication to finding favorable solutions to common problems as well as creating opportunities of interest for staff. Transparency in the use of the data collected builds a sense of community and holds everyone to a higher standard.

Make It a Two-Way Conversation

Offer opportunities for discussion or clarification after survey results are shared. Once the data is in, engaging in open dialogue ensure additional details are shared and more questions can be asked. This is now the appropriate time to ask questions you kept off of the survey that were related but would have made the survey too arduous. This continues to build on the safe space you created while allowing staff to feel their opinions are valued and heard. Offer to continue the conversation by other means (ie. email, appointment, future surveys) if staff desires.

Next Steps & Resources

Follow the tips provided in this blog post to create a staff survey. Continue to make improvements and adjustments with future surveys to ensure they provide the information you desire to make quality decisions that impact your staff.

If you are in need of survey resources, items for teachers and leaders are below:

• Surveys for teachers:
  • Free Parent Survey- Holiday Themed Instruction in the Classroom
  • Free Back to School Learner Survey
  • Free Rate My Teacher Student Survey
  • Teacher Report Card
• Surveys for leaders:
  • Sunshine Committee- Teacher’s Favorite Things
  • PD Session Feedback Survey
  • Instructional Coaching Coach Feedback Survey
  • Instructional Coaching Staff Survey

If you need more resources to help you become an even stronger teacher or coach, browse these printable and digital options. Check out other helpful blog posts here. Be sure to also check out my latest book, Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post 5 Tips for Creating Effective Staff Surveys appeared first on Always A Lesson.

Quotables

** All quotes are by the interviewee **

• “Show up for yourself the way you want to show up.”
• “Pause, listen, question, and avoid making assumptions.”
• “Clarity precedes capacity every single time.”

About Casey Watts

The post 343: Clarity in Schools with Casey Watts appeared first on Always A Lesson.

Although an entire week of celebration is appreciated (and well deserved), it occurs towards the end of the school year. This means the entire year teachers are not feeling appreciated when the job is the most challenging. To clarify, teachers do not need things to be purchased in their honor all throughout the year. But, there are things the school can do along the way to appreciate each and every teacher. The goal of ongoing, year-long appreciation is that it will empower, motivate and sustain teachers to push through the challenges they experience at various points during the school year.

This post will outline five simple ways schools can shower their teachers with thanks throughout the year instead of waiting until the official Teacher Appreciation Week in May.

Make Recognition a Habit

Create a simple system for celebrating teachers consistently. Having a teacher appreciation committee made up of administrators and non-teaching staff allows the idea brainstorming and execution to be shared. Administration may or may not have a budget so that needs to be decided ahead of time so the committee knows particular boundaries. Attacking appreciation methods monthly creates a consistent support strategy teachers will appreciate.

Personalized Appreciation Matters

Tailor recognition to individual preferences (public praise, handwritten notes, small gifts). Send a survey to teachers asking them their preferences so that when you do show appreciation it is in a way that they will best receive it. When appreciation is personalized, teachers view the gesture as genuine and therefore place more value on it. This is what teachers will remember and cherish most.

Empower Peer Recognition

Encourage staff to acknowledge and uplift one another. Teachers collaborate often with their peers and know even more specifics of what makes an educator great. Creating avenues for teachers to recognize their own kind with specificity, highlights the amazing work teachers do daily. For example, a shout out wall in the staff lounge is an easy way to encourage teachers to write a quick note and post it on the board for their peer. Teachers can keep those appreciation notes for years to come and reference them on the roughest of days.

Celebrate More Than Just Big Wins

Recognize effort, creativity, and perseverance throughout the year. Some years are tougher than others, so if we only focus on major milestones of achievement, some teachers may never feel appreciation. Therefore, we have to make celebration of baby steps just as important as the big ones. When teachers are putting forth excessive efforts regardless of results, they should be recognized. Making celebration a piece of the culture, staff will be excited to shout out progress over perfection.

Incorporate Appreciation into Staff Meetings

Start with shoutouts or gratitude moments to build a culture of recognition. When staff meetings aren’t just a place to get down to business, teachers will look forward to showing up to engage. Building in staff appreciation into the staff meeting agenda consistently, teachers will get refueled for the days to come. Creating a recognition habit ensures your culture celebrates more than just the big wins, as said before. This is another way to open the floor for peers to recognize each other, breeding a healthy culture of appreciation.

Next Steps

Consistency is the key, not the actual act. When we give thanks to teachers often, they are willing to continue to work hard knowing their efforts are appreciated and recognized publicly. This will also model to students how to celebrate progress over perfection, habits they will soon build in themselves.

If you need additional ideas for teacher appreciation, browse below:

• Teacher Appreciation- Notes from Students
• World Teacher Day- Celebration Slips
• Sunshine Committee Cart Request Form
• Sunshine Committee- Teacher’s Favorite Things Survey
• Valentine’s Day Cups of Appreciation
• Teacher Appreciation Cups of Gratitude 
• Teacher Appreciation Week Toolkit
• 30+ Teacher Appreciation Ideas

If you want more ideas on hosting teacher appreciation events, click here. For more ideas hosting committee’s that promote positive school culture, click here.

GO BE GREAT!

The post The Importance of Year-Round Teacher Appreciation appeared first on Always A Lesson.

Set Boundaries & Stick to Them

Prioritize non-negotiable personal time to recharge. It is better to have a consistent small amount of time to disconnect than try to wait for a large chunk of time that may never come. For example, you may protect Tuesday afternoons from 4:00- 4:30 pm to walk your dog and listen to music because you know Monday is chaotic and you’ll need a breather by the next day. You create a sacred time to unwind and you work around that consistent, small time. You prioritize you and have higher output at work due to the break. What would this look like for you?

Streamline & Simplify

Reduce unnecessary tasks by focusing on what truly impacts student learning. Take a daily or weekly audit to see where your time was spent. You’ll notice common tasks you can complete in one chunk of time instead of spacing out throughout the week. Likely, you’ll find a lot of tasks that don’t move the needle in helping you improve in your practice or push student learning forward. Think about how to reduce those tasks, advocate for alternate requirements from your boss, or eliminate them altogether. Creating a weekly cycle checklist where you complete necessary tasks in efficient, pre-determined bunches allows you to work efficiently. For example, every Monday you write lessons plans for the following week (or review them if you are a leader). When you do similar tasks together, your brain is able to produce more and in a quicker time frame because you’re not switching tasks requiring different parts of your brain to fire. 

Foster a Culture of Support  

Encourage staff to check in on each other and normalize asking for help. When the possibility of burn out occurring to staff is no longer kept a secret, it brings everyone together to avoid feelings of depression, anxiety and displeasure. Share strategies for how you yourself decrease feelings of burn out and encourage staff to share theirs as well. A sense of community will be built around a common obstacle everyone wants to avoid.

Celebrate Small Wins

Acknowledge progress and successes regularly to maintain motivation. When all you hear is bad news and experience negativity in your work environment, its hard to stay interested in your current task or role. Acknowledging forward progress keeps the focus on improvement rather than perfection. Students will mirror this behavior and begin to celebrate their own small wins, embracing a growth mindset in their own life. 

Practice Intentional Self-Care

Build routines that support physical, emotional, and mental well-being. Being able to pinpoint the origin of feelings leading to burn out allows you to create a system of support to battle it. For example, if Wednesdays are full of meetings causing you to get behind on your daily tasks, carve out thirty minutes after dinner to catch up knowing Thursday after school will be spent enjoying your favorite self-care activity (ie. grabbing coffee and walking around the local pond, grabbing dinner with a friend, visiting a nail or hair salon etc.). Knowing the triggers and scheduling relief helps you push through the stress that leads to burn out. 

Next Steps & Additional Resources

Creating a self- care plan that is realistic and revitalizing is key to avoiding burnout. There will be days and weeks that you are unable to implement one of the steps above, but getting back on track with implementing preventative measures will ensure you experience fulfillment in your career.

If you are looking for additional resources on this topic, browse below:

• Blog Post
  • Beat Student Burnout- 5 Strategies to Enhance Student Psyche 
• Podcast Episodes
  • Burnout with Rebekah Shoaf
  • 5 Ways to Combat Burnout
  • Supporting Teachers in Burnout
  • Burnout with Kitty Boitnott
• Printable Guide
  • Monthly Morale Boosters: Creative Staff Meeting Activities for Building a Connected School Culture

If you need more resources to help you become an even stronger teacher leader or coach, browse these printable and digital options. Check out other helpful blog posts here. Be sure to also check out my latest book, Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post Burnout in Education: How To Avoid It appeared first on Always A Lesson.

However, there is a more effective way to design and deliver an ice breaker during a professional development session. This post will provide insight into 5 ways to upgrade the ice breaker activities you provide during professional development so that they are meaningful, practical and applicable to the learning session topic.

Use Icebreakers as a Warm-Up

Beginning the learning session with an engaging activity sets the tone and expectation that attendees should continue to engage at high levels throughout the learning experience. By weaving engagement strategies throughout PD, it keeps the momentum going. When attendees are connected to each other and willing to engage, they are more likely to comprehend and apply their new learning after the experience.

Go Beyond the Basics

Choose icebreakers that build connection and trust, not just surface-level fun. Being intentional about what you choose sets the tone for the upcoming learning session. When you pick an activity that allows the attendees to come together around a common goal (ie. gain skills in the learning session) and find commonalities among one another, a relationship begins to form. This will prove fruitful during the learning because a foundation has already been created where people feel connected allowing vulnerabilities to surface. Trust starts to form as bonding solidifies.

Make It Meaningful

Align activities with professional learning goals to set the tone for the session. Just because an ice breaker can be fun and relatable to build relationships doesn’t mean it can’t also be meaningful to the topic attendees will be learning during the session. It will take time to find or create the right activity to fit the topic, but in the end it helps the learning stick. Without knowing it, attendees are warming up their brains for the upcoming learning topic while focusing instead of building relationships with those around them. Keep it light, keep it fun. But, make it meaningful.

Encourage Collaboration

Use team-based challenges that foster discussion and problem-solving. When we work towards a collective goal, we can rely on the expertise of each other. This continues to build trust and relationship while strengthening knowledge and skills. Attendees need to be doing the majority of the problem solving work in order to process, sort and save learning for quick retrieval later on down the road. Collaboration allows attendees to find their own language to explain the new learning to a peer. This deepens comprehension of everyone in the collaborative discussion. Hearing peers share newly learned information with their own perspective and expertise sprinkled on top, allows peers to make additional connections to solidify learning.

Respect Time & Comfort Levels

Provide options for participation so all staff feel included. Not everyone is going to enjoy the same type of ice breaker activities. For example, gregarious personalities might enjoy talking to new peers they don’t know whereas more shy personalities prefer silent, solo options. You can survey teachers at the beginning of the year to find out their preferences and comfort levels for ice breaker activities. No matter what option you decide to use, be respectful of attendee’s time. We don’t want to take away from the learning, we just want to kick start it.

Do you need options for ways to engage staff during PD? Download monthly morale boosters or buzzword bingo for increased staff engagement during PD sessions.

If you need more resources to help you become an even stronger teacher leader or coach, browse these printable and digital options. Check out other helpful blog posts here. Be sure to also check out my latest book, Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post Effective Ice Breaker Activities for Professional Development appeared first on Always A Lesson.

Quotables

• “Happy teachers make for happy kids which makes happy parents.”
• “It’s a funny little thing when your passion lines up with what you can do to help others.”
• “If it doesn’t work one time, that’s not an excuse to not try again.”

About Christina Hidek

Christina Hidek is a recovering attorney turned Professional Organizer and certified PTO volunteer nerd. She founded PTO Answers 7 years ago to boost family engagement in schools and empower parents to improve their child’s educational experience and school community through PTA/PTO involvement. She’s been an active PTO leader for the past 14 years and hosts the vibrant 8000 plus member Super Star PTO Leaders Facebook Group. When she’s not volunteering, you can find her in her garden, listening to the latest Katherine Center audiobook or walking the family dogs.

Connect with Christina Hidek

The post 340: School Partnerships with Christina Hidek appeared first on Always A Lesson.

Because lesson design is an intricate process to master, providing ongoing learning opportunities will help strengthen the skill. Instead of leading a learning workshop on the topic multiple times throughout the year, it is best to offer varied learning opportunities to keep the learning fresh and interesting.

This post will outline multiple ways to provide professional development to teachers on lesson design.

Light Options

There are ways to introduce the concept of lesson design without causing overwhelm to teachers. The following options expose teachers to new ideas in easy to digest pieces:

• Newsletters– Have a dedicated space on your weekly newsletter brief that highlights instructional best practices with tips for how to successfully implement them in the classroom. You can do a series of related topics each month or quarter. You may choose to also hang these newsletters in high traffic areas for teachers to be reminded.
• Podcast Pre-Work– While teachers are commuting to work or cleaning their classroom, they can listen to specific episodes you have hand picked related to lesson design. Providing a quick homework assignment for teachers to turn in after listening, is a way to get the discussion started with this instructional focus.
• Blog Post Reading– Select 1-3 blog posts related to lesson design (like these here), and have teachers compare and contrast their reading. This again gets their wheels spinning about an important topic before coming together to discuss implementation strategies.
• Book Excerpts– Similar to blog post reading, select excerpts from a book (like chapter 2 of this book) related to lesson design to have teachers read. Providing comprehension or reflection questions help the new information begin to percolate in their minds.

Medium Options

Once teachers are primed with an overview of lesson design, they are ready to learn more at a deeper level followed by applying their learning.

• Mini Lesson– There are four main concepts, referred to as bricks, of lesson design. Providing a targeted PD session for each brick, followed by planning for implementation allows all the key points to be collected, reflected and applied.
• Coaching Menu– Design a menu of learning options for teachers in regards to lesson design. Items could be completed individually or as a group. Also, teachers can select as many of the opportunities as they’d like. Each task will have it’s own due date and instructions so be sure to be clear where to locate that information. This builds in choice to the learning experience, increasing the likelihood teachers engage at high levels.
• PD on Demand – Provide mini training to teachers where they can learn on their own and at their own pace. Simply provide the materials and check back a week or so later to discuss implementation and share feedback. A range of topics can be provided to strengthen that specific portion of the lesson design process. Browse options here.

Heavy Options

As teachers begin applying lesson design practices more consistently, its time to fine tune them in a personalized way.

• Book Club– Building in some ownership into the learning experience, allow teachers to read a common text (like this one) and meet regularly to discuss their findings, connections, and plans for execution. It is highly suggested to provide an outline for meetings and/or chapter-by-chapter questions to aid in high level discussion.
• Coaching Cycle– Working 1:1 with teachers allows them to have the most personalized, thorough support. Conducting a coaching cycle that includes a pre-observation, observation, and post-observation debrief will ensure teachers maximize the benefits of lesson design. Teachers can engage in multiple coaching cycles until they reach the highest level of effectiveness.

Key Points to Discuss

Regardless of whether you decide to implement light or heavy PD options for staff, it is important to cover the essential key points of lesson design. For example:

• Standard and content alignment
• Backwards design
• Check for understanding
• Differentiation
• Gradual release
• High value + high meaning
• Pacing
• Technology

To gain more in depth details about strengthening lesson design processes, read my latest book “Teacher Essentials for Classroom and Career Success.”

GO BE GREAT!

The post Lesson Design Professional Development Options appeared first on Always A Lesson.

It turns out that micro learning is a win-win solution for teachers and leaders. Teachers prefer a shorter PD session so they can complete the other requirements of the job. And, because learning is in smaller increments teachers are able to recall and successfully implement their new learning. There is no content overwhelm and decision fatigue. Bite-sized learning is easy to consume and execute.

This blog post will outline planning right size PD (resources included) as well as shares the benefits of providing micro learning opportunities for teachers.

Plan Right Size PD

Leaders designing PD for teachers should begin by mapping out the learning journey for the year. It’s essential to know the end goal before planning an individual session. The implementation process is then more of a progression over time, allowing application to grow in accuracy. Similar to utilizing long range planning to reach one cohesive goal, aligning right size PD options to an end goal ensures all efforts produce desired results. This creates momentum, excitement and confidence.

If a topic is extensive to cover, developing multiple bite-sized sessions can be more successful than a single, long, in-depth session. This might mean there is a single area of focus for the entire year. At each session, recapping the previous learning and setting up the future learning bridges the gap of understanding. Teachers understand the pathway of where they have been and where they are going.

When teachers are not engaging in right size PD, they are implementing micro actions that improve student learning incomes. This makes it easier to track and easier to implement. Each subsequent learning session, adds another layer of micro actions to execute, growing the capacity of the teacher and student slowly over time. This is sustainable professional learning.

Benefit of Right Size PD

Teachers embrace right size PD because its a manageable requirement in terms of time commitment and evidence production. The amount of information coming in is not overwhelming, the time it takes to learn it is appropriate, and the next steps to implement learning are realistic. Teachers buy in to the micro learning process as it doesn’t feel like an additional initiative to what they are already doing, rather it is the only initiative. Because this learning process is active with learning and implementing in ongoing cycles, teachers feel success quickly which motivates them to continue showing up to the right size PD opportunities and implementing their learning. Administrators who allow teachers to share input for focus topics, increase teacher investment and commitment to the process long-term. Overall, right size PD is more effective in improving teacher capacity and student achievement than traditional PD methods.

Resources for Right Size PD

The following resources will help you not only gain strategies for planning high quality, micro PD options, but also provides content to provide to teachers during the learning experience.

• Leading PD Bundle 
• Increase Student Ownership
• How to Successfully Manage a Classroom 
• PD on Demand (full list of updated options):
  • Routines & Procedures 
  • Increasing Student Talk
  • Student Engagement
  • Supporting English Language Learners
  • High Leverage Practices for Students with Disabilities

You are now equipped to ditch learning overwhelm by providing right size PD for teachers! Check out other blog posts on professional development here. My latest book can also be a helpful resource for you in the future!

GO BE GREAT!

The post Ditch Learning Overwhelm with Right Size PD appeared first on Always A Lesson.

This post will cover building and executing quality professional development while also providing additional tips for success.

Building Quality PD

Building professional development sessions cannot be a haphazard process. It requires forethought and alignment.

• Review district and school goals. Select the goal that if met will make the biggest impact on the success of staff and students.
• Break up that goal into milestones throughout the year (ideally by quarter).
• Place topics related to the goal under each milestone. These will be objectives to cover during the PD session.
• Flush out each milestone topic list so that it fills the required PD time slot. If there is more content than time, select which items can be provided ahead of the meeting. This will be used as a flipped learning model where teachers read about the topic before arriving.
• Offer differentiated tracks so that teachers who are ready to more can dive deeper into the topic and those who need additional support can slow down and review content.
• Include discussion and practice time. Talking about the content helps teachers process their new learning. By implementing practice rounds, teachers get real-time feedback and build muscle memory for the new skills they are acquiring.

Executing Powerful PD

Now that you have planned and prepared a high quality learning experience for teachers, it’s time to deliver it.

• Prep yourself and the space. Review and familiarize yourself with the content and flow of the PD session. There is nothing worse than the presenter stopping the show to review notes or get confused in their language when explaining the content. Run through the talking points and double check all technology is working correctly. Arrive early to ensure all materials are set up and ready for teachers to arrive.
• Manage your time. Since you know your PD session in and out because of the intentionally planning and preparation, you can easily cut out portions if running out of time or add in additional activities if teachers are moving thorough the session quickly. By placing time stamps in your PD during the preparation phase, you’ll be able to keep on track. Highlighting locations where you can add and take away if needed ensure you can adjust quickly in the moment without getting thrown off track. Lastly, always leave buffer time to allow for questions or pause for processing time.
• Be responsive to the needs of staff during the PD session ensures the new information sticks. When you know your content well, your brain is more present when delivering it live in front of staff. You have more mental space to watch for signs that teachers need more or less and can provide that. Just like students need a variety of support while they are learning, adults do too.

Avoiding Common PD Challenges

The following challenges are common for PD presenters. Pay close attention to the strategies shared to overcome these challenges.

• Don’t shy away from challenging/difficult topics that arise. Even the most thorough of presenters, will encounter moments that are uncomfortable that they didn’t see coming. For example,  staff might push back on the effectiveness of the content or reality of the expectations. They might even  share their dislike for the presenter themselves. Have a pre-planned response ready if you have to use it and then get back to the delivery of the learning experience. (Ex. “I appreciate you sharing that with me. I’ll be sure to pass it along to your administrator and they will follow up with you. Let’s dive back into the learning.”)
• Low engagement can occur even with clear directives for participation. Providing sentence stems will allow shy or unsure participants to add value to the discussion. Use follow up prompts to extend participant thoughts when responding. When planning for engagement, create opportunities for multiple responses per question to be shared, allow participants to respond in a variety of ways (verbal, written, through technology, etc.). It’s essential not to allow low level engagement to be the standard, keep holding high expectations and be persistent that participants meet the requirement.
• Leave the “sage on stage” at home. Yes, you are knowledgeable and most likely an expert on the topic you are delivering. However, learning is about the other person, not you. Although you will speak at length when delivering the content, participants needs to discuss and work with the content just as much if not more than you are talking. Every minute you spend talking is one less minute they have to collaborate and implement learning. Be succinct and purposeful and then pass the speaking baton to the learners.
• Follow-up and follow through. A PD session continues long after the actual meeting concludes. Following up with teachers as they implement their new learning, allows them to receive feedback and continue their growth as an educator. Following through on your promises made during the session builds trust and closes the loop, bringing clarity and support to the learning process. For example, if you promised to share resources, answer questions, plan a lesson etc. then be sure to meet with those teachers and deliver on your promise.

PD Resources

The following items will enhance the development of powerful PD at your school site.

• Printable Resources
  • Leading PD Bundle
  • Teacher Leader PD Bundle
  • Instructional Best Practices PD Bundle
  • Literacy Instruction PD Bundle
  • Instructional Coaching Forms Bundle
• Video Resources
  • Teachers Who Lead Course Bundle

Wishing you success as you plan, prepare, and deliver high quality professional development sessions for teachers! If you are looking for resources for PD content, click here. Also, catch up on other posts and podcast episodes about PD here. My latest book can also be a helpful resource for you in the future!

GO BE GREAT!

The post Increasing the Power of PD at your School appeared first on Always A Lesson.

Communication with students and parents are key in a classroom setting. It is what helps builds trust between the teacher, parents, and students to make the school year that much smoother. Join us as Gretchen tells a story and provides tips and tricks in order to keep effective communication for students and parents.

Quotables

• “Make space in your calendar for ongoing communication.”
• “Communication builds trust which leads to support and understanding.”
• “When you’re available and you’re transparent, relationships pave the way for best results.”

Links from today’s episode

12 apps for better P-T communication https://www.teachthought.com/technology/teacher-parent-communication/

Join the Always A Lesson Newsletter

The post 332: Effective Communication with Students and Parents appeared first on Always A Lesson.

The California Department of Education says: “Family and community engagement greatly increases the likelihood that students will learn and thrive. Students are more prepared for school, more likely to achieve, and more likely to graduate when they are supported by schools, families, and communities working together in a coordinated manner.”

There are various ways in which schools can incorporate the community into their mission and daily operation. This post will uncover 5 ways and share the benefit of each.

Career Readiness

There are so many jobs in and around the community. Having community members come into the classroom to share information with students about their career builds a strong real world connection. Students are exposed to a variety of work options for their future while also building relationships with key figures in the community. A school-wide career fair or individual class guest presentations will build career readiness in students.

Financial

Schools are always looking for funding sources to purchase curriculum, instructional resource supplements, technology and more. They even use funding to hire additional staff members or bring in guest speakers for in-house field trips or professional development opportunities for teachers. By donating funds, schools are able to enhance their instructional and environmental offerings to students. In turn, these gifts tend to impact current and future students for the long term.

Item Donations

If a financial donation is not an option for community members, donating items for classrooms and office staff are highly recommended. Having a list of common items to share with community members at the ready, ensure partnerships are built in ways that matter. Also, physical donations are helpful because schools can save the financial offerings to purchase bigger ticket items. Common requested donations are office supplies, pencils, erasers, white out, stickers, folders, lined paper, printer paper, rulers, pens, notebooks, stapler, staples, tape, scissors, crayons, markers, glue, construction paper, and reward items for students.

Mentorship

Student mentorship options allow children to build relationships with stable, inspirational adults. Mentors can emotionally support students while also assisting them academically. The goal of these partnerships is to increase academic success, confidence, and emotional stability. As a result, students feel a sense of belonging at the school, gain life skills, improve test scores, and increase attendance rates. By involving the community in a student mentorship program, allows volunteers to use their skills and talents to make a positive impact on the lives of students living in their own hometown.

Parental Collaboration

Inviting parents into the school on a continuous basis builds relationships with the most important stakeholder in the education of the child. Offering learning sessions in regards to teaching methods, specific curriculum and how to support at home create a true partnership. When important decisions are to be made at the school level regarding students, inviting parents into the conversation and allowing their vote ensures their support throughout the year. Utilizing feedback surveys, positive phone calls home, and school-wide event participation allow parent opinions and skillsets to enhance the learning experience for their child(ren) at the school.

Next Steps

1. Continue reading about leveraging community partnership for school success by reading this past blog post entitled “How to Lead Community Partnerships.”
2. Listen to this past bonus podcast episode entitled “The Power of Community.” Hear tips from coaches in the trenches for what aspects meant the most to them in finding an empowering community.
3. Build a strong sense of peer-peer community among teacher teams via professional learning communities by downloading these printable guides.

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves too! Classroom resources are also available here. Also, catch up on other helpful blog posts here.

GO BE GREAT! 

How do you incorporate the community into your school?

The post Leveraging Community Partnership for School Success appeared first on Always A Lesson.

How I Used Wall Art in the Classroom

As an elementary teacher in grades 2, 3 and 5, I always utilized posters to convey positive messages to students in my classroom. Whether it was a quote or an image, I wanted my students to get inspired while they were in my classroom- even if I wasn’t directly teaching. Some students day dream while others think by looking around the room. It is the perfect time to remind them of important truths- not just content related tips.

When I called students to go to centers to complete work in small groups, I named the groupings based on the poster they were working near. For example, I’d refer to groups as  “Dream Big” or “Keep trying even when its hard.” Students knew exactly where to go in the classroom and began working. By calling out this wall art, the messages started to sink in to students’ brains. They internalized the message and even began using the language with their classmates.

Tips for Using Wall Art in the Classroom

1. Decide what images or phrases align with your goals and vision for a classroom
2. Design custom adhesive wall art  (and use this coupon code to SAVE)
3. Designate a spot for the wall art in your classroom
4. Easily apply, adjust or remove the wall art as needed
5. Call attention to it during lessons and make it a part of the classroom culture
6. Praise students as they live out the wording or image on your word art

One way to personalize wall art is to have current students create a collaborative design so it represents their interests and personalities. You can add to your collection every year displaying each year’s creation around the classroom or retire the previous class design and make a new design with the incoming class. The possibilities are endless!

Key Take-Away

Adhesive wall art is a unique, personalized way to impact students in the classroom. It can inspire, uplift and encourage learners. It is an underrated strategy teachers use to help their students persevere and grow in both knowledge and skill.

If you need more resources to help you become an even stronger teacher or coach, browse these printable and digital options. Check out other helpful blog posts here. Be sure to also check out my latest book, Always A Lesson: Teacher Essentials for Classroom and Career Success.

GO BE GREAT!

The post Inspire Students through Adhesive Wall Art appeared first on Always A Lesson.

Connections are so important in education. They are what brings us together and allows us learn from one another. Join us as we listen in on the importance of making connections outside of our comfort zone, and how much those connections can help us through our work. With Ariella Racco’s new program CoLab, it allows collaboration to be that much easier!

Quotables

*All quotes are from the interviewee.

• “It’s okay to not know what you’re doing. Ask for help and put yourself into spaces that are really unfamiliar.”
• “Make connections to the world around you.”
• “Put yourself in rooms and spaces with other passionate people and don’t limit yourself to just other educators.”

About Ariella Racco

Connect with Ariella Racco

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The post 330: Making Connections with Ariella Racco appeared first on Always A Lesson.

In reading the book Impactful Instructional Leadership, a Framework for Success, author Jack Hunter explained six evidence-based practices that are supported by both Hattie and Marzano. Each has large effect sizes signifying their transformative impact in the classroom. (Note– the zone of desired affects begin at an effect size of .40, which equates to one year’s growth during one year’s time. Anything over .40 means more than one year’s growth in one year’s time.)

This blog post will outline each of the six evidence-based practices, noting the effect size next to the strategy name. This will help you prioritize what to try first based on the needs of the school. It is not recommended to try more than one at a time or even more than one in a single year. These strategies take time to teach and implement to experience full results.

Collective Efficacy – 1.57

Collective efficacy means the effectiveness of a group as a whole. This occurs during professional learning communities [PLC’s] where teachers collaborate. These meetings should not focus on “how to teach,” rather the “impact of teaching” through data review and reflection. Having a criteria for success ensures planning for instruction is purposeful and clear. It also makes the data analysis process easier because teachers can reference the success criteria when evaluating student work samples. The talents, ideas, and experience of each teacher enhance the effectiveness of the group, thus positively impacting many classrooms of students.

Read past posts on PLC’s here:

• 5 Ways to Enhance your PLC’s
• Leading a PLC Data Chat
• Making a PLC Productive & Effective

Mastery-Based Learning- 1.79

This method focuses on tracking learning for power standards using a pre and post assessment system. Essentially students can work at their own pace to develop strengths, build confidence, while also receiving remediation and acceleration where appropriate. The goal is to master the standard through repetitive practice and measure growth using similar pre and post tests. Students demonstrate their proficiency before moving on to more complex topics or skills.

Microteaching- .88

Teachers can strengthen their instructional delivery through microteaching. They teach a small group of students for about twenty minutes. By video recording the lesson segment, the teacher is able to rewatch and reflect on the effectiveness of the lesson. They may even elicit feedback from students on the specific skill/process. An instructional coach or peer can also observe and provide one strength and area of focus as feedback for the teacher. At this point, the teacher may decide to reteach the lesson to another small group of students implementing the feedback recently received. When deciding what portion of a lesson to practice and receive feedback on, it is often recommended to focus on the beginning and end of a lesson for the microteaching practice.

Jigsaw – 1.20

Jigsaw allows students to become experts on a portion of a topic and teach it to their peers. It creates deep discussions through transfer of content knowledge. Teachers break students into groups of 5 to 6. They also break the content into sections and assign each student in the group to a particular section. Students leave this group to join a new group that consists of students from other groups who were also assigned the same section to read. Students read and reread together for 5 to 7 minutes. After a quick discussion and debrief on the main points of what they read, students go back to their original group and share out what they learned. Their peers are listening and taking notes. During this time, the teacher is circulating, gathering informal data on student understanding and collaboration. Jigsaw promotes critical thinking and social skills while allowing students of varying ability levels to work together.

Reciprocal Teaching- .74

This is another cooperative learning strategy. It is used specifically to enhance reading comprehension skills but can be used in all subject areas. The teacher provides a grade level passage that is no longer than 2 pages. Students are placed in groups of 5 and each member of the group has a chance to lead the learning. Students preview the passage (ie. title, pictures, captions, headings, etc.), read and reread an assigned section, and stop/jot essential information on a note catcher. Four main skills are practiced: making predictions, asking and answering question, clarifying the text (ie. context clues and decoding), as well as summarizing the passage (ie. main idea, compare/contrast, themes, claims with text evidence).  The teacher can use an informal check list while circulating to determine how well students are comprehending the text using their various strategies learned.

Spiral Review – .82

Spiral review recycles previously learned content into new learning opportunities. This ensures students retain what has been learned in the past while continuing to learn new concepts in the present. Spiral review can also be referred to as spaced practice instead of mass practice. This means that recalling information is spaced out over a period of time instead of learning a specific topic in extravagant amounts during one specific duration, only to never discuss it again. This ongoing reassessment increases transfer of knowledge. The typical flow of spiral review is:

• initial teaching of content
• weekly review during homework or morning work
• test 2 weeks later
• test a month later

The six evidence-based practices will increase teaching ability while also improving student learning outcomes. Learn more about Impactful Instructional Leadership, a Framework for Success written by Jack Hunter.

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves here. Also, catch up on other helpful blog posts here.

GO BE GREAT!

The post 6 Evidence-Based Practices to Implement this School Year appeared first on Always A Lesson.

Are you wondering how to make your school culture better? This episode is for you! Tune in as Gretchen shares a practical story about her experience with a supportive school culture, and the tips and tricks she uses to make it that much better.

Quotables

• “We as the educators had the choice for how we worked, and where. Just the flexibility made all the difference in finding enjoyment and slowing, or avoiding, the burnout that was coming.”
• “The lesson here is the school environment plays a major role in the work-life balance of the people working within its walls.”
• “The leader sets the expectation and the tone for how to navigate the ins and out of teaching so that we aren’t just a great teacher for a single year, but for many years.”

Work Life Balance Series Previous Episodes

Episode 324: Reality of a Work-Life Balance

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

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The post 326: Supportive School Culture appeared first on Always A Lesson.

This blog post will reveal five ways to improve the lesson design process so that teachers can be more effective in the classroom.

Focus on the design process, not the paper lesson plan.

Turning in lesson plans a month in advance promotes compliance over skillful planning. Requiring all teachers to use a specific lesson plan format emphasizes filling in the requirements instead of relying on teacher personality and expertise to design instruction. The goal of lesson design is to plan effective learning experiences for all students present in the classroom. Breaking out of compliance measures while also providing boundaries, ensures quality planning occurs that produces increases in student outcomes.

Implement a nonnegotiable, quarterly backwards design planning day.

Planning instruction is time consuming, especially if teachers want to do it well. Having a road map for what content to cover, when, and for how long is extremely helpful when sitting down to plan. Dedicating half a day to a full day for a team of teachers to come together to plan the roadmap for the upcoming quarter eliminates the burden of planning being too time consuming to do a thorough job. This needs to be a protected instructional practice for all teachers in every school building during every school year.

Prepare a flexible gradual release lesson delivery format.

Gradual release refers to passing ownership from the teacher to the student during a lesson. Typically a lesson will transition from direct instruction to guided practice and end with independent practice with or without an assessment. Many teachers follow this lesson format religiously; however, it often lacks flexibility. Moving to the next portion of the lesson because pacing says so means students are pushed forward before they are ready, causing lack of understanding and lower performance. Adding flexibility means teachers use pacing in addition to gradual release but build in check for understanding practices to determine when students are ready to move forward in the lesson content. As a result, some lessons will move forward quickly and others will move slowly. Flexibility ensures teachers are using a responsive instruction approach.

Get specific with time management and pacing.

Speaking of pacing, managing time during the planning process aids teachers in successfully executing the learning experience that was designed. Instead of hoping a teacher can get through the content planned in the time allotted, teachers can almost ensure that will happen by properly mapping out the time required for each section of the lesson. (Flexible gradual release can alter this slightly, but within reason.) No more rushing through to finish or allowing students “free time” when a lesson finished too early. This results in better academic outcomes for students.

Highlight both teacher and student actions throughout the lesson.

Being detailed with what both the teacher and students are doing during each portion of the lesson ensures no individual is a sitting duck. Students will misbehave with downtime or unclear expectations. Teachers will revert to administrative duties unrelated to student learning occurring in the moment if no specific action is planned for themselves (ie. pull a small group, 1:1 check ins, confer with teacher assistant or co-teacher, etc.). Deciding teacher and student actions during the design phase maximizes every minute of instruction. This too will positively impact teacher and student performance in the classroom.

What’s next?

Want to learn more about the five ways to improve the lesson design process plus gain even more strategies to become more effective in the classroom? Read Always A Lesson: Teacher Essentials for Classroom and Career Success.

If you are need of resources to help you become an even stronger teacher or coach, browse these printable and digital options. Check out other helpful blog posts here.

GO BE GREAT!

What does your lesson design process look like at your school?

The post 5 Ways to Improve the Lesson Design Process appeared first on Always A Lesson.

Join us as we dive into the important of building trust and relationships with students, and how much of a difference small conversations can make. With Ashley Bendiksen’s expertise in supporting at-risk youth, she has touched many lives of students and adults.

• “Foster every opportunity for conversation for dialogue remind them that you’re there and hopefully they will turn to you. Should they ever need support.”
• “School staff plays such a unique and powerful role in the lives of students because of their proximity.”
• “Foster every opportunity for conversation for dialogue remind them that you’re there and hopefully they will turn to you. Should they ever need support.”

About Ashley Bendiksen

Ashley Bendiksen is an acclaimed speaker, Top Youth Speaker, award-winning activist, and survivor turned subject matter expert in domestic and sexual violence, child and family abuse, adolescent mental health, and supporting at-risk youth. Year-round, Ashley specializes in reaching both students and the adults who serve them. Ashley is also the founder of the Blue Hearts Project, a global storytelling platform for survivors, as well as co-founder of Island Youth Coaching which provides support to at-risk youth as well as consulting and training for youth-serving organizations. Earning her degree in Administration of Justice from Salve Regina University, Ashley graduated, remarkably, as Valedictorian seven years after dropping out with a failing GPA due to abuse.

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The post 325: Trust and Relationships with Ashley Bendiksen appeared first on Always A Lesson.

Teachers often collect data on student learning to make adjustments to their instruction to better meet the needs of their students. Instructional coaches can also utilize data collection methods to improve instruction. Through various tracking tools, coaches can hone in on specific areas of instruction and provide support to the teacher to increase effectiveness. It is recommended to choose ONE AREA to hone in on before entering a classroom as it would be difficult to accurately track everything in live time.

Data Collection Process

The following process allows instructional coaches and leaders to improve classroom instruction through a purposeful ongoing method. It builds in partnership opportunities for the teacher to reflect and the coach to suggest potential next steps for continued growth. The data collection process is inclusive of all teachers and is done with integrity to elicit the most accurate data to inform decision making.

• Get Organized – Locate the trackers you prefer to use, make individual folders (digital of physical) per teacher to store trackers, and create a schedule so that all teachers are observed sufficiently
• Inform Teachers– Let teachers know that you are trying out a new way to observe their instructional progress by honing in on a single area and documenting the improvement over time (ie. provide a modeled example). Remind them it will be an unannounced visit, to teach as normal, and that the area of focus will not be disclosed until the debrief. This ensures data is a true representation of daily instruction.
• Observe & Track– Pop in classrooms to observe only the area of focus for 15-20 minutes. Visit a handful of classrooms at a time to maximize effort.
• Analyze Trends – Review the data of the focus area for all teachers observed and note group trends (ie. what are they doing well or need to improve on in that area). Review data per teacher comparing the same area of focus over a period of time and note trends (ie. improvements and areas of struggle).
• Engage in Debrief Meetings– Share the data collected with teachers ahead of the meeting to allow them time to analyze their own data and reflect on next steps. This increases their accountability and participation in the debrief. During the debrief, keep it brief: Glows, grows & next steps.
• Repeat Area of Focus – You may need to repeat an area of focus during an observation after a predetermined set of time to note progress. Ideal time frames for data points would be initial, monthly, quarterly and end-of-year.

Common Areas of Focus

The following focus areas move the needle of instruction and therefore should be used by a coach to improve teacher proficiency and student achievement. Examples of what to look for are included below.

• Questioning– What rigor level of questions are asked throughout the lessons? How are questions phrased? Are the same students called on?
• Student Engagement– Are students engaging with the content, each other and the teacher? How often and for how long? What tools or activities are used to drive engagement? Did engagement occur in whole group, small group or in pairs?
• Teacher/Student Actions – Did the teacher plan for specific actions throughout the lesson? Are they purposeful? Are students adhering to expectations? Are procedures clear?
• Addressing Misbehaviors– Are appropriate consequences implemented when needed? Is treatment for and reasonable for all students? Did the teacher follow through to get the student back on track? What is the relationship with students before, during and after misbehaviors occur? Was the teacher able to get the student back on track for learning?
• Content Alignment– Is the standard, objective, assessment and activities aligned? How closely do they match? Is there a common thread found throughout the lesson? Is student understanding of content deepening throughout the lesson and through supports offered?
• Feedback– Who is providing feedback (teacher or student)? To what degree is feedback being implemented? How often is feedback occurring? Is feedback personalized to the learner? What method is used most often to deliver feedback? Is feedback well received?
• Pacing – Is the lesson appropriately paced so that the teacher can complete the lesson in entirety? Are there areas where the pace was too slow or too fast? What indicators did the teacher use to adjust pacing in the moment?

Resources for Data Collection

The following resource will allow you to create and personalize data trackers to best suit the needs of your teachers while also giving them an opportunity to reflect on the data before engaging in a debrief meeting:

• Editable, digital and printable teacher data collection trackers

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves too! Classroom resources are also available here. Also, catch up on other helpful blog posts here.

GO BE GREAT!

What type of teacher data do you collect?

The post Improve Classroom Instruction with Teacher Data Collection appeared first on Always A Lesson.

This post will explore how to add accountability measures to colleague collaborations.

Accountability as a Power Dynamic

Teams often get into a bad habit of coming together to plan instruction and may even delegate aspects of planning. But this leads them to working alone. Although sharing the workload is a big piece of a collaboration, it lacks input from the expertise of others. Educators can add accountability measures to what they are already doing together in collaboration by including:

• Voice – Allow everyone to share ideas before, during and after collaboration
• Iterations– Make revisions a natural part of the collaboration process, understanding the first copy is not the final one
• Task Matching – Leverage the strengths of each colleague by assigning a task to their area of genius
• Shared Ownership– Pass the baton to various colleagues during the goal achievement process so everyone gets a chance to lead and feel connected
• Established Norms– Get clear on what is expected before, during and after collaborative meetings so that everyone can meet the requirements consistently
• Naming What’s At Stake– Understanding the realities of what happens when goals or agreements within the collaboration aren’t met creates natural consequences for each participating colleague

Setting Up Accountable Collaborations

If you are need to reboot collaborations or are starting from scratch, the following 8 steps will ensure a layer of accountability is mixed into the successful partnership.

1. Discuss the power of accountable collaboration – Share the reasoning behind the intentional partnership as well as expectations for how to hold others and themselves accountable in the work
2. Review student and teacher performance data – This information (informal/formal common assessment scores and teacher evaluation rubric score), reveals areas for improvement
3. Brain dump potential goals– All members of the collaboration should place ideas for potential goals based on data findings on a shared white board or chart paper
4. Outline partnership pathway– Take the ideas for potential goals and prioritize them into a long-term work plan and ensure each team member agrees to the end goal and goal milestones
5. Flush out partnership pathway– Create a robust document outlining the details of the pathway (ie. due dates, task leaders, materials required, etc.)
6. Meet monthly to review the partnership pathway– Review the last month’s milestone goal and action items, make adjustments as necessary, and review the upcoming month’s task details
7. Seek feedback– regularly seek feedback from collaborative partners in regards to task completion, quality of work produced, attitude, and ability to work well with others (this could be built into the monthly review meeting)
8. Celebrate milestones– Acknowledge progress towards goals, even if plans diverged from the original pathway

Examples of Accountable Collaboration

If you are wondering what this might look like in action, below are three examples:

• A third grade team sits down during back-to-school planning to design an end of unit project for their first Social Studies unit. Each team member knew this was the focus of their meeting and brought in ideas they found in magazines, on social media and from former colleagues. This is accountability in showing up prepared with ideas to contribute to the team.
• This same team together determined their end of unit goal for students to be able to know and produce. They then backwards planned the sequence of lessons leading up to the final project. One team member was in charge of reviewing last year’s plans to decide what to replicate, change or omit and presented the findings to the team. Another team member reviewed all unit one assessments (formal and informal) and shared a suggested list of focus questions and ideal answers for each teacher to implement in their lessons. And another team member researched latest best practices in regards to differentiation, presenting options to their peers that can be implemented into lessons for students that needed it. (This is accountability in division of tasks.)
• Finally, this team decided next meeting they would come in with a rough outline for the first week of Social Studies lessons. Together, they would check for alignment between objective, assessment and activities. They’d also review questioning techniques and ideal student answers. One team member wants to talk through student pairings for discussion, leaning on the expertise of their peers. As a result, each member of the team agrees to review standards, draft objectives, review curriculum, and arrive ready to design an effective lesson. (This is accountability in planning, identifying teacher needs, and having a clear plan of action for each meeting.)

As you can see, teachers are collaborating in effective ways and utilizing accountability to produce stronger results for instruction.

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves too! Classroom resources are also available here. Also, catch up on other helpful blog posts here.

GO BE GREAT!

How have you added accountability into your colleague collaborations?

The post The Power of Accountable Collaboration appeared first on Always A Lesson.

This post provides 10 ways to improve instructional coaching practice for the school year.

Pre-Work Phase

These three steps set the groundwork for the planning phase that comes next. You’ll dig into the current information (data) you have so you can make sound decisions for what to do going forward.

1. Evaluate current practices – Look at your current coaching practices and ask yourself:
   • What does coaching currently look like at your school?
   • What are the teacher support options?
   • How effective are these strategies in improving teacher proficiency and student achievement?
2. Review teacher performance ratings – Look at the performance rubric scores of each teacher on your roster for next year. Creating a spreadsheet is most helpful by placing each rubric domain across the top, teacher name down the side and fill in ratings in the middle. This allows you to sort data as needed.
3. Review student learning outcomes – Look at formal and informal data for students by grade level. Be sure to only use common assessments so you can make an accurate comparison rather than pulling random work samples.

Planning Phase

The following four steps utilize the findings in the pre-work phase to plan and prepare for the new instructional coaching practice plan. They are best completed as an administrative team, but feel free to include instructional coaches as well.

1. Set targets – Based on the data collected, set a vision and end goal. This will provide clarity once you start executing your plan. Then establish milestone markers along the way so you can celebrate progress towards the finish line.
2. Design teacher support options  – There are many ways to support the growth of teachers. Reflecting on what options worked previously, what additional supports could be added? Teachers can benefit from  various modes of learning offered. Common learning opportunities are whole or small group professional development, grade level or subject area professional learning communities, 1:1 coaching cycles, and mentor pairings. Knowing teacher and student data allow you to create options that best suit the needs of your school. (Browse instructional coaching materials here to help you plan your teacher support options.)
3. Compile coaching techniques  – Research current best practices through scholarly articles, national newspaper magazines, and published books. (See a recommended reading list here.) Make note of commonalities and suggested techniques to build into your coaching practice.
4. Plan evidence collection intervals – Now that you know where you are going and how you plan to get there, you need to design a plan to collect evidence. Deciding ahead of time what “look for’s” you’ll reference to know whether or not coaching is working ensures effective use of your time and alignment to your goals. Select how often you’ll want to review evidence and make a list of what you plan to collect (ie. student scores, teacher observation data, anecdotal notes, etc.)

Execution Phase

The final phase of 3 steps puts all the pre-work and planning into practice.

1. Train instructional coaches –  Review the teacher support options coaches can implement to support the growth of teachers and students. Discuss what these options look like in detail and create a system to hold them accountable for implementing the strategies as intended. The best way to do this is through mock practice with feedback. Then coaches can perfect their use of techniques prior to working with teachers. Check out these practice scenarios here.
2. Roll out to teachers – Growth requires assistance from all parties. Coaches cannot force teachers to grow. Including teachers in the discussion about the plan for supporting their growth in the coming school year ensures they know all options available to them. Informing them of the accountability measures for growth increases the likelihood that they take advantage of the support options.
3.  Review and revise – Each quarter or semester, review the instructional coaching program strategy and revise as necessary. You can collect and review evidence prior to these points in time, but try not to make adjustments too quickly. Make revisions slowly and intentionally, allowing the process to work.

By following these 10 steps, you will improve your instructional coaching practice and experience tremendous returns on your investment.

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves here. Also, catch up on other help instructional coaching blog posts here.

GO BE GREAT!

What other ways would you add to improve instructional coaching practices at your school?

The post 10 Ways to Improve Instructional Coaching Practice this Year appeared first on Always A Lesson.

Join us as we immerse in Vicki Davis’s journey as an educator, author, and host.  With over 20+ years of experience in education, specializing in technology and her vast understanding of artificial intelligence, Vicki has touched the life of many students and educators throughout her career.

Quotables

*All quotables are from the interviewee

• “I would never say every single teacher has to embrace technology, but we have to embrace children. We have to embrace the nobility of teaching and we do have to embrace learning.”
• “All that our kids are going to know is massive change…So we need to educate ourselves about how we can learn.”
• “You have to relate to educate.”

About Vicki:

Vicki Davis is a classroom teacher, book publisher, mom, author of the Cool Cat Teacher Blog, and host of the 10 Minute Teacher Podcast. With over 20+ years in education, Vicki has received many acknowledgments which include top education influencer awards, and a feature in USA Today. However, the award closest to her heart is being named STAR Teacher at her school and district this past school year. Over the years her blog has grown into a vibrant community of over 6000 posts, and her podcast has been recognized as a top podcast in education. Each post and episode is a fresh chapter in her shared adventure in education and technology. When the school bell rings, you can find Vicki juggling roles as an IT Director, Computer Science and Digital Technology teacher. Her classroom more than just a space; it’s a dynamic, fun learning community that extends beyond school walls, as they share and engage with the world. Vicki’s family includes her husband, three unique children, two of whom learn differently, (she never says the word “disability”), two dogs, and yes – Cheeto! Vicki’s varied educational journeys of her children ignite her drive to inspire every learner, celebrating their individuality. Vicki enjoys celebrating Cool Classrooms, explore Cool Apps and Technology, and share Cool Teaching Tips. When she is not immersed in a film project, assisting teachers, or fending off gnats in my hometown of Camilla, Georgia, she loves to spread her wings. Over the years, Vicki has conducted over 100 workshops, keynotes, and spotlight sessions globally, often with her students in tow!

Connect with Vicki:

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

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The post 321: Artificial Intelligence with Vicki Davis appeared first on Always A Lesson.

Join us as we untangle the inspirational journey of Matthew Ebert, a powerhouse in education and expert in school leadership. With over twenty years of education experience, Matthew’s transformational insights have touched the lives of millions of educators worldwide.

Quotables

*All quotables are from the interviewee

• “People are not robots. The investment in the adults… the operationalizing of this idea of care pays off in the long run even if it’s messy.”
• It’s [winning] laughter. It’s joy. It’s people being happy to come to work, and kids being happy going to school.
• “Winning [in education] is a long term strategy that comes from taking care of each other.”

About Matthew:

Matthew Ebert is a human-centered leader with 20+ years of experience in education, primarily focused on school leadership in urban settings. Matthew’s consulting is grounded in his experiences as a teacher, director of academic innovation, academy leader, and a decade of successful leadership as a public charter school principal. Throughout his leadership tenure, Matthew has developed teams that exceed expectations, consistently achieving strong results. He is committed to cultivating healthy work and learning environments in which individuals feel seen, heard, and valued. In addition to helping team members consistently attain their personal and professional goals, Matthew has facilitated dramatic and consistent growth in student achievement in both Baltimore and Boston, in metrics focused on academic achievement and school climate. Matthew’s leadership is based in the idea that we are all here to take care of one another.

Connect with Matthew:

• www.linkedin.com/in/matthewebert1982
• https://www.linkedin.com/company/ebert-educational-consulting
• IG: eberteducationalconsulting
• X: eberteducation

• Creating A Culture Of Care
• Telling An Excellent Teacher It’s Time To Leave
• A Good Principal Knows When It’s Time To Leave

• Using Slack In Schools (Internal Communications)
• One on One Meetings
• Ted Talk: 3 Strategies to Address the Teacher Shortage Crisis

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

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The post 320: Positive School Climate with Matthew Ebert appeared first on Always A Lesson.

Attracting Teacher Talent

Setting the stage for teachers to want to work at a school or in a district begins with how they experience you, your staff and your offerings. Instead of advertising with a focus on the specific job openings, ask for future educators to apply who have certain attributes, goals or desires. Invite creative, passionate individuals who are dedicated to putting the learning needs of students first to a hiring event. Here they can engage in a meet-and-greet with potential colleagues, listen to school or district personnel testimonials, learn about competitive benefits and potential job perks (ie. staff lounge stocked with goodies, duty free lunch, free prep period, etc.). A personal invitation to the hiring event should also be given to current connections in the pipeline such as graduating student teachers, undergraduate university observers and other volunteers who have already begun their work in the school or district.

The most important component of attracting teaching talent is sharing the robust onboarding system available to new hires. Many districts offer new teacher orientation where teachers can receive school calendars, staff directories, site maps, daily schedules as well as the district mission and vision for instruction. A thorough onboarding system ensures the new hire acclimates to their specific school with ease (tour, building access instructions, assigned mentor, grade level expectations checklist, etc.) while also engaging in ongoing check ins to answer questions, provide feedback, and recalibrate expectations. Onboarding is not a single event; it is a continuous process. When done well over a period of years per hire, it leads to greater retention and stronger classroom performance.

Maintaining Teacher Talent

Once new hires are in place, the onboarding process continues with more intense support through professional development, coaching, and mentorship. A supportive work environment where new teachers receive personalized guidance through a clearly laid out plan diminishes confusion, anxiety, and stress. Trainings cover curriculum, district initiatives, instructional strategies and more. Based on the implementation of the knowledge and skills presented in the trainings, new teachers receive individualized feedback and coaching from mentors, teacher leaders and administrators. Additional learning can occur peer-to-peer where colleagues observe veteran teachers to see great teaching in action and engage in monthly meetings with mentors. Maintaining teacher talent allows the onboarding process to expand to deeper learning and support. This results in a reduction in staff turnover and burnout. New teachers are able to voice their concerns, have a choice in how they navigate obstacles, and feel empowered through the web of support surrounding them.

Sadly, according to the North Carolina Teacher Working Conditions Survey, 58% of teachers do not receive time to observe other teachers and 51% have never observed their mentor teaching (NCTWCS, 2022). Teachers, especially new teachers, deserve job-embedded learning opportunities led by their peers. With more than half of the teaching population missing out on these added layers of support means we will not be able to maintain that teaching talent for long. Teachers want to learn and grow, and they want to work in a place that provides that for them.

Growing Teacher Talent

Schools that invest in the future growth of their teachers are at an advantage. They can utilize the talents and skills of teachers to enhance their school offerings, climate and academic performance. This is why it is important to conduct one-on-one retention interviews to understand long term plans and interests of teachers. Leveraging the talent within the building allows a teacher’s impact to move from a single classroom to benefiting an entire student body within the school. Beyond these interviews, teachers can job shadow to experience teaching different grade levels, subject areas or working in different leadership positions. Teachers can continue their peer observations but expand them across the district to experience other school dynamics and options.  Exposing teachers to the multiple avenues in education increases the chances teachers remain in the profession. Building in ongoing, on-demand professional development with feedback that doesn’t require staying beyond contracted hours motivates teachers to perform well over a long period of time. When we support the growth of teaching talent, everyone wins.

As a result of attracting, maintaining and growing teacher talent, we are able to provide a learning environment that nurtures their capacity to thrive. This is an essential step in helping new teachers transition from knowledge acquisition to knowledge application. Moreover, when it comes to alternatively licensed new teachers, they experience an additional set of obstacles- having to acquire the knowledge at the same time as putting them into practice. This is why personalized support that matches the needs of each new teacher must be provided in the onboarding process. The three-prong approach of attracting, maintaining and growing teacher talent becomes a well-designed pathway of success to support the growth of new teachers. This allows them to experience confidence, competence and excitement for their future in education. Our students deserve to be taught by the best version of their teacher, year after year. The investment leaders make in implementing a system of support will allow schools across the nation to attract, and grow teacher talent. Together, we can help new teachers thrive and make a long-lasting impact in our classrooms!

Grab my latest book Always A Lesson: Teacher Essentials for Classroom & Career Success to cultivate teacher capacity!

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves here. Catch up on other helpful blog posts here.

GO BE GREAT!

The post Cultivating Capacity: Nurturing New Teachers into Impactful Educators appeared first on Always A Lesson.

Ryan Pelkey is an educator/speaker/writer and advocate of teacher mental health. With 25 years in education he has seen most, done most and been a part of some amazing schools and taught over 10,000 students.

As a current administrator, he is active in restorative practices, instructional leadership and bringing the best out of his teachers, students and other stakeholders.

Listen to Episode 280 which is when we first interviewed Ryan in 2022!

Quotables

*All quotables are from the interviewee 

• “I want other people to know that it’s okay to want more out of your career, or want more out of your life…and to be able to step up and step out is what it’s all about…”
• “A lot of times the focus is on the kids. The focus is on our students, and it should be…but if you treat your teachers well, you’re gonna create those environments where the kids are gonna want to be there…”
• “…I know my staff. I know my community and I know my kids and I’ve really adapted and grown as a leader and a person because of the people I’m surrounded with…”

About Ryan Pelkey

Ryan is writing a new book called “…Just- The Dirtiest 4 letter word in a Growth Mindset” which is soon to be published on Amazon.

His previous book The Boy Who Lost His Ears was a best seller on Amazon for students in grades 3-5. This SEL story shows the importance of listening skills and do we really need ears to hear/listen? Feel free to zoom him into your classrooms as a Pop Up Author!

He has spoken at educational conferences from Virginia to Australia and Malaysia, hoping to make connections to help people anyway, anyhow and anywhere. Teachers need to be first in schools!

He lives in Northern Virginia with his family and 2 amazing dogs. A big Yankee Fan, Eagles Fan and Carolina Basketball Fan.

Find him on X and Instagram @mr_pelkey

View Ryan’s LinkedIn profile, too!

Join the Always A Lesson Newsletter

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

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The post 319: Leadership in Education: Insights from Ryan Pelkey appeared first on Always A Lesson.

Dive into insightful conversations with Michael and Nita Creekmore, seasoned educators with over 35 years of combined experience. Join them as they explore the importance of relationships in education, drawing from Michael’s counseling background and Nita’s instructional coaching expertise. Get practical tips, personal anecdotes, and wisdom from their book, Every Connection Matters.Tune in for actionable strategies, balancing career and family life, and fostering meaningful connections in and out of the classroom.

Quotables

*All quotables are from the interviewee 

• “When you’re building relationships, you have to build trust, and the more you build trust, the more you can…get into [the] why. What is the root behind this?”
• “…compartmentalize! That’s one of the necessary tools to avoid burnout…”
• ”That’s one of the by-products of having the biggest hearts…we take a lot of stuff home.”

About Michael & Nita

Michael and NIta Creekmore are a married couple both with more than 35 years combined in the field of children and education. Micheal has been in the field of professional counseling for about 16+ years and in school counseling for 5+ years. Nita has been in education for 19+ years. She has been an Instructional Coach for 5+ years and facilitates learning experiences with other educators. Nita and Michael have 4 children and a pup. Together they have Creekmore Conversations in which they facilitate learning experiences around the importance building, maintaining and restoring relationships in education. Together they wrote, Every Connection Matters: Building, Maintaining and Restoring Relationships Inside the Classroom and Out. They have very productive life inside and outside of education. They love what they do. They love having a large family. And, they also believe that having a healthy balance of it all is so important.

Listen to Episode 218 which is when we first interviewed Nita in 2020!

Join the Always A Lesson Newsletter

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

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• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
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The post 318: Relationships in Education with Michael & Nita Creekmore appeared first on Always A Lesson.

Join us as we unravel the remarkable journey of Angela Watson, a powerhouse in education and expert in the incorporation of AI in the classroom. With over a decade of classroom experience, Angela’s transformational insights have touched the lives of millions of educators worldwide.

Quotables

*All quotables are from the interviewee 

• [When we think about AI, we ask] “How is this going to help me streamline my workload? It’s not going to do everything, but how can I make it really useful and how can I do it in an ethical manner?”
• “The trick to getting really good results from AI is to know how to give it good prompts.”
• ”Productivity is something we all have to experiment with!”

About Angela:

Angela Watson is a National Board Certified Teacher with a master’s degree in Curriculum and Instruction. She has 11 years of classroom experience and over a decade of experience as an instructional coach.

Angela created this website as a young teacher in 2003 to share practical classroom ideas and help other educators build a positive mindset so they can truly enjoy their work. It was originally called “Ms. Powell’s Management Ideas for Teachers” until 2008, when it was renamed “The Cornerstone for Teachers” after her first book.

Rebranded in November 2021 to Truth for Teachers, the site now impacts over 8 million educators annually.

Angela’s ideas have been featured in thousands of magazine articles, newsletters, and internet resources, and utilized in teacher preparation and support programs throughout the nation. She has authored numerous printable curriculum resources, online courses, and six books. Her newest book is the second edition of “Awakened: Change Your Mindset to Transform Your Teaching,” which was released in November 2022.

She is perhaps best known for her free Truth for Teachers podcast, which provides bi-weekly encouragement for educators and consistently ranks in the top K-12 podcasts in the world.

Angela’s professional development on productivity is being used in over 45,000 schools through the 40 Hour Workweek program. First designed for teachers and then expanded to instructional coaches and administrators, 40 Hour helps educators become more intentional with their personal, contractual, and instructional time so they can focus on what really matters.

Angela’s mission is to help teachers live a more purposeful and conscious life. Through her mentorship, countless teachers have learned to take charge of their time and energy so they can prevent burnout and stay in the profession they love for years to come.

Listen to Episode 155 which is when we first interviewed Angela in 2018!

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

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• Click on ‘Ratings and Reviews.’
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The post 317: AI with Angela Watson appeared first on Always A Lesson.

Join us for an inspiring episode featuring Naomi Hall, also known as The Recovering Educator, as she shares invaluable insights on navigating the challenges of being an educator. Naomi reminds us that while the teaching profession can be stressful, there are numerous factors within our control that can positively impact our well-being.

In this episode, Naomi offers practical strategies for managing stress and reclaiming control over various aspects of our professional and personal lives. Discover how to effectively address the stressors inherent in education and cultivate a healthier, more balanced approach to teaching.

Tune in to empower yourself with tools and techniques to navigate the demands of the teaching profession with resilience and grace. Don’t miss this opportunity to learn from Naomi’s expertise and embark on a journey towards greater well-being and fulfillment in your career!

Quotables

*All quotables are from the interviewee 

• It’s that recognition of; there are external stressors and there are internal stressors…and I have to work on the internal stressors and mindsets that contributed to my burnout.
• I’m not the only educator struggling with burnout. I’m not alone in this.
• ”I don’t know who I am without students, lessons…without a classroom.”

About Naomi

Naomi has spent years learning how to manage stress, prevent burnout, and make a comeback from burnout…and now she’s teaching others. She offers realistic stress management techniques that are important to your effectiveness and happiness in your classroom. She works to help educators be their best and provide the support you need. Learn more about Naomi at

My goal has never been to leave education. It has been to help educators be their best and provide the support school districts forget to give you.Learn more about her at https://www.therecoveringeducator.com/

Connect with Naomi:

• Instagram and Facebook: naomihallfiteducator
• Email: therecoveringeducator@gmail.com
• YouTube: The Recovering Educator

Join the Always A Lesson Newsletter

• Join here and grab a freebie!

Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Gretchen’s latest book, Always a Lesson: Teacher Essentials for Classroom and Career Success, is now available on Amazon.

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
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The post 315: Managing Stress with Dr. Naomi Hall appeared first on Always A Lesson.

The Discovery

Throughout my years as a classroom teacher, I helped numerous students become successful learners through  rigorous content delivery, preventative management of the environment via procedures, interesting and aligned collaborative activities and appointing student leaders to run various aspects of the classroom.

As a teacher coach, I helped teachers develop systems to find success in the same way I had. However, some teachers struggled. I realized the four essential aspects of instruction were correct, but the results (student learning outcomes) varied depending on the order in which I helped teachers work on their instructional planning and delivery.

The more I paid attention to what instructional aspects we worked on and what sequence had the greatest impact, the “Teacher Success Pathway” was developed. When teachers improve their instruction in the specific sequence mentioned in this pathway, student learning and teacher proficiency soar.

The Details

In the section below, each of the four aspects of instruction will be discussed in the suggested sequence that allows for greatest results. To improve your instructional impact, self-reflect on which aspect is the root of your obstacles. Making these adjustments will allow teachers to experience classroom and career success.

For example, you might want to incorporate more engaging learning activities but students cannot follow directions or meet behavior expectations. Therefore, you have to move to the layer below (classroom management) to attack the root of the issue. Let’s take a look at the teacher essentials below.

Lesson Design

Do not confuse design for planning. Regardless of what planning document a teacher uses, it should include components that allow for a thorough plan of how the lesson will flow. This requires teachers to pay attention to the details. It is not enough to just write down the standard, objective, assessment and activity for a lesson. Teachers need to script higher level questions, pace each portion of the lesson, pre-assign student pairings, pinpoint ideal answers to key points in the presented material, decide how students will transition around the room and gather necessary materials, etc. A lot of preparation goes into a lesson start to finish. A lot of obstacles teachers face when executing their lesson comes from the lack of planning of the lesson that occurred. Prevention of misbehaviors, clarity in assignment directions, differentiated support options available as needed and more allow for the other aspects of instruction to be successful, but they are planned for in the design phase. This is the foundation for which all other aspects rely.

Classroom Management

Classroom management is not the same as behavior management. We cannot control other people. When we try, it results in frustration and feelings of safety diminish. Therefore, we focus on what we can control- the classroom environment. The procedures and routines we set up in our classroom allow students to be successful learners. This requires thorough planning throughout the lesson so that during the delivery of the content teachers can be present to support the unique needs of students. If teachers are spending the majority of their lesson execution managing behaviors then is being reactive instead of proactive. Go back to the lesson design phase and put procedures in place to provide boundaries and clarity to the expectations for learning activities.

Student Engagement

This is usually the area of focus for most teachers. They want to do more fun activities with students, but have a hard time getting children to be motivated enough to want to participate. Speaking of, participation is not the same as engagement. Participation is low level interaction (thumbs up, yes/no questions, head nods, etc.). Engagement is high level interaction where students collaborate with peers, ask and answer questions with the teacher, and dig deep into the content of the text with intention. The goal for improving this aspect of instruction is not on the actual engagement activity, rather the design of the engagement opportunity. Again, all of this planning is done in the design phase. Is the engagement opportunity aligned to the standard and objective? If not, there is no reason to place it in the lesson. If it is aligned, are expectations planned out to the detail, including procedures? A breakdown in engagement rarely has to do with the students and more to do with the design of the lesson on the teacher’s part. Focus more on how students will engage, rather than on what.

Student Ownership and Accountability

The highest level of instructional success is a self-run classroom. Students are in charge of administrative tasks around the classroom, like greeting guests at the door, answering the class phone, working the overhead projector, manipulating the timer for activities, reading school announcements, taking attendance, explaining activity directions, demonstrating exemplars, and so on. This frees the teacher up to focus solely on teaching students and not on running the classroom. Students become more invested in learning because they feel like they have a part to play in the classroom. Their opinions are taken into account, they have access to leadership opportunities and feel valued for their skillsets. Although most teachers desire this type of learning environment in their own classrooms, it is not possible if the other three aspects are not strongly in place first.

Next Steps

If you’re wanting to learn more about the four teacher essentials to improve classroom and career success, click here.  Gretchen can also visit your school and provide training and coaching on the Teacher Success Pathway, email gretchen@alwaysalesson.com to learn more. Don’t wait, get started on the teacher essentials today!

If you are need of resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves here.

GO BE GREAT!

Which aspect of instruction is going to be your focus this school year?

The post Teacher Essentials for Classroom & Career Success appeared first on Always A Lesson.

Learn

Before you know exactly what type of leadership position you want to hold and what type of leader you want to become, learning as much about leadership as possible will guide your steps forward.

• Instructional Best Practices– Familiarize yourself with the idea of peer collaboration and modeling through learning walks, increasing student ownership in the classroom, asking higher order thinking questions throughout a lesson, provide authentic feedback with actionable steps to teachers, how to effectively manage a classroom as well as design and deliver engaging PD opportunities that can mirror engaging instruction in the classroom. If you are going to help teachers adhere to best practices, you need to know develop clarity on what the techniques are and how to implement them in the classroom.
• Teacher Leader Interview Preparation– Review common interview questions, interview tips, and plan ideal responses. As a leader you will sit in on various interviews, so it is essential you are familiar with the strategy for hiring new and veteran teachers as well as teacher leaders like yourself.
• Instructional Coaching Scenario Practice– Leading peers can be challenging. Learning about common obstacles in coaching teachers and ways to move through them effortlessly will allow you to remain focused and confident in your role as a leader.
• Influence Growth– Learn quick tips for how to empower colleagues to grow and reach their goals. If you cannot build connection and understand their struggles, it doesn’t matter how many great strategies you have up your sleeve to promote their growth. Spend time knowing your people before diving into the work.

Lead

Now that you have learned about leadership, it’s time for action! Growth, even for you, is a process. Don’t expect perfection, rather allow yourself room to make mistakes so you can grow quickly.

• Data Collection & Analysis– Create processes for teachers to design seamless, practical data collection procedures in their classrooms as well as facilitate data analysis meetings to adjust future classroom instruction. Once teachers have a system in place, they can pass ownership to students and allow them to set goals and track their own academic progress. When we prioritize responsive instruction, we are able to catch misconceptions early leading to increases in student achievement.
• Teacher Observation– Getting into classrooms often will ensure you are providing timely support to the changing needs of teachers. Whether these visits are formal or informal, brief or extensive, building relationship with students and teachers is essential for learning growth. Having a predictable process for pre-observation, observation and post observation allows teachers to experience success time and time again. Each piece of the observation cycle is integral to planning and delivering quality instruction on a consistent basis.
• Mentorship & Coaching– Whether you are helping teaching partnerships thrive like those of a cooperating teacher and student teacher, or enhancing collaboration between colleagues in a mentorship pair, or delivering support to teachers as an instructional coach, having systems and areas of focus will ensure the leadership strategy is effective in producing growth. (Grab all the resources I created and use as an instructional coach here.)
• Professional Development– A big part of your role as a teacher leader is helping others grow through targeted learning sessions. You will need to have a vision for the year in terms of what areas teachers need to grow in. Create a yearly PD calendar, require teachers to track their learning sessions, provide choice in how teachers learn the material, and collect feedback to make adjustments for future PD sessions. Preparation for year-long learning ensures these PD sessions are aligned to a bigger goal and are productive and informative.

Now you have an arsenal of support to continue your growth as a leader. Take your time consuming the information and putting it into action. Sometimes, simple is best.

If you are need of more resources to help you become an even stronger coach, browse these printable and digital options. Check out my instructional coaching must-haves here.

GO BE GREAT!

Which resource are you most excited to try out?

The post Resources to Support your Leadership Growth appeared first on Always A Lesson.

It’s a new year! Tune into this special episode of the Empowering Educators Podcast as Gretchen shares three ways to grow your potential in the upcoming year. You’ll walk away from this podcast with a list of three tangible things you can do to level up your teaching whether you are working with students or coaching teachers.

Quotables

• The only way we are going to become better is if we shift our behaviors into better behaviors.

• We want application. That is the only thing that is going to change us and allow us to transform into something better. 

• If some of the foundational stuff has cracks in it, it’s just going to fall flat. 

Links Mentioned:

Episode 256: Habits over Resolutions

Simply Coaching Summit

Teacher Leader Mastermind

Gretchen Has a New Book Coming Soon!

Pre-order Gretchen’s NEW book HERE

Join the Always A Lesson Newsletter

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
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The post 308: 3 Ways to Grow Your Potential this Year appeared first on Always A Lesson.

It’s the last podcast of the year! In this special episode, Gretchen reflects over the behind the scenes work of the podcast. She talks about who she intended the podcast for: new teachers, teachers in a slump and teacher leaders and how it has evolved over time. Gretchen shares how she has used the head, heart, hands strategy to plan every episode- a strategy that will serve you well in planning for professional developments that you may lead. Be sure to tune into this fun episode of the Empowering Educators Podcast.

Quotables

• It’s important that you hear from other people what’s working. 

• Am I being true to what I originally intended?

• If you revisit your mission statement and your core values, that might light that fire back up. 

Podcasts Mentioned:

Melissa Emler Episode 20

Melissa Emler Episode 210

Gretchen Has a New Book Coming Soon!

Pre-order Gretchen’s NEW book HERE

Join the Always A Lesson Newsletter

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
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The post 307: Behind the Scenes of the Podcast appeared first on Always A Lesson.

Meet and be empowered by Alissa Crabtree in this special interview episode of the Empowering Educators Podcast. Alissa shares great, tactile advice about how to effectively work with teachers as an instructional coach. She also discusses the importance of the instructional coach/administrator relationship and how that relationship can be a powerhouse for change within a district. Get your pen and paper out and hit play!

Quotables

*All quotables are from the interviewee 

• As coaches and administrators, we are in the business of fostering motivation in adult learners.

• Sit down one on one with the people you lead and understand them as a person.

• When I slowed down, it sped my kids up.

About Alissa

Connect with Alissa:

• IG @crabtree_coaching_collab
• Twitter @alissa_crabtree
• Facebook Crabtree Coaching Collaborative
• Linked-In: Crabtree Coaching Collaborative

Join the Always A Lesson Newsletter

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
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The post 305: Being an Effective Coach with Alissa Crabtree appeared first on Always A Lesson.

Model

Take time to reflect on what you yourself are thankful for and write it down on a post-it note. As you start collecting thankful notes, create a visual display for all to see. Draw or print off a turkey body, and place different colored post-it notes with your thankful statements all around the body to serve as the feathers. Others will take notice of your daily thankful habit and join you by either adding theirs to your turkey or by creating their own.

Collaborate

Create a thankful chain as a staff. Cut up strips of different colored construction paper. Staff can grab as many strips as they’d like and write one thing or person they are thankful for and link it together in chain form. This can hang in the front office or along the hallways in the school. Students will notice and want to create their own thankful chain too!

Need other ideas for students to build their thankful habit? Check this out.

Extend

We don’t only want to be thankful around the Thanksgiving season, but year-round too! Creating a daily, weekly, or monthly thankful habit will ensure you keep perspective when life gets hard. I use a “blessings journal” in which I write down the date and a description anytime something positive happens in my life (personally and professionally). It’s a record of blessings to help remind me that goodness is surrounding me. Find a habit you can stick to and you’ll notice how quickly you have taught your brain to pay attention to the good happening around you. Your mood will lighten, your stress will seem more bearable, and you’ll be motivated to keep going, knowing more blessings will come.

GO BE GREAT!

What thankful habit will you create? 

The post Unique Ways to Give Thanks appeared first on Always A Lesson.

Story

One of my strengths is helping people move from “I wish” or “I hate it when” or “I’ve always wanted to” to the exact destination they thought was far from reality. Just like great teachers plan backwards, I am able to help folks create a manageable, practical pathway towards their goal. But I don’t just solve their problem and send them off… do you know the likelihood that would even happen? Slim to none! I sit copilot along their journey, prompting them with course correcting questions, celebrating progress, connecting them to resources and people to best assist them in getting where they are going, and so much more. Accountability is the secret sauce to get dreamers and planners to actual achievers. Psst- that’s about to be YOU!

Rationale

I thought I would use this strength to share a lesson with you today on accountability partners in terms of teaching with coaches. Having somebody that I trusted and that I could be honest and open with, because they weren’t the administrator, and they weren’t the one doing my walk-throughs was important. I could be like “I really want to try this thing, I’m really nervous and really excited and want you to help me think this through.”

My former coach was one of those pivotal accountability partners without it being an official thing. I was always talking things out, and she was always supporting me and asking questions. It forced me to take my idea to a new level and consider things I hadn’t thought of before. I was like “Yes, this is what I was missing.”

All the way back in teaching, I can track how accountability partners have helped me grow. When I started the business side of Always a Lesson I needed other edu-mamas in my corner. It felt like I was the only one trying to be two things, and trying to be amazing at two things. I needed to talk to other people who got it, understood it, who were living it, so we could swap strategies and ideas. I found some folks and we used the app Voxer. It’s a walkie-talkie app, and it is real-life, informal conversations. I am so thankful for that group that I hand-picked, hand-selected, and then put in this Voxer group. I could talk things out and allow it to help me develop into the next phase of what Always a Lesson was going to be.

Then fast forward to when I work with my teacher leaders in my mastermind. What sets it apart from other coaching programs, is I am not the one sitting there being the guru telling you what you need to do. I have curated a group of people sitting around a virtual table, talking about your specific obstacle, challenge, idea, dream, future goal, or vision. Then we all help you decide the best pathway to get there. And that’s accountability, because the thing that these folks say each meeting when they report back on their achievements for the week, the highs and the lows, and the “oh my goodness I barely made it,” was “I knew I had to come back and report to you all, and I didn’t want to disappoint.”

And that sounds awful, because it’s like “why are you doing it for other people?” But sometimes, if we have no one to tell, and no ones going to know, we relax a little too much, we pull back a little bit, and then we have no one to blame but ourselves when we don’t get to our goal. So when we speak it into existence, we say it out loud, we tell people that we care about, “I’m doing this thing, and you’re going to help me do it” it forces you to show up and keep that commitment to yourself.

Over these years from teaching and then coaching, to having this business, and then helping teacher leaders, I’ve learned what works, which is a consistent check in. I’ve also learned what doesn’t (wishy washy partners with different dedication levels). I know how to do it better now (norms, agreements, check points, re-evaluations, etc.). I figured out how to find the right partner (psst it’s not going to be your BFF or mama unless they are already where you want to be, which is not likely). If accountability partnerships have worked REALLY well for me, it turns out they will probably work really well for you too!

Lesson

When you let others know what you want to accomplish and invite them to be part of your cheerleading/help squad, you can decrease the amount of time it takes to achieve it AND surpass your goal because of momentum and better habits. If you’re falling short of your goals or believe you can go further than imagined but not sure how, an accountability partner is just the solution you need to add to your growth strategy.

8 Tips on How to Find an Accountability Partner

1. Get clear on the goal
2. Make a list of eligible mentors and potential ride-alongs (folks going the same place but aren’t quite there yet either)
3. Put your feelers out there and make the ask
4. Try it on for size – chat informally, swap goals, keep it positive
5. If it’s a good fit, make it official – contract, verbal commitment with deadline, draft out goals and next steps, choose a communication tool and meet regularly
6. Hold them accountable- pay attention to their goals, make sure actions align, notice commitment and consistency levels, cheer-cheer-cheer, ask questions, provide suggestions when asked, ask how they need you to show up
7. Have them hold you accountable- be honest about what you need in a partner and how you wish to be held accountable (hard core or soft and nice?), be open and honest with how things are going, check in without be asked, toot your own horn, ask for feedback
8. Make adjustments as necessary- if life gets busy, pull back on how often you check in, tweak your goals, or even if you outgrow your accountability partner and are ready for whomever is at the next milestone check point, restart this process as often as needed

Your goals are only as great as your follow through. Part of that follow through is an accountability partner. Choosing the right one, staying committed through the process, and putting in the work to get to your destination. It’s a partnership, back and forth and you’ll be thankful you took the time to find the perfect match. (Not just someone who tells you everything you do and say is amazing, but someone who helps broaden your perspective and grow your skillset). That is the ideal candidate.

Being an effective accountability partner is achievable. You have 8 steps to ensure it works for you and not against you. Be your best for someone else and it will attract others to be the same for you. Together, you will go far.

Are you a more of an audio learner? Check out the podcast that inspired this blog post here.

GO BE GREAT!

Do you need have an accountability partner, or find a new one?

The post How to Be an Effective Accountability Partner appeared first on Always A Lesson.

How Does a Sunshine Committee Work?

Whether it’s simple or elaborate, the sunshine committee comes together to brainstorm and plan opportunities for the entire year. They receive a budget from the administrative team (or collect donations from the local community). Common celebrations are birthdays, personal or professional milestones, sympathy/condolences and more!

The best part of the sunshine committee is the element of surprise. When teachers least expect it, shower them with appreciation and a small treat. This can be placed in their workroom mailbox or stop by their classroom throughout the day. (Having a teacher’s favorite things form like this one on hand will help you select the perfect treat to make their day!)

If you prefer to have an announced sunshine day, try using a cart. Share the upcoming day with teachers to be spoiled with a treat. They will fill out a form like this one to request specific items, and deliver treats to teachers on a rolling cart as you pass their classroom.

Below are recommendations for items to include in your sunshine cart.

Recommendations for Sunshine Cart Items

Teacher Stickers:

Bookmarks:

Notepads:

Thank You Stickers (These could go great on a note with an item they selected on their survey.):

Keychain:

Journal:

Pencil Gift Basket (Pair this with a note and fill with candy selected on the survey form.):

Sticky Notes:

Teacher Pens:

Stamps:

Thank you for spreading cheer around the school building and acknowledging the hard work teachers do each and every day! Also check out Teacher Appreciation Notes and VIP Teacher Awards to spread some cheer around your building!

Go Be Great!

What has been your favorite way to be spoiled by the Sunshine Committee?

The post The Importance of the Sunshine Committee at your School appeared first on Always A Lesson.

The post 3 Ways to Organize your Tasks and Time appeared first on Always A Lesson.

The Science of Reading has replaced Guided Reading. Switching to something new can feel hard and frustrating. Tune into this episode and become encouraged and empowered by Linda Rhyne. She talks about what Science of Reading is, why it’s replaced Guided Reading and how you can implement it. Tune in now!

Quotables

*All quotables are from the interviewee 

• In order to become a proficient reader, children need and require direct, explicit, and systematic instruction. 

• Educators know, understand and feel to their core a deep understanding of the impact that they have or could have. 

• I can use what I’m learning now to propel myself forward. 

About Linda

Connect with Linda:

• IG @lindarhyneconsulting
• Twitter @lindaschultzie
• FB LindaRhyneConsulting
• Website: http://lindarhyneconsulting.com

Join the Always A Lesson Newsletter

• Join here and grab a freebie!

Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
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The post 300: The Science of Reading with Linda Rhyne 2.0 appeared first on Always A Lesson.

In this Summer Series episode, you’ll hear from Sam Shields. Sam shares the highs and lows of her education journey. She’ll encourage you and empower you to just keep going, even when it’s hard.

Quotables

*All quotables are from the interviewee 

• We are all learning no matter where we are at in our journey.
• That first year of a coach is going to be worth it.
• A lot of times teachers don’t see or feel how appreciated they are.

About Sam

Connect with Sam:

• IG @samshieldscoach
• Twitter @samshieldscoach

Join the Always A Lesson Newsletter

• Join here and grab a freebie!

Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
• Leave a Review: Type in a Title and Description of your thoughts on my podcast
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The post 298: The Journey of Education with Sam Shields appeared first on Always A Lesson.

Gretchen interviews Laura Williams in this special Summer Series episode. Laura shares about her journey into the field of education. Laura has a passion for creativity in the classroom and a desire to help teachers empower students to think more deeply.

Quotables

*All quotables are from the interviewee 

• When you’re a yes person and you’re a go getter and you do things, opportunities just come your way.

• Be a motivator. 

• We’re trying to move the bar and we are going to move it a lot further if we move it together. 

About Laura:

Connect with Laura:

• Website: https://www.authenticlearningalliance.org/
• Twitter: @mrswilliams21c
• Email: laura@authenticlearningalliance.org

Join the Always A Lesson Newsletter

• Join here and grab a freebie!

Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
• Leave a Review: Type in a Title and Description of your thoughts on my podcast
• Click ‘Send’

The post 297: Empowering Students with Laura Williams appeared first on Always A Lesson.

Similarities in Roles

• Purpose– Instructional coaching, whether at a school building or district level, is the same- support the growth of teachers and students.
• Skills– How coaches coach an individual teacher remains the same- listen, make suggestions, provide resources, be available, give feedback, practice specific skills, etc.
• Impact– Working with a teacher and positively impacting their classroom of students is a powerful perk of instructional coaching. Each additional classroom working with a coach receives the benefit of outside perspective and strong instructional experience. This happens regardless if it’s only a single school or an entire district. The impact multiplies success.

Differences in Roles

• Focus– The district may have a different focus for coaching than an individual school building had. Understanding how the coaching position is to be utilized prior to transitioning will ensure a coach can best prepare for the focus shift.
• PLN– Without a single home base, it can be difficult to enmesh into a school community. You will no longer spend all of your time in one place with the same group of people. Learning to build relationships and make allies throughout the district ensures your PLN remains strong and helpful.
• Time– Commuting between schools takes time out of the school day where you could be physically meeting with teachers. District coaches have to get creative in how to support teachers virtually (social media apps, various communication tools, email, text, phone, etc.) so that even when commuting they are still serving teachers. It is important to plan your days, weeks, and months intentionally. This ensures you maximize time at every campus and can be available to teachers even when you are not physically there.
• Space– When a coach supports multiple campuses, they may or may not have their own space (ie. office) to work out of. They may have a coat closet, a niche under the stairwell, a cart, or some other common place to use while in a particular building. [See past blog post on Coach Life: Not Having a Home Base.] Organization and efficient systems help district coaches travel with a lighter load and work effectively out of various spaces throughout the district’s schools.  [See past blog post on Getting Organized as an Instructional Coach.]

Tips for the Transition

• Chat with the Coordinator– Whomever is in charge of district level instructional coaches, is someone who can answer all of your logistical questions. Be sure to get all the details for your role cleared up before beginning. Hold on to their contact information as you will probably need to get in touch with them throughout the year.
• Meet with Building Principals– Drive to each school you will support and meet the principals. You do not need to have a lengthy meeting, but it’s essential to put faces to names. Any other communication can occur over email or phone if need be. But make the introduction in person and get a lay of the land so you know where to park, how to enter, where to work out of, etc.
• Introduce Yourself to Staff– You most likely are working with specific staff members rather than the entire staff. Receive a roster so you know who you are supporting at each school site. Meet each teacher in person, even if just a quick “hello.” Leave them with your contact details (ie. a business card) so they can reach you when they need to. You’ll want to see the location of their classroom at this point in time as well. Answer any questions they might have. (You can do a smaller version of “Cupcakes with Coach” and have all the teachers you support come to a central location to meet you. I also suggest visiting their classrooms so you know how to get there and what the general set up is like. This will help your feedback be as accurate as possible for the setting.)
• Get Organized– Having all of your resources accessible online helps limit what you are carrying with you into each school. Any physical items can be placed in a rolling cart or bag to not hurt yourself lugging it around. Ensure you can access any remote resources at each school site. Having folders per building and per teacher should help you stay organized.
• Coach and Adjust– Once you have prepared, it’s time to get coaching. Make adjustments as necessary to ensure you are timely, productive, and effective when at schools working with teachers. Let staff know you are figuring out your systems and get their feedback on how things are going. Reflect and adjust as needed.

Moving from school to district instructional coach is an honor! It can feel daunting but after reading this post you are now prepared for the transition. You will love widening your net of impact!

If you are in need of instructional coaching resources, browse them here.

GO BE GREAT!

The post Moving from School to District Instructional Coach appeared first on Always A Lesson.

You’ll enjoy this special summer interview series as Jana Lee shares about all the unique hats she’s worn in education and how her journey in education has evolved. Get ready to be empowered as Jana shares how everyone has an X-factor and something unique to bring to the world of education.

Quotables

*All quotables are from the interviewee 

• Teachers have it really hard. It doesn’t have to be like that. 

• Sometimes we forget that there’s so much out there in the impact we can have as educators. 

• Never underestimate the power of building relationships. 

About Jana:

Connect with Jana:

• Website: janaleeconsulting.com
• Instagram: @misslee_edconsulting
• Twitter: @misslee_ed
• Linkedin: linkedin.com/in/janaclee

Join the Always A Lesson Newsletter

• Join here and grab a freebie!

Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
• Leave a Review: Type in a Title and Description of your thoughts on my podcast
• Click ‘Send’

The post 296: Building Relationships with Jana Lee appeared first on Always A Lesson.

In this special summer interview series on the Empowering Educators podcast, Gretchen interviews Heidi Davis. Heidi brings value and wisdom to the show as she shares about her experience in a variety of different educational roles. Heidi shares her secrets of how she ignites her passion in education so that you can be an empowered and great educator in the upcoming school year.

Quotables

*All quotables are from the interviewee 

• Be able to go with the flow and be flexible. You never know what the day is going to bring.

• Knowing what’s going on in your students’ lives makes a huge impact on the difference your education is going to make. 

• Don’t take yourself too seriously, it’ll be okay.

About Heidi

Heidi Davis has been teaching for 10 years and has taught 6th grade, been a reading interventionist, an instructional coach, and is currently teaching third grade. She is married to her high school sweetheart and she has two kids. Heidi lives in a small town in West Virginia and she loves to spend time outdoors and being with family. Heidi’s favorite past time is reading. She is passionate about helping teachers find their way through the difficult times with the help of God and to find their way back to loving teaching again.

Connect with Heidi:

• IG @heidi_m_davis

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
• Leave a Review: Type in a Title and Description of your thoughts on my podcast
• Click ‘Send’

The post 295: Teacher Impact with Heidi Davis appeared first on Always A Lesson.

Chat with Colleagues

Before you begin, it is helpful to chat with some colleagues who are also instructional coaches. Ask them what systems and processes they use. You don’t have to replicate what they use and how they use it, but it helps keep you from starting from scratch if you don’t have to. Plus, they’ll have helpful tips so you can avoid common pitfalls in terms of organization. If you have ideas of your own, this is the perfect time to run those by your colleagues. They can point out things you haven’t thought of or support your idea and encourage you to implement it for your teachers.

Design Your Work Space

If the space you operate in is messy, your brain will also become messy. This will keep you from completing tasks in a timely manner, decreasing the impact you can have with teachers. First, take stock of what furniture is available to you in your space- table, desk, chairs, bookshelves, etc. Think about how you plan to use those things.

• Chairs- Teachers can relax while they chat with you
• Tables – A planning space for collaboration
• Bookshelves- Store manipulatives for lessons, PD books to check out, binders of standards and pacing guides, etc.

Next, decide how you want to operate in the space. How can teachers reach you if you are not in your work space? Where should teachers drop off materials to you? What furniture placement makes the best use of space while also contributing to an inviting atmosphere?

Lastly, think through how you will store your items for easy reference and confidentiality.

The organization in your workplace sets the tone for the organization in how you show up and serve teachers.

Gather Materials

Whether you plan to use digital or hard copy materials, you’ll want to gather them in one place.

• Digital- Google drive or a schools hard drive is a good place to house all of the materials you will need to coach teachers. Create folders for grade levels, content areas, assessments, lesson plans, feedback forms, etc. The more you can niche down in topic for a folder, the better. You’ll want to make sure you can access these documents no matter where you are coaching, so choose wisely!
• Hard Copy- Grab a large binder to house master copies of coaching forms and materials. You can use manila folders or small binders per grade level/subject area or even teacher. Keep these binders nearby as you’ll need to reference them often, especially to make copies.

Ask your colleagues for templates of coaching forms they use, or browse here. You’ll want to gather or design coaching forms that walk teachers through the growth process from start to finish. This means you’ll start with interest surveys to get to know your teachers better before you dive into working with them, as well as more meaty materials like lesson observation, reflection questions, and/or growth plan documentation. (Some common categories are data, observations, and professional development.)

Not every form will be used with every teacher, but it is essential to have a support document to meet each of your teachers right where they are. This is why binder storage is essential so you can grow your resources year after year!

Develop Systems

The last part of organization has to do with systems. Your workspace and material stash is set up and ready to go, but what do your operations look like? How do teachers sign up for coaching cycles? How do you deliver feedback? How can teachers check out materials? Where will you create your calendar to track meetings, appointments, PD sessions, PLC collaborations, etc.?

Think through working with teachers from start to finish, just like you did when you gathered materials. Each interaction should have a simple process to follow for efficiency. This allows you to deliver high quality coaching support to teachers. Some systems you’ll think of ahead of time (documentation delivery) and others you’ll realize after the fact (colleague learning walks). Your systems do not need to be perfect, but you do need to have a streamlined plan.

Don’t be afraid to make adjustments as you go. Being responsive to changing student and staff needs is a superpower! Once you master organization, coaching gets a whole lot easier.

GO BE GREAT!

How do you stay organized for coaching?

The post Get Organized for Coaching! appeared first on Always A Lesson.

In this episode of the Empowering Educators podcast, Gretchen interviews Michelle Ruhe. Michelle shares all about her journey in education. Throughout the interview, Michelle shares wisdom and encouragement to all educators that will empower you to be elite no matter where you are at in your journey.

Quotables

*All quotables are from the interviewee 

• It’s not about the knowledge. It’s about the people. 

• The reason you’re here right now, in this situation is because you’re supposed to learn something and think about what that is. 

• Even though it’s stressful, there’s a tremendous benefit to the lesson you’re going to learn from it once you get through the hard part. 

About Michelle

Michelle helps teachers and school leaders implement best instructional practices in literacy, as she stays very current in the latest research findings. She’s in classrooms every day, working alongside teachers, helping students grow. Michelle keeps things simple, where impactful student learning, not cutesy fluff, is at the forefront. This is the recipe that leads to maximum student success and reduced teacher overwhelm. Her 15 years of classroom experience include: -Kindergarten -First Grade -Second Grade -Fourth Grade -Lead Teacher -Teaching in 4 different states -Opened 2 new buildings -Looped twice and then serving as a literacy interventionist, K-5 for 5 years, and have now been a literacy coach for three years. Additionally, as part of the school’s leadership team, she gets to partner with administration to plan and implement next steps forward for greater student achievement in literacy.

Connect with Michelle:

• IG @coach_fromthecouch
• Twitter @MichelleRuhe
• Linkedin https://www.linkedin.com/in/michelle-ruhe/
• Website: www.coachfromthecouch.com

Join the Always A Lesson Newsletter

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Connect with Gretchen

• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

• Search for my show on iTunes or Stitcher.
• Click on ‘Ratings and Reviews.’
• Under ‘Customer Reviews,’ click on “Write a Review.”
• Sign in with your iTunes or Stitcher log-in info
• Leave a Rating: Tap the greyed out stars (5 being the best)
• Leave a Review: Type in a Title and Description of your thoughts on my podcast
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The post 293: Get Empowered with Michelle Ruhe appeared first on Always A Lesson.

Meet Courtney Tate in this special interview episode on the Empowering Educators Podcast. Courtney shares her journey from teacher to teacher leader and everything that helped her along the way. She shares special nuggets of wisdom that will have you leaving empowered so that you can go out and be great!

Quotables

*All quotables are from the interviewee 

• Step back and think about why you are doing this work. 

• Be patient but give yourself grace and give your students grace.

• You have to be doing well mentally and emotionally to be showing up well for your students and your colleagues. Take care of yourself and take time for yourself. 

About Courtney

Courtney Tate is from Gastonia. Over the past nine years, Courtney has worked with teachers, facilitators, and school leaders to lead professional development and coaching to address the assessed needs of the school. Her mission is to build the capacity of teachers and leaders to have a positive impact on student achievement one goal at a time.

Connect with Courtney:

• IG @ctatewrites
• Facebook: CourtneyTateConsulting
• Website https://courtneystate.com/

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• Email: gretchen@alwaysalesson.com
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• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

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This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

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The post 292: Wisdom with Courtney Tate appeared first on Always A Lesson.

In this episode of the Empowering Educators Podcast, Gretchen interviews Casey Watts. Casey gives practical and applicable advice that is easy to follow. You’ll step away from this interview with powerful nuggets of wisdom that you’ll be able to use right away!

Quotables

*All quotables are from the interviewee 

• If you can hone your resiliency as a classroom teacher and be ready to shape shift it as you move into an instructional leadership role you will have so much more confidence and clarity about what you bring to the table as a leader. 

• Part of growing into leadership is being the courageous person that owns their current reality but does not accept it for what it is. 

• When we find passion in what we are doing, even the hard things become easier or manageable. 

About Casey

Casey Watts is an Impact Coach and Consultant as well as a school-based instructional specialist in East Texas. She received her Bachelor of Interdisciplinary Studies with a focus on Elementary Education and her Master’s Degree of Education from Stephen F. Austin State University. Over the past several years, she has focused her research and work on effective collaboration that leads to collective efficacy. In this work, she has recognized the importance of internal and external components that are absolutely necessary for cohesive, vision-driven teams. In her experience, she has realized that this is possible, even when you feel overwhelmed by resistance and roadblocks.

Connect with Casey:

• IG @catchingupwithcasey
• Facebook @catchingupwithcasey
• Website www.catchingupwithcasey.com

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• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
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• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

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The post 291: Growing into Leadership with Casey Watts appeared first on Always A Lesson.

Tune into this episode of the Empowering Educators podcast to hear Gretchen interview Melissa Morrison. Melissa has a passion for quality writing instruction within the classroom. You’ll love hearing her story of how she went from a psychology degree, to teacher, to consultant. Hit play and get empowered!

Quotables

*All quotables are from the interviewee 

• Change takes time.
• Regardless of what you teach, you have to honestly and truly care about your students.
• You have to be willing to continually fine tune your practice.
•  It’s okay to not be great at something right away.

About Melissa

Melissa was an elementary teacher for 10 years. After being in the classroom, she decided to become a consultant and has done so for the past 4 years. Melissa is passionate about bringing high quality literacy (especially writing) instruction to schools and teachers.

Links Mentioned:

Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom
https://amzn.to/3GvD4UT

Connect with Melissa:

• IG teachingtotransformllc
• Facebook teachingtotransformllc
• Website www.teaching-to-transform.com

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• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
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• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

https://itunes.apple.com/us/podcast/always-lessons-empowering/id1006433135?mt=2

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The post 290: Developing as a Teacher with Melissa Morrison appeared first on Always A Lesson.

Step-by-step advice to help teachers master classroom management, lesson design, student engagement, and beyond

Always a Lesson: Teacher Essentials for Classroom and Career Success is the book that can turn every good teacher into a great teacher. The art and science of teaching can be difficult to navigate. There are moving pieces that change how teachers should approach instruction, like unique student needs year after year, curriculum changes, updated research on best practices and more. It's essential that teachers of all levels continue to learn and develop their craft so that they can best manage these moving pieces. Using personal stories and tangible next steps gained from her experience as a teacher and teacher leader, author Gretchen Bridgers can level-up your teaching, filling the gap left between traditional teacher-training programs and the real world.

With high teacher turnover rates in the wake of the great resignation that occurred post-COVID, teachers need support more than ever. Always a Lesson offers a systematic process for strengthening the skillset of any teacher. The sequence of what teachers work on is the key to move through obstacles and increase effectiveness. No matter their level of expertise, Bridgers takes the stance that all teachers are learners. By applying the principles and strategies in this book, novice to veteran teachers will see a positive impact on student learning and their proficiency as an elite educator.

K-12 teachers, teacher mentors, instructional coaches, school administrators, and anyone else with an interest in improving teacher retention will thank their lucky stars for this book.

Order Below:

• Amazon
• Barnes & Noble
• Porchlight Buy in BULK & SAVE!

Book Details:

ISBN: 978-1394158805 | Publisher: Jossey-Bass | Edition: 1| Language: English| Release Date: April 2, 2024

Finished the Book? Here’s Your Next Step:

1. Turn the ideas into action. Download the free Learning-to-Impact Guide to see how the book connects to deeper professional learning, leadership, and implementation support.
2. Use the tools. Download printables from the book 
3. Lead the learning. Explore the Instructional Leaders Library for ready-to-use Professional Learning and practical resources that help bring these same topics to life in classrooms.

Praise for Teacher Essentials: 

"This book is the perfect buddy read by every student teacher and mentor! Gretchen has an uncanny ability to support new teachers while simultaneously sparking renewal in their mentors!"
—Melissa Emler, Chief Learning Officer, Modern Learners

 

“Always a Lesson by Gretchen serves as an indispensable guide for instructional coaches and mentors, articulating the Teacher Success Pathway with precision. It lays out a strategic framework for coaches and mentors to identify and focus on key areas for teacher development, ensuring efforts directly amplify teacher proficiency and student success. Gretchen's insightful approach equips coaches with the tools to effectively prioritize and advance teaching excellence.”
—Nicole S. Turner, Author and CEO of Simply Instructional Coaching Inc.

“Teachers of all experience levels will benefit from reading Always a Lesson as Gretchen Bridgers expertly outlines a pathway of success as though she is your personal teacher mentor.  Readers will walk away with actionable insights and an abundance of bonus content in downloadable resources.”
—Linda Rhyne, Owner of Linda Rhyne Consulting, North Carolina

“Classroom teachers along with those who mentor them would greatly benefit from the insights shared in this book. Gretchen helps shift the perspective of readers to realize more tools do not equal more success, but it’s the implementation of the tools which make the difference while providing a clear pathway that will enable readers to know which tools to use when.”
—Jamal Maxsam, M.Ed., CEO of Lead Like A Champion L.L.C.

How Educators are Using this Book:

• "This book truly is a MUST! I have been using it for our new teacher academy and it has made such an impression. We also have provided one to each of the mentor teachers who also have shared how much they appreciate having a powerful book to anchor to not only to help them mentor effectively, but also to improve their teaching as well." - Casey Watts, Team Alignment Strategist in Texas
• "I recommended it to a local university -- It's excellent!" - Michelle Ruhe, Literacy Coach in North Carolina
• "I am going to run two book clubs next year through ROE (regional office of education)." -  Instructional Coach in Illinois

The post Teacher Essentials appeared first on Always A Lesson.

This post will uncover why this is happening in schools all across the nation and what instructional coaches can do to manage (and prevent) the workload.

The Problem

Teacher leadership is often sprinkled in among substitute teaching, making copies, sitting in meetings, answering the front office phone, car and bus lot duty, among many others. These duties generally fall on the shoulders of instructional coaches because schools are short staffed. On top of that, sometimes schools can’t justify hiring an employee dedicated solely to these other tasks because the tasks (albeit random) do not occur often enough. Therefore, the next available staff member to take on these tasks are instructional coaches. This can be frustrating because coaches just want to be in classrooms coaching teachers. Although instructional coaches are team players, many times the tasks they are asked to do are not related to their hired role.

The Solution: Management

You are one person, so you cannot do ALL the things. Leading teachers towards effectiveness is your priority. So you’ll want to protect that time, and fill in the tasks around that. The tips listed below will allow you to better manage the long list of extra tasks you are asked to complete.

• Ask for your duty list ahead of time (ideally a week)- Let your administrator know that you are willing to help out, but in order for you to be an effective coach you need to have as much warning as possible so you can make adjustments in your schedule.
• Prioritize your tasks based on importance– What has the biggest impact on learning? That is what stays at the top of the list. Where do you have nooks and crannies in your schedule that you can knock off some quick tasks?
• Ask for help– When you are nearing capacity to complete your required duties and these add-on requests, reach out for help from a colleague.

The Solution: Prevention

• Meet with your administrator– Prior to the school year, meet with your administrative team and establish roles and duties so that requests will align with these boundaries.
• Share your calendar– Allow administrators to know when you have available spots in your daily schedule so they can call you for last minute help if needed.
• Delegate responsibilities– Leverage the leadership within the teaching staff and appoint tasks to capable and willing colleagues.
• Take one and leave one– If you accept a task because it is important and aligned, but are unable to complete other tasks because of this new one, swap a responsibility with a colleague (ie. I’ll sit in on this IEP meeting if you can kick start this PLC meeting until I can get there).

Resources

Utilize the following resources to help you STOP wearing all the hats, and have a focused coaching plan to best support teachers:

• Develop a Coaching Plan– Create a coaching plan with tools to get organized in your work space and develop a clear instructional strategy to help teachers.
• Teacher/Coach Role Descriptors – Provide defined roles in regards to how teachers and coaches interact, what duties they hold, and what responsibilities they have in the school building.
• Teacher’s Level of Support– Help identify which duties belong to which stakeholder- mentor, coach, team leader, or administration. This graphic organizer explains it all. Makes for a great handout for staff when wondering who to go to with questions, concerns, or support.
• Coaching Menu–  Provide teachers with support options that meet their needs in terms of method and frequency.

GO BE GREAT!

How are you managing and preventing wearing all the hats?

The post Coach Life: Wearing all the Hats appeared first on Always A Lesson.

It’s that time of year! Are you and your students experiencing spring fever? It’s a real thing and it makes the end of the year a challenge. Tune into this episode and be empowered with tips and tricks on how to combat spring fever, head on!

Quotables

• A disengaged mind can be problematic.
• Give more breaks in the spring.
• We should plan for spring fever.

Links Shared in the Podcast:

• Blog Post: https://foxwellforest.com/embracing-spring-fever-tricks-tips-
• Light

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• Email: gretchen@alwaysalesson.com
• Blog: Always A Lesson
• Facebook: Always A Lesson
• Twitter: @gschultek
• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

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This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

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The post 287: Spring Break State of Mind appeared first on Always A Lesson.

Many teachers and leaders look for new ideas to share at their Literacy Night. This post will share an activity that can be used over and over again, no matter the age of the child.

Prior to the Activity

When families arrive, they can visit their child’s desk area to see a finished work related to literacy (ie. poem they have written, a completed book report, etc.) There are a few options for what happens next.

1. Once everyone arrives, the teacher (or students themselves) can read a short story and then dismiss the family and students to play the activity together based on the storyline of the short story. This option takes more time and requires everyone to be present at the same time- which can be difficult if parents have to visit multiple classrooms in one evening.
2. The teacher can choose a common text that most family members would be familiar with (ie. The Very Hungry Caterpillar, Goodnight Moon, etc.). Instead of reading it aloud then, the family and students can refresh thier memory of the story events and immediately begin playing the activity together. This allows more flexibility in allowing people to come in and out of the classroom without missing instructions.

The Activity

Literacy Discussion Dice is an activity that requires two dice, a genre-specific print out of question prompts, and a common text.

After students have read a common text, they will come together in pairs to discuss the rigorous text with ease! It is an engaging, collaborative way to comprehend difficult texts with peers.

This builds comprehension as students share their responses to the questions, deepening their knowledge of the topic.

This activity can be replicated with multiple texts throughout the year. Once students understand how to play, they can quickly complete the activity in the future with another genre or text. When students repeat activities, they use less brain power to understand the process of the activity and repurpose that brain power into better understanding the content.

Students can pair up as peers in the same class, as peer mentors with a younger class, or during Literacy Night with their family. When students showcase their learning with family, celebration ensues!

How to Play

Students will alternate turns with a peer.

• Roll the dice
• Answer the question that matches the SUM of the numbers of the dice.
• Record answer on the provided worksheet
• Repeat until all questions have been answered

After the Activity

Once parents and students have played the activity, the teacher can request students to take the activity home with them and play it again together as a family with a book they have at home. This is a fun weekend or holiday break family activity that reinforces reading comprehension. Not only do parents get to experience unique classroom instruction with an engaging activity, but they can bring it home and do it with multiple books and with every child in the home. The ease of replication makes this a win-win activity for parents and students.

Give this resource a try at your next Literacy Night! Download this resource here.

GO BE GREAT!

What engaging Parent-Student activities do you recommend for Literacy Night?

The post An Engaging Literacy Night Parent-Student Activity appeared first on Always A Lesson.

This is the second time Nicole Turner has been on the Empowering Educators Podcast! She was on the show a couple of years ago but a lot has changed since then! Tune in to hear what she’s been up to and what all has changed in her life. While she shares her story, you’ll also gain some valuable pieces of wisdom. You’ll step away from this episode an Empowered Educator.

Quotables

*All quotables are from the interviewee 

• Choose one small thing to work on and get quick wins.
• Small little gains end up being a bigger impact.
• Coaches help to bring out the best in you.
• Make time for you.

About Nicole

Nicole S. Turner is a K-12 educational coach, author, speaker, trainer, and school improvement specialist, founder & CEO of Simply Coaching and Teaching Inc. She is also the founder of the Simply Coaching Summit—the first virtual summit exclusively for instructional coaches and teacher leaders. Nicole specializes in helping instructional coaches master their roles and helping teachers use engaging activities in the classroom. She has 18+ years of K-12 classroom and leadership experience in positions such as classroom teacher, lead teacher, differentiated accountability coach, district and building-level instructional coach, assistant principal, dean of students, AdvancEd diagnostic review team member, and school improvement and turnaround specialist for the Indiana Department of Education.

Nicole has worked with thousands of educators, instructional coaches, and administrators across the United States through conferences, one-to-one & small-group coaching, and custom professional development sessions. Her professional memberships include Alpha Kappa Alpha Sorority Incorporated, National Sorority of Phi Delta Kappa, Indiana State Teacher Association, Indiana State Reading Association, and the Indiana Council of Teachers of Mathematics. She is the author of two published books, Simply Instructional Coaching: Questions Asked and Answered from the Field and The S.I.M.P.L.E. Blueprint for Instructional Coaching Workbook and the creator of the Track My Coaching Planner and the Simply Coaching Hub.

Nicole is a candidate for a doctor of education in Curriculum and Instruction at Oakland City University with research focused on the professional development of instructional coaches.

When Nicole is not serving in various educational roles, she can be found spending time with her family, which consists of a supportive fiancée, three biological children, and three bonus children.

Connect with Nicole:

• IG simplycoachingandteaching_
• Facebook Simply Coaching and Teaching
• Website simplycoachingandteaching.com

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• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

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The post 285: Impact with Nicole Turner Part 2 appeared first on Always A Lesson.

Breaks are absolutely needed to continue being elite educators but getting back into the groove after a long break can be difficult. If you love acrostic poems and practical tips, this episode is for you! Gretchen uses the word GROOVE to give six, easy steps to get yourself back into the groove in the new year as you head off back to school. If you find this episode helpful, be sure to share it with a colleague!

Quotables

• It’s so important that we find our flow as fast as possible because the students depend on us to be our best.
• When you get overwhelmed, your productivity goes down and you start getting depressed and anxious. 
• Successful people don’t haphazardly reach their goals. 

Links Shared in the Podcast:

Elementary EDUC 101: What They Didn’t Teach You in College

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• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

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This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

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The post 282: Getting Back into the GROOVE appeared first on Always A Lesson.

In this episode of the Empowering Educators Podcast, our guest Ryan Pelky encourages all educators to be more and achieve more. His “teacher first” mindset is refreshing and will empower you to be all that you are meant to be! Put your headphones in, it’s time to be empowered.

Quotables

*All quotables are from the interviewee 

• We have to get rid of the taboo of needing to say, “I’m broken and I need some help.” 
• It’s important to make everybody matter and everyone can come to the table with new ideas. 
• New teachers: ask questions. 
• Put teachers first.

About Ryan

After 25 years of education, Ryan Pelkey has finally realized the importance of putting teachers first in schools. He has steadily broke the “just a PE teacher” mold and has put out a platform of meeting the mental health needs of all educators. Without teachers and administrators, schools would cease to exist. He is a published best selling author of a children’s book “The Boy Who Lost His Ears” and has spoken at various educational conferences all over the world. He can often be found on the audio only app Clubhouse as one of the leaders of the Education sphere. When he is not fighting for teacher’s rights, he is found at home with his family and his two dogs.

Connect with Ryan:

• IG @mr_pelkey
• Twitter @mr_pelkey
• Clubhouse @mr_pelkey

Come Chat on Clubhouse!

• Instructional Coaching Club– www.clubhouse.com/club/instructionalcoaching

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• Email: gretchen@alwaysalesson.com
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• Instagram: Always.A.Lesson
• Linkedin: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Leave a Rating and Review:

This helps my show remain active in order to continue to help other educators remain empowered in a career that has a long-lasting effect on our future.

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The post 280: Teacher First Mindset with Ryan Pelkey appeared first on Always A Lesson.

The previous posts in the series described:

• Fall Coaching Strategy (read it here) – foundational skill building
• Winter Coaching Strategy (read it here) – more complex instructional techniques
• Spring Coaching Strategy (read it here) – revisit data and spiral skills

Just because the school year ends, does not mean your coaching work does. Summer is a time to rest and relax. The heat forces us to eliminate extra clothing as we go about our day. When it comes to a summer coaching strategy, eliminating extra’s is essential. Simple is best. An intentional, bare bones approach is appropriate during this season.

Grab the “Creating a Coaching Strategy Checklist” to help you prepare to implement the ideas below. Below are two steps to follow to create an effective summer coaching strategy.

Step 1: PD for yourself

Sprinkle in professional development for yourself that fits into your schedule so that you can continue to grow your craft. You can listen to a podcast, tune in to a virtual conference, subscribe to an educational magazine, or collaborate with other teacher leaders. Plus, all that can be done poolside or while on vacation. You do not need to accumulate lots of hours of learning, but short bursts on a consistent basis will keep your mind fresh.

Step 2: PD for teachers

It’s also time to begin thinking about the back-to-school season, planning PD that is restful and collaborative for teachers. They will be coming off of a summer break so making the learning transition seamless is important. Teachers will want to go at a slower pace than during the school year, have more movement incorporated into activities, and have plenty of time to chat with peers. You can create an impactful PD while still honoring their tired minds and bodies. It’s about warming up their brains and building comradery among colleagues, all while setting the stage for the upcoming school year.

NEXT STEPS:

1. Read the other blog posts in this series: Fall, Winter, and Spring.
2. Want help closing out the school year while still employing effective seasonal coaching strategies? Grab the printables for each step mentioned above in the Coaching End of the Year Resources.
3. If you’re looking for guidance and feedback while you begin to implement your seasonal coaching strategy, join the Teacher Leader Mastermind! It’s a community of coaches nationwide that meet virtually to chat through obstacles, celebrate wins, and cheer each other on as we grow our leadership skills.

GO BE GREAT!

The post Seasons of Coaching Blog Series: Summer Strategy appeared first on Always A Lesson.

Being responsive with a coaching strategy means you cannot have one strict way to support teachers. You have to reflect what is happening at each season of the school year. Grab the “Creating a Coaching Strategy Checklist” to help you prepare to implement the ideas below.

The previous posts in the series described the fall coaching strategy (read it here) that focused on foundational skill building and the winter coaching strategy (read it here) that focused on more complex instructional techniques.

Following the spring season that brings growth and rebirth in the outdoor environment, the same is happening inside school buildings. The following stages will keep your coaching strategy relevant and productive.

Step 1: Revisit Data

Teachers need to revisit data to decide how well their instruction in the first semester was supporting the academic development of students. Teacher leaders can have data dive chats with teachers, focusing on specific skills, students, and/or assessments. This will bring clarity to what teachers should work on in small groups or 1:1 with students. It also provides a clue to teacher leaders how they need to continue to support the development of that teacher.

Step 2: Acknowledge and Celebrate Growth

Teachers need to celebrate their growth. Teacher leaders can call out what specific instructional techniques have improved, how, and why it’s had a positive impact on student learning. Hearing this specific feedback both encourages and motivates the teacher to keep applying what they are learning daily. Handing out awards to teachers is a great way to do this!

Step 3: Make Way for Future Growth

Just as we till the soil to make way for new growth, we have to prepare for future growth in our own skillsets. We do this by applying all that we have learned and adding in new strategies before the spring testing fever hits. We don’t want teachers to assume that just because they’ve mastered fall and winter skills, that they are done learning. The spring will challenge teachers to take risks and try new facilitative learning strategies as students begin to spiral through old content to solidify understanding prior to state testing. Areas like going beyond the curriculum, incorporating more student ownership and accountability, as well as ensuring continuous collaboration will strengthen the learning in the spring season.

Step 4: Close Out the Year

With all the work that has been accomplished during the school year, it’s time to reflect on what worked and what didn’t. Teacher leaders should think about what coaching strategy moves they want to keep, pause and/or change. This is also a great time to get feedback from teachers on how well they felt supported in meeting their personal and professional goals during the partnership.

NEXT STEPS:

1. Read the other blog posts in this series: Fall, Winter, and Summer.
2. Want help closing out the school year while still employing effective seasonal coaching strategies? Grab the printables for each step mentioned above in the Coaching End of the Year Resources.
3. If you’re looking for guidance and feedback while you begin to implement your seasonal coaching strategy, join the Teacher Leader Mastermind! It’s a community of coaches nationwide that meet virtually to chat through obstacles, celebrate wins, and cheer each other on as we grow our leadership skills.

GO BE GREAT!

The post Seasons of Coaching Blog Series: Spring Strategy appeared first on Always A Lesson.

However, having one singular coaching strategy for the year is not going to be responsive enough to grow teaching capacity to its potential. The seasons of coaching blog series will focus on how to shift your coaching strategy for the upcoming season (or quarter) of the year so that both teachers and students can experience maximum success. Grab the “Creating a Coaching Strategy Checklist” to help you prepare to implement the ideas below.

To begin, your fall coaching strategy mimics the change of the season. Fall is full of a variety of colors. The back-to-school season creates a lot of variety in coaching tasks because of the hustle and bustle of getting the school year up and going. Therefore, a fall coaching strategy can also be referred to as colorful- being full of a multitude of (sometimes unrelated) tasks.

Just as trees shed leaves in the fall, coaches shed leadership strategies and approaches that didn’t work from the previous year. As we clean up the falling leaves in our yards, we must also clean up our coaching approach and space. This requires organization to clear the foundation so you can rebuild your strategy.

Build the foundation in four easy steps. Focus on people, information, learning, and strategy.

Step 1: People

Successful teacher leaders spend a majority of their role working with people. Navigating relationships and effective communication makes way for the strategy to come later. Spend time brainstorming a variety of ways to build relationships with those you serve. Any new staff members should be properly onboarded and acclimated to the school, grade level, or subject area. Ask those you support for their input before you even begin working together. Complete a quick staff survey on their impressions of their own teaching strengths and weaknesses as well as desired professional goals (and not just what the district of school says they should work on).

Step 2: Information

Teacher leaders will gather the information necessary to organize their space, bring clarity to staff on how the partnerships will work, and pave the path for a coaching strategy. Teachers need to understand the variety of supports they have on campus (ie. who to go to for what) and what the specific roles are in the collaborative partnership. Gathering this information is essential before diving into coaching.

Step 3: Learning

Providing learning opportunities is a major piece that drives the growth of both teachers and students. Designing a PD plan so that it aligns to district and state guidelines, school goals and initiatives, and teacher needs is essential. Laying out a monthly PD plan helps the topics flow from foundational to implementation. This calendar is helpful for both teacher leaders and those they support, so everyone is on the same page with the long-term plan. There should be space to build in options for topics of teacher interest that might not be covered under state, district, or school plans. These can be led by teachers themselves, but facilitated by teacher leaders. Most important though, is feedback from these learning sessions so all future sessions can be productive and of interest to teachers.

Step 4: Strategy

It’s now time to implement your fall coaching strategy. Teachers need to be aware of how they can partner together and you need a way to track who you work with, what you work on, and how they are improving. The first 30 days are most important so that the school year begins successfully. Meeting with administrators will help you prioritize your time and tasks. Then you can begin steps 1-3 above.

NEXT STEPS:

1. Read the other blog posts in this series: Winter, Spring, and Summer.
2. Want help establishing your foundation? Grab the printables for each step mentioned above in the Beginning of the Year Tools for Instructional Coaches.
3. If you’re looking for guidance and feedback while you begin to implement your seasonal coaching strategy, join the Teacher Leader Mastermind! It’s a community of coaches nationwide that meet virtually to chat through obstacles, celebrate wins, and cheer each other on as we grow our leadership skills.

GO BE GREAT!

The post Seasons of Coaching Blog Series: Fall Strategy appeared first on Always A Lesson.

Tune into this episode to be encouraged and inspired by another Instructional Coach. Her story is unique in that she took a break from the field of education to reignite her passion for the classroom. After her break, she came back as an Instructional Coach. Hit play now to be empowered by her story.

Quotables

*All quotables are from the interviewee 

• The more we put boundaries around our lives, the better we can be for our students. 
• It’s okay to say no sometimes, to speak up for what you need and to leave the building at a normal time. 
• It’s natural to feel nervous to take that next step.
• Do your thing and be proud.
• Find your people to help you reignite your passion.

About Julianna

Julianna Morelock is an elementary instructional coach in Marietta, GA. Prior to this role, Julianna taught kindergarten through 3rd grade at schools across metro Atlanta. She started teaching in 2011 as part of Teach for America Metro Atlanta, and worked as a coach for TFA during summer institute. Julianna also took a break from education and worked in ed tech for 2 years. She earned her Bachelor’s degree in Family and Child Sciences from Florida State University, a Master’s in Higher Education Student Affairs from the University of South Carolina, and her Specialist’s degree in Teacher Leadership from Mercer University. Outside of school, Julianna enjoys spending time with her husband and their dog Charlie, trying new restaurants, and getting involved in the community.

Connect with Julianna:

• IG @morelockedonlearning

Come Chat on Clubhouse!

• Instructional Coaching Club– www.clubhouse.com/club/instructionalcoaching

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• Email: gretchen@alwaysalesson.com
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• Book: Elementary EDUC 101: What They Didn’t Teach You in College

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The post 275: Instructional Coaching with Julianna Morelock appeared first on Always A Lesson.