Technology in the classroom has been on the rise over the last decade. Over time, using technology sometimes became a checklist item rather than an intentional instructional move designed to support student learning. Digital tools now often feel easier, faster, and more familiar.

This shift is also showing up in current guidance. In 2026, the American Academy of Pediatrics emphasized that digital media should be considered in terms of quality, purpose, and what it may displace—not simply the number of minutes spent on a screen. Their guidance notes that excessive digital media use can crowd out important experiences such as movement, social interaction, and other healthy developmental behaviors.

But when technology becomes the default, we risk losing sight of the most important question: Is this tool helping students learn, or has it simply become the way we always do things?

As schools reconsider the amount and purpose of screen time during the school day, teachers are feeling a renewed pull toward more traditional instructional methods. This does not mean abandoning technology. It means becoming more thoughtful about when technology truly adds value and when students may benefit more from conversation, movement, handwriting, hands-on learning, collaboration, or creation.

In an effort to support student well-being, development, and learning, this blog post will share 10 low-tech teaching moves that still work. When we say low-tech, we do not mean boring, old-fashioned, or anti-innovation. We mean more conversation, movement, handwriting, manipulation, retrieval, collaboration, and creation. The emphasis is on student action, not the absence of a device.

Quick Tip

The U.S. Department of Education has also recently encouraged schools to focus on the instructional value of technology rather than using digital tools simply because they are engaging or available. Its August 2026 guidance specifically calls for educator judgment, evidence, and a continued focus on student outcomes while preserving the human-centered core of teaching.

Before swapping out a digital tool, ask:

• What are students actually doing?
• Is thinking is required?
• Is human interaction lost?
• What evidence of learning will I get?

Download the Tech Pressure Test to help you assess the impact of using—or not using—a specific technology tool.

Low-tech teaching strategies can restore visible thinking, peer interaction, physical engagement, productive struggle, and more immediate teacher observation. Although technology can save time, preserving the value of student learning should remain the priority.

Teacher efficiency and student learning both matter, but sometimes they pull in different directions.

10 Low-Tech Teaching Swaps to Try

Low-tech does not have to mean less engaging. In many cases, removing the screen can create more opportunities for students to talk, think, move, write, create, and interact with one another.

Here are 10 simple swaps to consider:

1. Digital Discussion Board → Turn-and-Talk
   Instead of having students type a response, give them time to explain their thinking to a partner. Speaking ideas aloud helps students clarify their understanding and gives them practice listening and responding to others.
2. Online Sorting Activity → Physical Card Sort
   Print concepts, examples, vocabulary words, or steps onto cards and let students physically sort, categorize, sequence, or compare them. The hands-on element naturally encourages discussion and justification.
3. Google Form Check-In → Mini Whiteboards
   Ask a question and have every student write and reveal an answer at the same time. You get immediate evidence of understanding without creating anything to grade.
4. Digital Notes → Sketch Notes or a Notebook
   Give students space to record ideas by hand using words, diagrams, symbols, arrows, and examples. The goal is not beautiful notes—it is active processing of the content.
5. Online Brainstorming → Sticky-Note Brainstorm
   Have students generate one idea per sticky note, then organize, group, rank, or discuss the responses. This makes thinking visible and allows students to physically interact with the ideas.
6. Slide Presentation → Anchor Chart or Model
   Instead of clicking through every idea on a slide deck, build an anchor chart, diagram, worked example, or model with students as the learning unfolds.
7. Digital Exit Ticket → Index Card Exit Ticket
   Ask one or two focused questions at the end of the lesson and have students respond on an index card or scrap of paper. A quick scan can tell you what needs to happen next.
8. Individual Device Review → Partner Retrieval Practice
   Rather than sending students into an individual review program, have partners quiz one another, explain concepts, compare solutions, or recall information from memory.
9. Online Collaboration → Gallery Walk
   Post student work, questions, examples, or problems around the room and let students move, observe, discuss, and respond. Movement can add energy while still keeping the focus on learning.
10. Interactive App → Manipulatives or Physical Modeling
    Whenever possible, let students build, move, arrange, model, or demonstrate the concept with physical materials. Hands-on experiences can make abstract ideas more concrete and observable.

These swaps are not rules. The goal is not to replace technology simply for the sake of using less technology.

Instead, ask yourself: Which option creates the strongest learning experience for students?

Decision-Making Sequence

The following sequence can help you make stronger instructional decisions that better serve students:

NOTICE → QUESTION → SWAP → OBSERVE → DECIDE

These are not automatic replacements. The goal is to notice where a low-tech move may produce richer thinking, stronger interaction, or better evidence of learning.

• NOTICE: Where has technology become automatic?
• QUESTION: What is it adding?
• SWAP: What low-tech move could serve the same goal?
• OBSERVE: What changes in student thinking or interaction?
• DECIDE: Which version actually works better?

Next Steps

Here is a manageable challenge. Instead of trying to “reduce screen time” across your entire classroom, make the action small:

• Pick one lesson.
• Identify one digital task.
• Try one low-tech alternative.
• Watch what changes in student thinking, discussion, participation, or work quality.

Then decide what you want to keep, adjust, or try again.

Final Thoughts

We are not trying to recreate classrooms from the past. We are reclaiming high-value instructional practices that technology may have unintentionally displaced. The best tool is the one that best serves the learning.

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

GO BE GREAT!

The post 10 Low Technology Teaching Moves That Still Work appeared first on Always A Lesson.

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.

It does not have to mean more quizzes, more paperwork, or more grading. In fact, some of the most effective formative assessments are quick, informal checks embedded directly into instruction. They are typically low stakes and focused less on earning a grade and more on answering one important question: What do my students understand right now, and what should I do next?

Here are four easy ways to check student understanding without creating more grading.

1. Use In-the-Moment Checks

You do not need a formal assessments to find out whether students are following the lesson. Use quick checks such as individual whiteboards, thumbs up/down, response cards, exit slips, polls, or brief verbal summaries. These strategies give you an immediate snapshot of student understanding without adding a stack of papers to grade later.

Consider pausing instruction for just two minutes and asking students to solve one problem, explain one idea, or respond to one question. A small pause now can prevent a much larger misunderstanding later.

When teachers catch misconceptions as they develop, they can clarify the learning before incorrect thinking becomes harder to undo. These quick checks also help determine whether students are ready to move forward or whether additional modeling, practice, or explanation is needed.

Try asking: What could students show me in the next two minutes that would tell me whether they understand?

2. Build Assessments Into Instruction

Formative assessment works best when it feels like part of the lesson rather than an interruption to it.

Strategies such as Stop-and-Jot and Teach It Back allow students to process their learning while simultaneously giving teachers valuable information.

• During a Stop-and-Jot, pause instruction and ask students to write what they understand, summarize an important idea, make a connection, answer a question, or identify something that is still confusing.
• A Teach It Back asks students to explain the new learning to a partner in their own words. When students have to teach an idea, they must organize their thinking, determine what is important, and communicate their understanding clearly.

Listening to these conversations can quickly reveal where understanding is strong and where misconceptions remain. These strategies have another benefit: every student has to think. Instead of relying on the same few students who raise their hands, teachers can gather evidence from the entire class.

3. Look for Evidence, Not Grades

Not every piece of student work needs a score. Formative assessments are about gathering evidence of learning, not generating grades.

Instead of asking, “How many points is this worth?” ask:

• Can students explain the concept?
• Can they apply the skill independently?
• What mistake patterns am I noticing?
• Who is ready to move forward?
• Who needs another example or additional practice?

You might quickly scan responses, listen to partner conversations, circulate during independent practice, or sort student work into categories such as: Got It, Almost There, and Needs Support.

There is no need to record every result in the grade book. The information has already served its purpose if it helps you make a stronger instructional decision.

4. Use the Results Immediately

Collecting formative assessment data only matters if you do something with it. The power of formative assessment comes from using the information right away.

If most students understand the concept, move forward or increase the level of challenge. If several students share the same misconception, pause and reteach. If only a small group needs additional support, pull those students for a quick small-group lesson while others continue practicing independently.

The goal is not simply to collect data. The goal is to respond to the data. Think of formative assessment as a simple cycle: Teach → Check → Notice → Adjust → Continue.

This approach can actually save teachers time. Instead of discovering at the end of a unit that students never mastered an important concept, teachers make smaller instructional adjustments throughout the learning process.

Keep Formative Assessment Simple

Effective formative assessment does not require elaborate systems, complicated trackers, or additional grading. It requires teachers to intentionally pause and look for evidence of student thinking. Build quick checks into the natural flow of instruction. Gather just enough information to determine what students need. Then use what you learn to decide what happens next.

When formative assessment becomes part of everyday teaching, assessment stops being something that happens after learning and becomes something that actively moves learning forward. The goal is not to assess more. It is to notice more—and respond better.

Recommended Resources

If you found this blog post helpful, check out the recommended resources below:

• Podcast: Innovative Assessment Strategies
• Book: Always a Lesson: Teacher Essentials for Classroom and Career Success
• PD: Instructional Leaders Library 
• Printables:
  • PD on Demand: Reteaching for Mastery 
  • PD on Demand: The Art of Turn-and-Talk
  • PD on Demand: Generating Active Responses

GO BE GREAT!

The post Formative Assessments That Don’t Feel Like Extra Work appeared first on Always A Lesson.

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Effective differentiation does not mean creating an entirely different lesson for every learner. It means making thoughtful adjustments so more students can access the learning, participate meaningfully, and show what they know.

The goal is not to do everything at once. The goal is to make one manageable adjustment at a time. This post will share practical differentiation strategies that do not overwhelm teachers.

Start With One Variable

When planning a differentiated lesson, focus on changing just one variable:

• Content: What students are learning or the materials they use
• Process: How students engage with and practice the learning
• Product: How students demonstrate what they know

You do not need to differentiate all three during every lesson. For example, everyone might work toward the same learning target using the same text, but students could have different options for demonstrating their understanding. One student might write a response, another might create a visual representation, and another might record a short explanation. In that lesson, you are differentiating the product while keeping the content and process consistent.

During another lesson, all students might complete the same final task, but some students receive scaffolded notes, sentence starters, a vocabulary bank, or an additional teacher model. In that case, you are differentiating the process.

Choosing one area allows you to support students without creating an unmanageable workload for yourself. Before planning, ask: “Which single adjustment would help the greatest number of students access today’s learning?”

Different Does Not Always Mean Separate

One common misconception is that differentiation requires every group of students to complete a completely different activity. It does not. Small supports can make a shared task more accessible without separating students into entirely different lessons.

You might provide:

• Sentence stems for students who need support beginning a response
• A word bank containing important academic vocabulary
• A partially completed example
• A visual model or anchor chart
• An extension question for students ready to go deeper
• A checklist that breaks a larger task into manageable steps
• Additional time to rehearse an answer with a partner

These adjustments allow students to work toward the same goal while receiving the level of support or challenge they need. That is differentiation.

Use Quick Checks to Create Flexible Groups

Differentiation works best when it responds to what students currently understand—not assumptions about what they can or cannot do. Instead of placing students into permanent “high,” “middle,” and “low” groups, use quick formative checks to decide what support they need for a specific skill.

Try using:

• A one-question exit ticket
• A quick poll
• Response cards
• Individual whiteboards
• A short warm-up problem
• A turn-and-talk while you listen for misconceptions
• A confidence rating from one to five
• A brief written response

Use the information you collect to form temporary groups. One group may need the concept modeled again. Another may need guided practice. A third may be ready to apply the skill independently or extend the learning.

Those groups should change as students’ needs change. A student who needs additional support during a fraction lesson may be ready for an extension during a geometry lesson. Flexible grouping communicates that support is temporary and based on the learning—not a permanent label attached to the student.

Grab the Student Engagement Strategy Menu so you  can use the structures to gather quick formative information, organize collaborative practice, and adjust groups without inventing a new activity from scratch.

Build Predictable Differentiation Routines

Differentiation becomes overwhelming when teachers believe they must create something new every time. Instead, choose a few reusable structures that students can learn and teachers can repeat. When the routine stays consistent, you only need to change the content.

1. Choice Boards

A choice board gives students several ways to practice a skill or demonstrate their understanding. The choices should connect to the same learning target, even if the format or level of support varies.

For example, after reading a text, students might choose to:

• Write a paragraph explaining the central idea
• Create a visual summary with supporting details
• Record a one-minute explanation
• Compare the text’s central idea with another text
• Respond to a teacher-created challenge prompt

Choice boards can increase ownership without requiring the teacher to create a completely separate lesson for every student. Keep the number of choices manageable. Three meaningful options are often more effective than a crowded board containing nine complicated tasks.

2. Tiered Prompts

Tiered prompts allow students to explore the same concept at different levels of complexity.

For example:

• Foundational: Identify the character’s decision and describe what happened.
• On level: Explain how the character’s decision affected the outcome.
• Extended: Evaluate the character’s decision and defend an alternative choice using evidence.

The learning remains connected, but the depth of thinking changes. You can also allow students to begin with one prompt and move to a more challenging prompt when they are ready.

3. Scaffolded Notes

Scaffolded notes help students focus on the most important information without removing the thinking from the lesson. One version might include key headings and blank spaces. Another might include vocabulary definitions, visual cues, or partially completed examples. Students who are ready for more independence might use a less structured version. The goal is not to make the task easier. The goal is to remove barriers that prevent students from engaging with the actual learning.

4. Must-Do and May-Do Tasks

A must-do and may-do structure creates a clear priority while allowing students to work at an appropriate pace. The must-do task addresses the essential learning target. The may-do choices provide additional practice, application, or extension. This prevents students from becoming overwhelmed by too many tasks while giving faster-working students a meaningful next step.

5. Reusable Planning Templates

Templates reduce decision fatigue.

Instead of creating a new differentiation plan every day, use a simple template that asks:

• What is the learning target?
• What quick check will I use?
• Who may need additional support?
• What scaffold can I prepare?
• Who may need additional challenge?
• What extension can I offer?
• How will students demonstrate their learning?

A predictable planning routine helps differentiation become part of lesson design instead of an extra task added at the end.

Grab the Differentiation Planning Page. This one-page planning template helps teachers differentiate one manageable piece at a time using quick checks, flexible groups, scaffolds, and extensions.

Differentiate Support Before Creating More Work

Before designing multiple versions of an assignment, consider whether you can differentiate the support instead.

All students might complete the same task, but some may receive:

• An example
• A graphic organizer
• A list of possible ideas
• A small-group conference
• Additional guided practice
• A peer discussion opportunity
• A shortened set of practice questions
• An audio version of the text
• A challenge question after completing the core task

This approach is often more sustainable than creating several unrelated assignments. It also helps maintain high expectations. Students continue working toward the same essential goal while receiving the tools they need to make progress.

Plan for Students Who Are Ready to Move Ahead

Differentiation is not only about supporting students who are struggling. Students who understand the concept quickly also need meaningful opportunities to deepen their learning. Avoid simply giving these students more of the same work. Ten additional problems are not necessarily more rigorous than five.

Instead, ask students to:

• Explain their reasoning
• Defend a position
• Compare two strategies
• Find and correct an error
• Create an example
• Apply the skill in a new context
• Develop a question for a classmate
• Teach the concept using a visual or model

These tasks increase the depth of thinking without requiring you to design an entirely new lesson.

Let Students Help You Make Decisions

Student voice can make differentiation more accurate and manageable.

Ask students:

• Which part of this lesson felt most challenging?
• What support helped you today?
• Would you rather explain your thinking in writing, through discussion, or with a visual?
• What is one question you still have?
• How confident do you feel about this skill?
• Are you ready to work independently, or would another example help?

These responses provide useful information for planning your next lesson. They also help students become more aware of how they learn and what support they need.

Grab the Student Voice Audit here as a practical tool you can use to notice patterns and make thoughtful instructional adjustments.

Remember That Fair Does Not Mean Identical

Teachers sometimes worry that students will think differentiation is unfair. It helps to establish a classroom culture in which students understand that everyone is working toward growth, but they may not always use the same tools to get there.

A student wearing glasses is not receiving an unfair advantage. The glasses provide access. Instructional scaffolds work in a similar way. Some students may need a graphic organizer. Others may need an extension task. Some may need to hear directions again. Others may be ready to begin independently.

Fair does not mean every student receives the exact same support. Fair means every student has a meaningful opportunity to learn.

Keep It Sustainable

The best differentiation strategy is one you can use consistently.

Before adding a new structure, ask:

• Can I reuse this?
• Will students understand the routine?
• Does it connect directly to the learning target?
• Will it give me useful information?
• Can I manage it while teaching?
• Does the benefit justify the preparation time?

Differentiation should improve access to learning—not leave the teacher exhausted before the lesson even begins. Choose one strategy. Practice it until it feels natural. Then add another.

You do not need five different lesson plans. You need a clear learning goal, a quick way to notice what students need, and a small collection of reliable strategies you can use again and again.

Your Next Step

Choose one upcoming lesson and decide which variable you will adjust: content, process, or product.

Then select one manageable strategy:

• Add a scaffold
• Provide two product choices
• Use a quick formative check
• Create temporary groups
• Offer one extension prompt
• Use a familiar choice board or planning template

Start small. Notice what works. Refine it the next time.

Thoughtful differentiation is not about doing more for every student. It is about making better instructional decisions, one manageable adjustment at a time. Read more posts about differentiation here.

GO BE GREAT!

The post How to Differentiate Without Overcomplicating It appeared first on Always A Lesson.

You don’t need more ideas.

You need the right support to turn those ideas into action.

Let’s Turn Learning Into Lasting Impact

I partner with educators, leaders, schools, and organizations that are ready to move beyond one-time inspiration and create meaningful change in practice.

Whether you need professional learning for a team, individualized coaching, strategic consulting, or a keynote that moves people to action, we can build the right level of support for your goals.

Our Philosophy on Partnership

A strong Professional Learning session can create clarity, momentum, and new learning. But meaningful change rarely happens in one session. Implementation takes time.

Leaders need support making decisions, teachers need opportunities to practice and refine, and teams need a way to determine whether the work is actually improving instruction.

Coaching and consulting with Always A Lesson provides the ongoing support that helps schools move from learning about better practice to seeing better practice consistently in classrooms.

Determine the Fit

Coaching & consulting may be a good fit if:

• Your team has already received Professional Learning, but implementation is inconsistent.
• You know the instructional goal but need help determining the best path forward.
• Your coaches or teacher leaders need support leading adult learning.
• You want an outside thought partner to help you analyze evidence and make instructional decisions.
• You are trying to create lasting change rather than deliver a one-time training.
• You need support connecting Professional Learning, coaching, and classroom practice.

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A principal of a charter school in Hoboken New Jersey said this:

It's amazing to think that I've been following the Always a Lesson podcast since 2016 or 2017, when I was still serving as a Middle School ELA teacher! My evolution as a teacher leader has been deeply influenced by Gretchen's encouragement, guidance, and wisdom.

I initially turned to the podcast for practical teaching tips and professional growth, but I kept listening as I transitioned into instructional coaching and eventually school leadership and administration. As my scope of impact grew, so did the value I found in Gretchen's insight. Her work seemed to meet me at each new stage of my leadership journey.

At a point when leadership felt particularly isolating and I struggled to find people who truly understood the challenges I was navigating, I took a chance and joined Gretchen's Teacher Leader Mastermind, and now she's stuck with me for perpetuity!

Gretchen is one of the most organized, clear-eyed, and objective professionals I've encountered. She leads with warmth and empathy while never losing sight of what matters most. She has an incredible ability to cut through the noise, help me identify the real challenge in front of me, and redirect my energy toward the actions that will have the greatest impact. She brings real-world experience and perspective while creating meaningful opportunities to learn alongside other educators and leaders whose roles, grade levels, and experiences sometimes look different from my own, yet we are able to come together as a community each time we meet. 

Gretchen will meet you where you are, challenge you to think beyond where you are now, and help you become the leader you're working toward becoming. - Adina Medina

Read More Success Stories here!

What It's Like to Work Together

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You’ll leave with tools, strategies, and next steps—not just ideas.

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Support is shaped around your people, goals, and context.

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The work is designed to move beyond the session and into consistent practice.

Ready to Explore a Partnership?

Tell me a little about what you’re looking for, your audience, and your timeline. I’ll help you determine the best next step.

Helpful details to include:

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Email: gretchen@alwaysalesson.com 

The post Work with Me 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.

It can feel discouraging, but low participation does not always mean students are uninterested. Some students need more time to think. Others are nervous about answering incorrectly. Some are still learning how to participate productively in a classroom community.

The good news is that increasing student participation does not require elaborate lessons, complicated technology, or hours of additional planning. A few simple structures can help more students think, talk, move, and contribute, without adding more to your workload.

This post will share simple strategies to boost student participation, especially for new teachers.

Use Quick, Low-Prep Engagement Structures

Student participation improves when engagement is built into the lesson instead of saved for one large activity at the end. Quick engagement structures give every student a way to respond, rather than relying only on volunteers. They also allow you to check for understanding before moving forward.

Try adding one of these simple structures every few minutes:

1. Turn and Talk

Ask a question, give students quiet thinking time, and then have them share with a partner. Instead of saying, “Turn and talk about the story,” provide a focused prompt such as:

• “What do you think the character will do next? Why?”
• “Which strategy did you use to solve the problem?”
• “What is one detail that supports your answer?”

Clear prompts lead to more focused conversations. You can also assign simple roles, such as Partner A shares first while Partner B listens and adds on. This prevents one student from taking over the entire conversation.

2. Response Cards or Whiteboards

Individual whiteboards, response cards, or even pieces of paper allow every student to answer at the same time.

Students might:

• Solve a problem.
• Write one word that summarizes a text.
• Choose between two possible answers.
• Rate their confidence from one to five.
• Draw a quick model or diagram.

Ask students to hold up their responses simultaneously so they are less likely to copy a classmate’s answer. This structure gives you immediate information about who understands the concept and who may need more support.

3. Quick Polls

Polls do not have to involve technology. Students can respond by holding up fingers, pointing to a choice, moving to a side of the room, or placing a sticky note on a chart.

Try prompts such as:

• “Which example is strongest?”
• “Do you agree or disagree?”
• “Which strategy would you choose?”
• “How confident are you right now?”

After students vote, invite them to explain their reasoning to a partner.

4. Think, Write, Share

Some students need time to process before speaking. Giving them one minute to write before a discussion can dramatically improve the quality of their responses.

Ask students to:

1. Think independently.
2. Write one idea.
3. Share with a partner or small group.

This structure creates a safer entry point for students who may not feel ready to speak immediately in front of the whole class. You do not need to use ten engagement strategies in one lesson. Choose one or two dependable structures and use them consistently. As students learn the routines, transitions become faster and participation becomes more natural.

Grab this Student Engagement Strategy Menu to help quickly select a structure that matches the goal of your lesson as well as increase discussion, collaboration, movement, critical thinking, reflection, or formative assessment without designing a new activity from scratch.

Leverage Student Voice

Students are more likely to participate when they feel that their ideas, interests, and preferences matter. Student voice does not mean students control every part of the lesson. It means intentionally creating appropriate opportunities for them to make decisions and contribute to the learning process. Start with small choices.

1. Let Students Choose the Format

When the learning goal allows it, give students more than one way to demonstrate understanding.

They might choose to:

• Write a paragraph.
• Create a diagram.
• Record an audio response.
• Design a poster.
• Build a model.
• Give a short presentation.

The learning expectation stays the same, but students have some ownership over how they show what they know.

2. Invite Students to Select Examples

Ask students to help connect the lesson to familiar topics, experiences, or interests.

For example:

• Use student-selected names in math problems.
• Let students suggest topics for writing examples.
• Invite them to identify real-world connections.
• Allow them to choose which text, problem, or scenario to analyze.

When students see themselves reflected in the lesson, participation often increases.

3. Ask Students What Helps Them Learn

A quick student voice check can provide valuable information.

Ask questions such as:

• “What helps you participate in class?”
• “What makes discussions feel comfortable?”
• “When do you feel most confident sharing?”
• “What is one activity that helps you learn?”
• “What makes it difficult to participate?”

You may discover that students need more think time, clearer directions, smaller discussion groups, or more predictable routines.

Grab the Student Voice Audit to help you gather feedback and identify practical adjustments. The goal is not to redesign everything based on student preferences. The goal is to notice patterns and make thoughtful decisions that help more students access the learning.

Plan for Movement

Movement is sometimes treated as a reward or a break from learning, but it can also be part of the learning itself. When students have opportunities to move with purpose, they are often more attentive, energized, and ready to participate. Planned movement can also reduce off-task behavior because students are not expected to remain in one position for an entire lesson.

1. Use Four Corners

Label four areas of the room with possible answers, opinions, strategies, or categories. Students move to the corner that represents their response and discuss their reasoning with others who made the same choice.

This works well for:

• Agree or disagree statements.
• Multiple-choice questions.
• Character or theme analysis.
• Math strategies.
• Vocabulary categories.
• Predictions.

2. Try a Gallery Walk

Post questions, examples, student work, images, or problems around the room. Students rotate through the stations and respond by writing, discussing, solving, or leaving feedback. Keep the directions simple and limit the number of tasks at each stop. A gallery walk should increase thinking—not create confusion.

3. Create a Human Continuum

Ask students to stand along an imaginary line based on their opinion, level of confidence, or response. One end might represent “strongly agree” while the other represents “strongly disagree.” After students choose a location, ask them to explain their thinking to someone standing nearby.

4. Add a Stand-and-Share Moment

Not every movement activity needs to be elaborate. Ask students to stand when they are ready to share, find a partner from another table, exchange one idea, and return to their seats. Even a brief movement break can reset attention and create a new opportunity for participation.

The key is to plan movement before students become restless. Decide when it will happen, what students will do, how long it will last, and how they will transition back to the next part of the lesson.

Make Participation Predictable

Students participate more confidently when they understand what is expected. Teach engagement structures just as you would teach any other classroom procedure.

Explain the steps. Model what the activity should look and sound like. Let students practice. Provide feedback. Repeat the routine until it becomes familiar.

For example, before using turn and talk, clarify:

• Who speaks first.
• How long each person talks.
• What the listener should do.
• What voice level to use.
• How students will know the conversation is over.
• What they should be prepared to share afterward.

Predictable structures reduce uncertainty and allow students to focus on the content instead of figuring out what they are supposed to do.

Focus on Participation, Not Perfection

New teachers sometimes feel pressure to create highly entertaining lessons every day. But student engagement is not about putting on a performance. It is about designing frequent opportunities for students to think, respond, discuss, move, reflect, and make decisions.

Start small. Then notice what happens.

• Choose one low-prep engagement structure.
• Add one meaningful student choice.
• Plan one opportunity for movement.

Which students participated more? Where did energy increase? Which directions need to be clearer next time?

Engagement improves through intentional planning, observation, and small adjustments—not through doing more and more. When participation is woven throughout the lesson, students are no longer simply watching learning happen. They become part of it.

Ready to Make Engagement Easier?

The Student Engagement professional learning resources inside the Instructional Leaders Library include ready-to-use strategies, Learning Moves, discussion structures, student voice tools, lesson-planning resources, observation tools, and coaching supports.

Instead of creating engagement activities from scratch, instructional leaders and teachers can browse the resources, choose the structure that fits the lesson, and put it into action. Simple structures. More student voices. Less planning overwhelm.

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

GO BE GREAT!

The post Engagement Hacks: Keeping Students Invested in Learning appeared first on Always A Lesson.

By the time you finish, the presentation looks polished. But there is still an important question to answer: What will participants actually do with the information?

A PowerPoint can help you present content clearly, but slides alone do not create meaningful professional learning. There is a difference between sharing information and designing a learning experience.

If the goal is simply to communicate an announcement, explain a new procedure, or review a policy, a presentation may be enough. But if the goal is to strengthen teacher practice, change instruction, or support implementation, participants need more than information on a screen.

They need opportunities to think, discuss, practice, reflect, and plan. That is what turns a presentation into professional learning.

Presenting Information and Designing Learning Are Not the Same

Presenting information usually focuses on one question: What do I need to tell participants?

Designing professional learning asks a different set of questions:

• What do participants need to understand?
• What should they be able to do after the session?
• How will they connect the learning to their current practice?
• Where will they discuss and process new ideas?
• What will they practice?
• How will they decide what to implement?
• What support will they need afterward?

A presenter organizes information. A facilitator creates the conditions for learning. Both roles matter, but they are not interchangeable. You can deliver a beautiful presentation and still leave participants unsure about what the content means for their classrooms. You can also use a simple slide deck and lead an excellent session because the learning experience surrounding the slides is thoughtful, practical, and purposeful. The slides are one tool. They are not the entire session.

The Problem With Slide-Heavy Professional Learning

When planning time is limited, it is easy to focus most of your energy on the visible part of the session: the presentation.

You may spend hours:

• Refining the wording
• Rearranging slides
• Choosing fonts
• Finding images
• Adding transitions
• Making everything look cohesive

Those details can support clarity, but they do not guarantee learning. A slide-heavy session often places participants in a passive role. They listen, take a few notes, and wait for the presenter to move to the next idea. Even when the content is strong, participants may leave thinking: That was interesting, but what am I supposed to do with it?

Information becomes more useful when people interact with it. Teachers need time to examine examples, make connections, test ideas, ask questions, and determine how a strategy applies to their students. Without those opportunities, professional learning can feel like something that happened to them instead of something they actively experienced.

What a Complete Professional Learning Session Includes

A complete professional learning session is designed from beginning to end. It does not simply answer, “What should I put on the slides?” It answers, “What do participants need in order to learn, apply, and grow?”

Here are the key elements.

1. A Clear Purpose

Before creating slides, identify the reason for the session. What teacher need are you addressing? What challenge are participants trying to solve? What change do you hope to see in practice?

A broad topic is not yet a purpose. For example, student engagement is broad where as  “Help teachers plan opportunities for every student to think, talk, and participate during a lesson” has a clear purpose. Or “Feedback” is a broad topic where as “help teachers provide feedback that gives students a clear and usable next step” has a clear purpose.  A strong purpose keeps the session focused and helps participants understand why the learning matters.

2. A Meaningful Outcome

Participants should know what they will leave able to understand, plan, or implement. Your desired outcome might be: Teachers will identify one current classroom routine that needs strengthening and create a plan to reteach it. Or: Teachers will revise one piece of feedback so it is specific, actionable, and connected to the learning goal. A clear outcome prevents the session from becoming a collection of interesting ideas without a destination. It also helps you decide what belongs in the presentation—and what does not.

3. Opportunities to Process the Learning

Listening is only one part of learning. Participants also need opportunities to process information through conversation, reflection, analysis, and application.

This might include:

• Responding to a reflection prompt
• Comparing two classroom examples
• Discussing a scenario with colleagues
• Analyzing student work
• Sorting strategies into categories
• Identifying patterns in data
• Revising a weak example
• Connecting the idea to current practice

These experiences give participants time to make sense of the content rather than simply receive it. Professional learning becomes more memorable when people do something with the information.

4. Purposeful Learning Moves

Learning Moves are intentional structures that help participants engage with the content.

They may invite people to:

• Think
• Discuss
• Collaborate
• Analyze
• Practice
• Reflect
• Plan
• Apply

A Learning Move is not added just to make the session feel interactive. It should move participants closer to the intended outcome. For example, if teachers are learning about effective feedback, they might analyze several feedback statements, identify which are most useful, and revise the weaker examples. If teachers are learning about classroom procedures, they might examine a transition scenario and identify where clarity, modeling, or practice is missing. The activity is not separate from the learning. It is how participants develop the learning.

5. Facilitator Guidance

Slides tell participants what they can see. A facilitator guide helps the leader know what to do.

Strong facilitator support may include:

• A clear agenda
• Suggested timing
• Talking points
• Activity directions
• Transition language
• Questions to ask
• Ideas to listen for
• Common misconceptions
• Debrief guidance
• Options for shortening or extending the session

This preparation matters because good facilitation requires more than reading the text on a slide. You need to know when to pause, when to invite discussion, when to clarify, and when to move the group forward. When those decisions have already been considered, you can focus more fully on the participants instead of trying to manage the session in the moment.

6. Participant Materials That Support Thinking

A handout should do more than repeat the slides. Useful participant materials help teachers process, reflect, plan, and apply.

They might include:

• Guided reflection questions
• Planning templates
• Strategy checklists
• Space to analyze examples
• Classroom application prompts
• Self-assessments
• Action-planning pages
• Notes for implementation

The goal is not to give participants more paper. The goal is to give them a tool that helps move the learning into practice. A strong Learning Journal becomes something teachers can return to after the session—not another packet that disappears into a bag.

7. Practice and Application

Knowing about a strategy is different from being ready to use it. Participants need an opportunity to rehearse, plan, revise, or make decisions before they leave.

Depending on the topic, they might:

• Draft a learning target
• Rewrite a feedback statement
• Plan a classroom procedure
• Practice a coaching conversation
• Design an engagement structure
• Analyze a lesson
• Select a strategy for an upcoming unit
• Create a first implementation step

Application makes the learning concrete. It helps participants move from: “I understand the idea.” to “I know how I will use it.”

8. Reflection and Action Planning

A complete session should end by helping participants decide what comes next.

Reflection questions might include:

• What idea challenged or confirmed your thinking?
• What will you try first?
• When will you use it?
• What support do you need?
• What might get in the way?
• How will you know it is working?

An action plan does not have to be complicated. A simple, specific next step is often more useful than a long list of intentions. Teachers should leave with clarity—not just inspiration.

9. Follow-Up Support

Professional learning should not disappear when the final slide ends. Implementation takes time, practice, feedback, and adjustment.

Follow-up might include:

• A coaching conversation
• A PLC discussion
• A classroom observation tool
• A teacher reflection
• A student-work review
• A planning resource
• A brief check-in
• A one-month-later reflection

The follow-up communicates that the session was not an isolated event. It was the beginning of continued learning.

A Simple Test for Your Next Session

Before you finalize your next PowerPoint, ask yourself: If I removed the slides, would there still be a learning experience?

Would participants still have:

• A clear purpose?
• Something meaningful to discuss?
• An example to analyze?
• A strategy to practice?
• A tool to use?
• A decision to make?
• An action step to take?

If the answer is no, you may have created a presentation—but not yet a complete professional learning session.

Slides Should Support the Learning, Not Become the Learning

This does not mean PowerPoint is unimportant.

Well-designed slides can:

• Organize the session
• Make complex ideas easier to understand
• Provide visual examples
• Clarify directions
• Highlight key takeaways
• Support pacing
• Keep participants oriented

The problem occurs when the slides are expected to carry the entire learning experience. Professional learning is not complete because the deck has 40 slides. It is complete when participants have moved from understanding to application. The best slides support that journey without becoming the journey themselves.

A Complete Session Requires More Than a Deck

When instructional leaders are asked to lead professional learning, they are rarely creating only a PowerPoint.

They are also creating:

• The agenda
• The participant activities
• The facilitator notes
• The discussion questions
• The handouts
• The reflection tools
• The action plan
• The follow-up resources

That is why one 60-minute session can require hours—or even days—of preparation. The workload is not always obvious because most people only see the final presentation. They do not see everything required to turn those slides into a meaningful experience.

You Do Not Have to Build Every Piece From Scratch

This is exactly why I created the Instructional Leaders Library. I wanted instructional coaches, teacher leaders, and administrators to have access to the complete professional learning resources I wish I had possessed when I was leading sessions.

Each topic goes beyond an editable PowerPoint and may include:

• Facilitator guidance
• Learning Journals
• Learning Moves
• Discussion questions
• Practice activities
• Reflection tools
• Action-planning resources
• Coaching follow-up
• Observation tools
• Printable materials

Instead of spending hours building every part of the session, members can log in, download the resources, customize them if needed, and focus on leading. The Library does not replace your knowledge of your teachers. It gives you the structure and tools to use that knowledge more effectively.

Move Beyond Presenting

The next time you are asked to lead professional learning, resist the urge to begin with a blank PowerPoint. Begin with the teacher need. Define the desired change. Plan what participants will think, discuss, practice, and apply. Then use the slides to support the experience you have designed. Because teachers do not need more presentations to sit through. They need professional learning that helps them think differently, strengthen their practice, and take meaningful action.

A PowerPoint can communicate the message. A complete professional learning experience helps that message change what happens next. Explore the Instructional Leaders Library for complete, ready-to-use professional learning experiences designed to help you save time, lead with confidence, and support lasting teacher growth.

GO BE GREAT!

The post Why a PowerPoint Is Not a Complete Professional Learning Session appeared first on Always A Lesson.

The post How to Stop Creating Professional Learning From Scratch appeared first on Always A Lesson.

The post Membership appeared first on Always A Lesson.

Typically, teachers introduce a new skill during whole-group instruction and gather both informal and formal data to assess understanding. From there, small groups become a powerful next step. Students who need additional support are pulled for reteaching, ideally in groups of 3–5—so instruction can be precise and responsive. Because the skill has already been introduced, the teacher can focus on exactly where the breakdown occurred and reteach that specific piece with clarity and intention.

Some students will quickly reach mastery with this extra support, while others may need repeated small-group opportunities or even one-on-one instruction over time. That’s the beauty of this approach, it meets students where they are without slowing down the entire class.

This post will share three practical strategies to help you manage small-group instruction effectively, without feeling overwhelmed.

Keep Systems Simple and Predictable

Small-group instruction doesn’t need to be complicated to be effective. In fact, the simpler the system, the more sustainable it becomes.

Build small-group time into your daily routine so it becomes a normal, expected part of learning. When every student knows that small groups are just “what we do,” it removes stigma and builds a classroom culture where extra support is seen as a natural step in the learning process, not a punishment or label.

Consistency is your best friend here. The fewer moving parts, the smoother your transitions will be.

Establish One Strong, Repeatable Routine

Clarity eliminates chaos. A well-established routine allows both you and your students to move into small-group time with confidence.

Post clear directions for:

• Who is meeting with you
• Where the group will meet
• What materials to bring
• How long the group will last

Just as important, be explicit about expectations for students who are not meeting with you. What should they be working on? What should they do if they get stuck? How do they manage their time?

When these routines are consistent and visible, you spend less time managing behavior and more time teaching. You also reduce your own cognitive load—no need to redesign the system every lesson.

Teach Independence (Before You Need It)

Small groups only work if the rest of the class can function without you.

Start by building independence during whole-class instruction. Give all students time to work independently while you circulate, provide feedback, and reinforce expectations. This allows you to coach behaviors in real time before introducing small-group pull-outs.

Then, gradually begin pulling small groups while the rest of the class continues working. Expect some interruptions at first, that’s part of the process. Stay consistent, reinforce expectations, and resist the urge to abandon the structure too quickly.

Independence isn’t automatic, it’s taught, practiced, and refined over time.

Final Thought

Small-group instruction doesn’t have to feel chaotic or overwhelming. With simple systems, clear routines, and a strong foundation of student independence, it can become one of the most powerful tools in your teaching toolkit.

Start small. Stay consistent. And trust the process, because the impact on student learning is worth it.

Recommended Resources

• Blog Posts:
  • 5 Steps for Running Small Group Instruction
  • Improve Classroom Instruction with Teacher Data Collection
• Podcast Episodes:
  • Differentiation and Personalization
  • Slaying the myth of Differentiation

GO BE GREAT!

The post Maximizing Small-Group Instruction (Even When You’re New) appeared first on Always A Lesson.

Data can feel overwhelming in education—assessment scores, progress monitoring, intervention tracking, attendance trends, and classroom performance. In this episode, we’re joined by Jessica Lane and Jenelle McClenahen from Data Symplifyed to talk about how educators can make data more manageable, meaningful, and useful in their daily work.

Quotables

**All quotes are from the interviewees**

• “The point is to test something and see if it’s really making an impact.”
• “It [collecting data] doesn’t have to be fancy.”
• “If you don’t have the consistency and routine, then you don’t have anything.”

About Jessica Lane & Jenelle McClenahen

Resources from this Episode

• symplifyed.com
• Vanessa Vakharia, known as @TheMathGuru on X

Join the Always A Lesson Newsletter

The post 369: Data Symplifyed with Jessica Lane & Jenelle McClenahen 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.

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.

This can be quite concerning if non-traditional teachers do not learn and implement that learning quickly and correctly. However, if an adult is passionate about learning new skills, attending their alternate route certification classes as prescribed, applying new skills in their daily teaching, then they can develop competency with limited negative impact on students’ academic achievement.

This post will cover four core instructional strategies every new teacher needs, even without formal education training.

A. I Do, We Do, You Do Model

This model describes the flow of a lesson from start to finish. Teachers begin by introducing the new skill or concept to students. This portion utilizing modeling and is all teacher directed which is why it is referred to as “I Do.” Explicit modeling helps students understand expectations, following sequential steps, and seeing the big picture. After 10 minutes or so, teachers transition to doing the skill with students in a supported practice referred to as “we do” since they are doing it together. Guided practice prevents student frustrations and off-task behavior as the teacher leaders the students through the process in a slow, steady pace. After multiple rounds of group practice, it is time for students to complete the skill on their own- “you do.” Following this lesson flow allows students to learn new information, make sense of it, store it in short-term and long-term memory in order to apply it in future tasks. The official description of this instructional flow is called “gradual release” since the process of passing the learning ownership to students is gradual throughout the lesson.

B. Check for Understanding

Creating multiple stopping points in a lesson to check the level of student understanding of the topic being taught is essential. If teachers can catch misunderstanding early, they can be corrected and more students will be successful mastering the skill by the end of the lesson. Check for understanding can be quick (ie. 5-7 min) to informally assess student comprehension like:

• thumbs up/thumbs down for true or false questions
• stop and jot to explain a concept in their own words
• turn and talk to chat with a peer exchanging main points, opinions, and real-life connections
• mini whiteboards where students write down their answers to rapid fire questions
• color cards indicating level of understanding (red is confused, yellow is still have questions and green is full understanding)

Based on percentage of students accurately responding to checks for understanding determines how quickly the teacher moves on in the lesson. For example, if the majority of students understand the “I do,” then the teacher can transition to the “we do” portion of the lesson while working 1:1 or in a small group with students who need more modeling before moving into practice. This helps teachers adjust pace in real time based on the quality and depth of student answers.

C. Scaffolded Learning

Teachers should break down tasks into smaller portions adding in support as needed. Ways to do this include providing sentence starters, anchor charts or visuals, graphic organizers, examples of thinking and doing, etc. As students gain proficiency with a skill, teachers can remove supports gradually until they are no longer needed. This means teachers are responsible to the data they are collecting about the level to which students understand a concept. They can do that through checks for understanding, observations, student work, etc.

Teachers should be careful to not fall into these common pitfalls when scaffolding learning for students:

• Doing the work for students – The goal of teaching is to ensure students are able to learn the material and demonstrate mastery of those concepts. If teachers continuously model for students, then they will never reach mastery on their own.

• Slowing instruction for everyone- Not every student needs a scaffold. Watching students closely as they learn will provide insight into who needs scaffold and what type would best suit them.

• Permanent supports that never fade- If students constantly need assistance and never become independent then the supports are not successful. Using them for a short period of time and providing feedback to the student to make adjustments will increase understanding in time. Permanent supports are not the answer.

D. Clear Directions and Expectations

Strong directions and clear expectations make instruction run smoothly. Pedagogy is rooted in clarity. When teachers are clear on what to do and how to do it, it reduces misunderstandings and misbehaviors. The scaffolding just discussed will ensure teachers structure lessons so that students are doing the cognitive heavy lifting resulting in mastered learning stored in long-term memory for future use. As a result, students are on task engaging in multiple rounds of practice gaining proficiency much more quickly. 

Teachers should plan their directions in their lesson plan, post them in the classroom, share them with students, and hold students accountable for following the directions. When students know what is expected of them, they can be successful. When teachers are consistent in establishing expectations and holding students to high standards of learning, students have a greater chance at reaching mastery.

Additional Resources

The following resources will help non-traditional teachers grow in capacity quickly.

• Book
  • Always A Lesson: Teacher Essentials to Classroom and Career Success
  • EDUC 101: What They Didn’t Teach you in College
• Blog Posts
  • Lesson Design
    • 5 Myths of Lesson Design 
    • 5 Ways to Improve the Lesson Design Process
  • Classroom Management
    • 5 Myths of Classroom Management
    • 5 Ways to Reinvent you Classroom Management System
    • 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

• • Student Engagement
    • 5 Myths of Student Engagement
    • 4 Ways to Improve Student Engagement
    • 3 Tips to Maximize Student Engagement
  • Student Choice and Ownership
    • 5 Myths of Student Choice and Ownership 
    • 5 Benefits of Increasing Student Choice and Ownership 
    • 5 Myths of Student Choice and Ownership
• Podcast Episodes
  • 356: Beyond the Lesson Plan and How to Get Students to Care
  • 127: Classroom Management like PB & J
  • 47: Nuts and Bolts of Effective Classroom Management
  • 137: Quality Engagement is a Dance
  • 314: Incorporating Student Voice

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

GO BE GREAT!

The post Bridging the Instructional Gap: Must-Know Pedagogy for Non Traditional 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 special role-reversal episode, the mic is flipped—and the interviewer becomes the interviewee. Known for asking powerful questions, today’s guest steps into the hot seat to share a deep-rooted passion for high-quality instruction and why it’s the foundation of meaningful learning.

From lesson design to classroom culture, this conversation pulls back the curtain on what really moves the needle for student engagement and teacher confidence. It’s an honest, reflective look at why being “obsessed” with instruction isn’t about perfection—it’s about intention, impact, and growth.

Quotables

Resources from this Episode:

Always a Lesson: Teacher Essentials for Classroom and Career Success:  https://amzn.to/409AUCt

Join the Always A Lesson Newsletter

The post Bonus: Obsessed with High Quality Instruction 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.

Attend during Specials or Planning Time

The most simple way to logistically make learning walks work within the parameters of a jam packed teaching schedule is to use off-time during contractual hours to engage in learning walks. For example, when students are at specials or you have an additional planning block without students, use a portion of that time to complete the learning walk. Being organized for the learning walk ahead of time will ensure efficient time usage for the experience.

Instructional Coach Becomes Coverage

Sometimes, you cannot complete a learning walk (or enough rounds of peer observations to be worth it) during free time so needing someone to provide classroom coverage is necessary. Using a member of the leadership team, like an instructional coach, allows teachers to engage in a thorough learning walk experience while students are taught by a certified staff member. This coach could help multiple grade levels over several days so that all staff could participate. However, leaving time in the day for the instructional coach to complete their daily activities is important so that they aren’t left scrambling to meet the expectations of their day-to-day job.

Hire Substitute Teachers

The first two suggestions are free which is why they are the most popular solution among schools. However, sometimes those options are unavailable to schools. In that case, using school funds to hire substitute teachers allows them to manage learning walks. For example, a principal might have a substitute teacher come for an entire day but hop around classes providing coverage while grade levels take turns engaging in a learning walk. This requires school-wide planning and orchestration; however, it is the best use of time and funds when hiring a substitute teacher for coverage.

Blend Classes

A solution that is less popular because it is not what is best for teachers and students is to blend classes together. For example, a single teacher would disperse their students among the rest of the grade level classes so that each class only had an additional 3-4 students during the learning walk time frame. This requires a collaborative effort with the helping teachers so that it is a seamless transition of instruction for students. The teacher would work quickly to see a different grade level of teachers that did not have additional students in their classes. This solution is time bound and often bare bones just to get in a quick peer observation.

Do it Virtually

If all else fails, allow teachers to watch their peers teach via video tape. It lacks authenticity because you cannot feel what is happening in the room and it limits your line of sight. However, it still allows colleagues to watch each other teach, reflect on their own practice, and improve their teaching skill for the benefit of students.

Resources

Below are additional resources to help you successfully implement learning walks in your school building.

• Blog Posts:
  • How to Set Up Learning Walks in your Building
  • 3 Tips to Get the Most Out of Learning Walks
  • The Secret to the Most Effective PD
• Downloadable Material:
  • Learning Walks: Effective Peer Observations

Don’t let obstacles get in your way of teachers seeing each other teach. Learning walks are a powerful and transformative professional development tool.

GO BE GREAT!

The post 5 Ways to Overcome Coverage Challenges During Learning Walks appeared first on Always A Lesson.

Live coaching made such a difference for me as a leader because I was able to help teachers grow stronger in the moment. We didn’t have to wait until our debrief meeting a week later to discuss changes to instructional design, classroom management, student engagement or student ownership. The impact was immediate and the results followed suit.

Lay of the Land

To kick things off successfully, provide a lay of the land. Teachers need to understand what it is, why they should engage in it, how it will help, as well as where and when it will take place.

The post Live Coaching: Tips, Strategies & Advice 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.

This post will bust 5 myths in regards to classroom management as well as share additional resources to be successful in the classroom.

Myth #1:

Classroom management is the same as behavior management

False. Classroom management manages the space for the people, not to manage people for the space. We cannot control people. However, we can control the environment for learning (ie. lighting, sound, transition routes, material access and utility, etc.). When the systems are in place it makes it more difficult for undesired behaviors to crop up.

Myth #2:

Classroom management is something you do one time

False. Classroom management is executed all day, every day. If you plan a system or routine and explain it to students it most likely iwll not be effective. Even if you add the element of practice during your role out of expectations, it most likely will not be effective. Managing a classroom requires expectations, rationale for expectations, practice, feedback, and the opportunity for revision when necessary. This occurs every day to ensure the classroom management plan is personalize for the learners operating in the space.

Myth #3:

Classroom management is often where the root of the problem resides

False. Although classroom management reveals problems and makes them more obvious, in order to solve the problem at the root of the issue you must go back to lesson design. How you plan to prevent misunderstandings and misbehaviors (lesson design) impacts how you react in the moment when those things pop up (classroom management).

Myth #4:

There is a simple fix to solving classroom management issues

False. It’s a complicated web of interwoven aspects that affect one another. Attacking classroom management issues with the 3 R’s (relationships, routines and roping students in) is a recipe for success. Build relationships with students so they know they can make mistakes, make amends, and start over fresh. Having established routines in the classroom provides structure and predictability for how to operate in the space. Roping students in with interesting content (or atleast delivering boring content in an interesting way) keeps misbehaviors at bay.

Myth #5:

Classroom management systems work best when they change often

False. Keep it simple and keep it consistent. Students need to know what is expected of them. Reusing systems across subject areas brings familiarity and decreases anxiety of the unknown. If you switch up expectations and begin to manage the classroom differently each day, misbehaviors and misunderstandings take over.

Additional Resources

• Blog Posts
  • Classroom Management: How to Plan & Prepare a System
  • Classroom Management: Moving Beyond Compliance
  • 5 Ways to Reinvent your Classroom Management Strategy
  • 3 Ways to Improve Classroom Management Practices
  • Crack the Classroom Management Code
  • Virtual Classroom Management
• Podcast Episodes
  • 47: Nuts & Bolts of Effective Classroom Management
  • 127: Classroom Management like PB & J
  • Clubhouse Bonus: Coaching with a Classroom Management Lens
• 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.

    GO BE GEAT! 

    

     

The post 5 Myths of Classroom Management 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 inspiring episode, we dive into the heart of literacy and its life-changing impact with renowned literacy advocate, educator, and CEO Pam Allyn. Pam shares powerful insights into why reading is not just a fundamental skill, but a gateway to equity, empowerment, and lifelong success.

Quotables

** All quotes are from the interviewee **

• “I really want the world to be a better place for children and young adults to be able to be comfortable learning to read and write.”

• “Reading a story to a child isn’t just something you do on the side…It’s actually something that can be central to who I am as an educator. ”

• “Reading is breathing in and writing is breathing out.”

About Pam Allyn

Pam Allyn is the founder and CEO of Dewey, a groundbreaking learning platform designed to support the wellbeing of families and caregivers at the powerful intersection of home, work, and learning.

A lifelong educator, curriculum developer, and literacy advocate — and a proud grandparent — Pam has dedicated her career to helping young children learn to read and develop a lasting love for reading and writing. Through Dewey, she’s on a mission to make learning joyful and accessible by introducing playful, engaging tools that ease the fear and anxiety often associated with school. Since its launch, Dewey has positively impacted over 100,000 children, offering a wide range of educational products for parents, caregivers, and educators in both English and Spanish, with more languages on the way.

Connect with Pam Allyn

• https://www.deweycommunity.com
• https://pamallyn.com/
• https://medium.com/@pam_90412
• https://www.instagram.com/deweycommunity/

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The post 348: Opening Worlds Through Words with Pam Allyn 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.

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.

Step into the world of STEM when you listen to this weeks episode! Learn all about the benefits, different tips to take back to your own classroom, and how you can get involved yourself.

Quotables

** All quotes are by the interviewee **

• “A setback is when you learn from the mistake and you continue on.”
• “Find role models and mentors.”
• “We need to be more collaborative together as teaching teams.”

About Nichole Austion

Nichole Austion, MBA, has over 20 years of marketing success and has served as VP of public affairs for the National Math and Science Initiative (NMSI) since 2022. She leads government affairs, fostering relationships with federal and state entities. Nichole holds a B.S. in computer science and engineering from Howard University and an MBA from Texas McCombs (1995). An active member of the National Black MBA Association, she was named Innovator of the Year by the Women’s Empowerment Ministry in 2024. A passionate STEM advocate, she published Miles and the Math Monsters in 2024, a children’s book designed to make math fun and accessible.

Resources from the Episode

• www.nms.org
• www.linkedin.com/in/nichole-austion/
• www.nicholeaustionbooks.com/
• National Math and Science Initiative website: nms.org

• Nichole’s email: naustion@nms.org
• Nichole’s author website: Nicholeaustionbooks.com

Join the Always A Lesson Newsletter

The post 345: Stepping into STEM with Nichole Austion 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.

Often times teachers want to do what is comfortable for them, but what if the best way to help your students was to step out of your comfort zone and teach differently? Listen in as Robert Barnett tells his story about how he shifted his teaching style and stepped out of the norm for his students.

Quotables

** All quotes are by the interviewee **

About Robert Barnett

Resources from this episode:

The post 344: Stepping Out of the Comfort Zone with Robert Barnett 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.

School safety has become top priority for schools as of late due to the many tragedies our country has endured recently. This has caused many school districts to review their safety procedures so that all students are protected while learning at school.

This post will cover 4 ways to strengthen school safety for all students. As you browse the post, think about which of the four ways could benefit your students and implement the changes at your school site immediately.

Emergency Response Plan

All schools should have a written emergency response plan. The following information should be included:

• types of emergencies (ie. natural disasters, active shooter, power outage, etc.)
• evacuation procedures with building map (ie. exit routes and meeting points)
• designated staff members to contact for various emergencies
• communication tree to notify staff, students and parents
• special needs care (ie. assisting students with mental or physical disabilities)

Once it is created, it is time to communicate the emergency response plan to staff. As this plan is implemented on site, make note of what changes need to be made. It’s important to update and revise immediately and as often as needed.

Threat Assessment

Now that the emergency response system is designed and communicated, it’s time to conduct a threat assessment. This means a team of appointed personnel (administrator, school counselor, law enforcement etc.) think through potential threats to student safety while walking the physical spaces of the school. You want to ensure the building is free of hazards, eliminating poor lighting, placing security in secluded locations, making sure locks on doors and windows are in working condition and evaluating student behavior on and off school grounds.

This team will also create clear criteria for potential threats, outlining steps to take once a threat is identified. This allows for a proactive and urgent response to suspicious behavior or activity. If a threat is reported, this same personnel team gathers together again to analyze the details of the event. They can interview witnesses and staff, and collaborate with all stakeholders to devise an appropriate intervention to ensure safety and health of everyone involved. Keeping detailed records are essential as well as following mandatory reporting protocols by law.

Training

Once all the protocols are put in place, all staff and students should be appropriately trained. The training is comprised of two phases: inform and practice. Informing staff on the emergency response plan ensures they know when to reach out for help and who specifically to contact. Sharing the results of the threat assessment as well as upgrades made on campus to further safety will alert staff to using the new additions (and reporting when the new additions need attention). Staff will then share only the pertinent details with students to encourage their participation in making the campus safe while also alerting them to how to reporting suspicious activity, bullying or personal safety threats.

Now that staff and students are on the same page, it is time to execute what they learned. Instead of waiting for an incident to occur, administrators with the help of the crisis management personnel can run practice drills like evacuations, lockdowns, active assailant response, and mental health and medical emergencies. This will help everyone feel comfortable with protocols so when a safety threat arises, everyone can respond quickly and calmly as planned.

Recovery Plan

After a crisis occurs on campus, a recovery plan should be set in motion. But before that can happen, it needs to be designed. In the past, natural disasters were the only thing on our radar to recover from and those were rare. Nowadays, sick outbreaks (ie. Covid-19) and school shootings occur much more regularly. Planning what to do after a crisis is just as important as having a plan for during the actual crisis. (ie. Employ criss management team to secure the site, provide medical attention and emotional support via health professionals. There may be a need to provide flexible learning options for as long as needed.)

One of the biggest stressors in schools is when an incident occurs, parents tend to find out on social media or via their child’s text. This causes chaos to erupt in the community. So notifying parents of what occurred as quickly as possible allows them to support you in implementing the appropriate recovery plan until students can be safely returned to their homes. Principals should share pertinent details like date, time, type of incident, current state of safety on site and recover plan next steps.

Next Steps

After reading these four options for increasing the safety of students at school, you should be thinking about which step is most necessary for you to implement at your site. Even if you have completed all four steps in the past, its essential to review these protocols often so they themselves are up-to-date and that everyone executing the plans remain informed and equipped to keep students safe.

As you can see from this post, devising a thorough plan with the assistance of the community, informing staff and students of safety protocols and providing ongoing support ensure students can remain focused on learning while at school. All schools should remain the safest place for children and this four part post will ensure that is reality of every child.

There are two resources that could be of benefit to consume in relation to school safety:

• You can listen in on a candid discussion that occurred around the Covid-19 outbreak that discusses how to create calm among the chaos, which continues to remain relevant due to the crisis that continue to occur in our schools. Tune in here.
• I spoke about the Crisis Response in Education on the Empowering Educators Podcast sharing what you can do to make it better. I discuss resources and tangible action steps to make your school more prepared in a crisis situation.

The post 4 Ways to Strengthen School Safety for all Students appeared first on Always A Lesson.

Coaching can be seen differently depending on your school and district, but it doesn’t have to be negative. By working side by side, the coach and the teacher can turn into a successful partnership where growth happens all around. Listen in as Gretchen explains different steps, tips, and tricks to make an instructional coaching partnership in your own school.

• Quotables
• “We create the vision with where we’re wanting to go, so that all the behavior that follows matches that. “
• “The coaching partnership is a tremendous support tool when implemented as it is intended. “
• “The role of a coach is originally designed to support the growth of a teacher.”

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)
• Leave a Review: Type in a Title and Description of your thoughts on my podcast
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The post 339: The Instructional Coaching Partnership 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.

In education, adults have to continue learning through professional development [PD] to keep their licenses active. These learning experiences are usually given by experts in the field, leaders in the building or even colleagues who are teaching themselves. Either way, adults are teaching adults.

This post shares tips for making adult-to-adult learning successful.

Adult Learning Theory

When presenting material during PD, learning styles should still be considered to ensure information is retained. However, the nuances of teaching adults requires alternative planning methods than those used to design lessons for kids. Adult learning theory, commonly known as andragogy, is a 5 point framework that outlines how to plan learning experiences for adults. Be sure to explore adult learning theory prior to planning a PD session for adult learners.

Before the PD Session

After exploring adult learning theory, make note of what aspects you plan to include in your PD session. Draft a quick email to the attending teachers explaining the upcoming learning opportunity. In this email be sure to acknowledge their background and expertise, outlining how it will be used during the session to help peers grow their skills as well. When learners feel they bring something to the table to contribute, they show up to the learning session motivated to engage.

Before closing the email, explain the relevancy of the PD session. Adults need to see the value and need for the topic before they can be open to learning it. By sharing this information up front, adults walk into the session on the same page and ready to go.

During the PD Session

Adults do best when they can pour over a problem and collaborate on the solution. They do not enjoy being talked out the whole session. Although there will be a portion of new information shared, the presenter should use professional talk over their teacher persona to avoid the attendees feeling like they are being talked down to. After the new content is shared, do these three things:

• Make space for exploration – Sometimes we learn best by getting busy with what we are learning. Having an activity where adults can explore together brings the content alive and they naturally begin to imagine implementing it in their various roles.
• Allow for input – Open up for the floor to see what thoughts learners are beginning to have about what they just learned. This is a great time for problem solvers to bring solutions to the table. It also provides insight into how well learners understood the new material.
• Build in robust time for discussion – Some might have background to what was shared and can share personal experiences to help their colleagues imagine what the new learning will look like in their saturation. Others might want to share out about what they discovered during the exploration section of the PD session. Either way, allowing colleagues to compare their findings and share ideas is the most important part of the learning experience. Do not short cut this phase.

After the PD session

To ensure learners implement their new learning, a follow-up is required. This could be a quick survey teachers have to fill out that asks questions like:

• What was your biggest takeaway from your recent PD session?
• How did you plan to implement your new learning?
• What results did you notice after implementation?
• What additional support do you need to continue implementing your learning successfully?
• What topics of interest can you share for future learning sessions?

The results of the survey will help the PD session presenter know how to continue the follow-up process. Some teachers might need a quick 1:1 planning session where others might request an observation and feedback. Either way, personalized support ensures the new learning sticks!

Next Steps

Consider how adults learn differently and then plan an amazing learning experience for them. They will appreciate the time you took to understand what they need and want (and you’ll appreciate that the learning experience is full of high engagement!).

If you are in need of various PD options for teachers, browse the options below:

• Learning Walks – a peer observation tool
• Mentor Kit – create a mentorship system at your school
• PD on Demand– mini PD options teachers can learn on the go
• PD Choice Board – provide learning options for teachers based on their interests
• Buzzword Bingo – have fun during PD by highlighting key concepts through Bingo
• PD Huddle – a quick colleague PD huddle up to kick off the day

If you are looking for specific PD content to share with teachers, browse the options below:

• How to Successful Manage a Classroom
• Asking Higher Order Thinking Questions
• Increasing Student Ownership

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 The Art of Teaching Adults (not Kids) appeared first on Always A Lesson.

This post will outline strategies for creating a consistent and effective collaborative planning system. The four P’s will help all schools develop and maintain collaborative planning meetings with teachers.

Purpose

Setting the intention for collaborating planning provides clarity for everyone involved. Pondering the purpose as a leadership team allows for multiple perspectives to be shared. This ensures the purpose is intentional and clear which makes way for impactful results.

Questions to consider are:

• Why do we want teachers to plan together?
• What is the outcome we desire?
• How can teachers effectively plan on a consistent basis?

Promise

Including teachers in the development of collaborative planning increases the chances they engage fully in the process. When fully invested, teachers will experience the power of collaboration in enhancing their ideas for instruction. Asking teachers to make a pledge, or promise, for how they will engage ensures commitment to the goal and adhesion to the plan. Teachers can develop the promise together and then all sign it.

Examples of characteristics teachers should display during collaborative planning are:

• being honest and vulnerable
• including all voices
• showing up prepared and on time.

Protocol

Writing down the plan teachers must follow for collaborative planning keeps clarity front-and-center. It helps teachers develop the intended habits and holds them accountable for engaging at high levels during every planning meeting.

Aspects that should be included in the protocol are:

• Team announcements
• Daily goal
• Reference pacing guide, curriculum, standards, and backwards planning documents
• Hash out content, questioning, differentiation, instructional strategies
• Develop informal assessments
• Reflect on previous lessons to implement changes for subsequent lessons

Productivity check

Although many planning meetings tend to divide up duties to save time, they do not create effective instruction in every classroom. That’s because each teacher is only planning a portion of a lesson without discussing the lesson in detail together with peers. Inadequate planning creates inadequate instructional delivery. As a result, students are unable to master lesson objectives and skills. We must revise our collaborative planning structures so that they remain productive (ie. save time and produce outcomes) without sacrificing content understanding. Taking time every month to conduct a productivity check will keep planning meetings on track.

Questions to ask ourselves:

• Are we following the protocol as intended?
• Are we able to thoroughly plan during our meetings?
• Is everyone pulling their weight?
• Is everyone clearly understanding lesson material prior to teaching?
• Are discussions leading to idea development that is rigorous and aligned?

Additional Resources

If you are in need of additional materials to help you revise your collaborative planning process, consider these resources listed below:

• Professional Learning Community [PLC] printables 
• Lesson Planning printables

If you are looking for other blog posts and podcast episodes about planning, scan these options. Additional planning resources can also be found here. If you’d like to continue to reinvent your instructional effectiveness, read my latest book “Always A Lesson: Teacher Essentials for Classroom and Career Success.”

GO BE GREAT!

The post The 4 P’s of Effective Collaborative Planning 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.

Why do we need micro PD options for teachers?

One thing that seems to be harder and harder to fit in to the schedule is teacher PD. There is so much to get done in classrooms and around the school building, that coming together to learn after school hours is difficult. The sit-and-get PD model isn’t translating to instructional proficiency. Teachers need opportunities to dig into the learning rather than passively sitting and listening. Oftentimes there is no time left for reflection and planning for execution after the teacher PD content is delivered. This is a missed opportunity to increase the likelihood that teachers are able to successfully apply what they just learned.

Intention to grow is there. Time to grow isn’t.

One way we have helped schools pivot their PD delivery is to offer smaller doses more often. Learning in micro form consistently over time allows time for reflection and planning for execution. And, as a result, the impact of PD is sticking. Teachers are growing and students are thriving.

What is PD on Demand?

PD on Demand is small, bite-sized learning opportunities based on a singular topic. Teachers and leaders can select the one offering that best fits with their current focus for improvement. Then, teachers consume the content on their own time. The content could include short video clips, articles to read, activities to try, etc. Over the course of a few weeks, teachers are slowly learning, implementing and noting their progress.

There is a deadline for proof of application for accountability purposes. Items to collect to showcase impact of learning could be pre-planning documents paired with reflection of execution, data samples, coaching cycle participation, student artifacts etc. The goal is not to just consume information, but to use new information to positively impact instruction.

PD on Demand Learning Opportunities

Once teachers start engaging in ongoing, bite-sized PD, they won’t want to go back to lengthy learning ever again! Allow them to grow their skills in a convenient yet productive way. This is how you will be able to transform learning in your building for teachers.

Below are current PD on Demand learning opportunities teachers can dig into:

• Routines & Procedures
• Increasing Student Talk
• Student Engagement
• High Leverage Practice for Students with Disabilities
• Supporting English Language Learners
• Generating Active Responses
• Exemplars for Student Work

Additional Reading

If you found this helpful and are looking for similar topics to consider, two suggestions are shared below:

• One way to warm up to micro PD options is to conduct a PD Huddle at your school site. Give this a try first before diving into more thorough options like PD on Demand.
• Read “Always A Lesson: Teacher Essentials for Classroom and Career Success” to gain strategies for improving areas of instruction, such as lesson design, classroom management, student engagement and student ownership.

GO BE GREAT!

The post PD on Demand: Micro Learning Options for Teachers appeared first on Always A Lesson.

What is Buzzword Bingo?

It is a staff engagement resource intended to be used during professional development sessions, faculty meetings, PLC meetings and more.  Use this morale boosting tool to your advantage to engage your staff, solidify new learning and keep their attention when you are speaking.

Staff enter the learning experience and receive a bingo card. Important terms related to the learning topic are placed on Buzzword Bingo cards. The cards are then used throughout the learning experience to solidify the main idea while also having a little fun!

Educators are listening and learning, tracking the buzz words and gathering new information in relation to those buzzword. The goal is this repetitive (and competitive) exercise will help educators implement their new learning when they return to their classrooms (or related roles). The best aspect of this process is that it can be re-used as often as necessary by simply swapping out the buzz words with each new PD topic presented.

Implementing Buzzword Bingo

Below are steps to follow when implementing Buzzword Bingo:

• When attendees arrive, they are given the card as well as directives for how to use it
• Conduct the learning experience as normal
• As learners hear those buzzwords throughout the PD session, they will mark their card
• When an entire row is full (across, down or diagonal), that staff member can receive a prize (ie. jeans pass, early dismissal, duty free lunch, dollar store items, etc.)
• Multiple winners can occur to keep engagement high throughout the entire learning experience

Buzzword Bingo Options

Below are various options for how to use the bingo card templates:

• Print off the ready-to-use cards and design a PD around those buzz words
• Use the editable cards to make your own specific buzzword cards and print off for staff to use
• Print a blank slate card and have teachers think of their own buzzwords that may be used throughout the session for BINGO
• Coaches could also pass out these cards in secret and have the staff play and use silent signals for BINGO during their meetings for a fun admin surprise!

Grab your Buzzword Bingo cards here and watch your PD sessions come alive with engagement!

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 Infuse Joy into PD with Buzzword Bingo appeared first on Always A Lesson.

Rate

Get honest and realistic about the effectiveness of your current classroom management strategy. Rate your strategy on a scale of 0 -10 (0 is ineffective and 10 is highly effective). Use the following rating system below to evaluate the effectiveness of your strategy:

• 0-2 = misbehaviors and misunderstandings occur consistently throughout a lesson which limits student time-on-task and diminishes length and depth of learning opportunities
• 3-5 = misbehaviors and misunderstandings occur often during a lesson limiting student time-on-task
• 6-8 = misbehaviors and misunderstandings sometimes occur but the teacher is able to get the class back on track for learning
• 9-10 = misbehaviors and misunderstandings are prevented through intentional planning & the teacher manages the class through relationships, routines and roping students in with engaging content

Reflect

Now that you have your rating, reflect on the root cause for the classroom management strategy not being as effective as it could be.

• Walk through the lesson (or the day), making note of every instance that got the class off track.
• Look for trends, like a certain time of day or subject matter that encouraged students to be off task.
• Are there more misunderstandings or misbehaviors occurring?

Prioritize

Your reflection provided a list of potential hot spots in the classroom management strategy that need to be  reinvented. Prioritizing which area to hone in on first is based on which one if repaired will bring about the most positive change.

• Review the list of moments from your reflection where classroom management went awry
• Write numbers next to the biggest offending instances, labeling them beginning with the number 1
• Highlight your top 3 areas needing revision

Plan

Using the three areas you prioritized, develop a plan of attack. Be sure it includes a detailed description for before, during and after a lesson so that the plan is thorough in prevention.

• What procedures need to be in place?
• How will students practice and be held accountable for the new expectations?
• How will your lesson design process change to ensure your classroom management strategy is the most effective it can be?

Feedback

Allow time for the new classroom management strategy to take affect. There may be push back from students who do not want to comply with the new expectations. Or it might take time for students to build the new habit.

• Make note of positive changes you see no matter how small.
• Periodically, ask for student feedback on how they feel as a learner as it relates to the management of the class. This could be an informal question and answer activity or through an anonymous survey.
• If you have an instructional coach or teacher leader, have them observe the change in how you manage the class. Apply any feedback they provide to continue to improve.

Additional Reading:

If you are wanting more information on effective classroom management, browse the previous blog posts listed below:

• 3 Ways to Improve your Classroom Management Practices
• Crack the Classroom Management Code
• Classroom Management: Moving Beyond Compliance
• How to Plan and Prepare a Classroom Management System

By following the suggestions shared in this blog post, you will be able to reinvent your classroom management strategy so that its best for students.

If you’d like to continue to reinvent your instructional effectiveness, read my latest book “Always A Lesson: Teacher Essentials for Classroom and Career Success.” You’ll be provided a roadmap, called “The Teacher Success Pathway,” so that you can improve in lesson design, classroom management, student engagement and student ownership.

GO BE GREAT!

The post 5 Ways to Reinvent your Classroom Management Strategy 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.

This post will cover 4 aspects of student engagement to consider when designing your lessons.

Motivation

Students are not going to be interested in engaging in learning activities in the classroom if the teacher has not taken time to explain how the content relates to their life. When students are motivated to learn, they will not only comply and complete the activity, but they will be willingly engage at a high level. In order to motivate students, teachers must know their students’ interests, hobbies, personalities, etc. This allows the teacher to present the information in an interesting way where students see the benefit for learning the material. Tapping into motivation first, allows students to warm up to the idea of learning and then fully engage during the lesson.

Systems

Engagement can go awry when systems are not in place before the activity begins. Teachers need to plan intentionally, paying close attention to pacing, volume level, movement and expectations for what students are to produce. Once the plan is in place, the teacher must include those details when explaining how students will be engaging with the learning material. Once students engage, the teacher must hold students accountable for meeting the expectations. This ensures the lesson progresses as planned and misbehaviors do not get out of hand. Clear, well planned systems create time time for learning.

Alignment

It can be challenging to pass up on really fun activities shared on social media. The reality is that many activities may be highly engaging but don’t actually align well to the content. This doesn’t mean teachers can’t do interesting activities with students. Alignment doesn’t equate to boring. Teachers can have fun and be creative, but it is only beneficial when it aligns to the content being taught. Carefully choosing engagement opportunities that are aligned mean that the backwards design method is used when planning. Teachers know which standard they are covering, pick a piece of the standard to teach in a single objective, and plan the assessment o determine if students were effectively able to gain the skills taught. Then, it is time to plan activities for engagement. When teachers are clear on “what” they are teaching, the “how” becomes easier to plan. If a fun engagement idea is found but doesn’t align, teachers can save it for another time. It is imperative that how students engage in class allows them to deepen understanding of the concept being taught.

Evergreen

It can be daunting to come up with new and different engagement ideas all year long. The good news is that teachers can use and reuse engagement strategies in all subject areas. The benefit is two-fold. First, teachers save time by reusing an engagement strategy previously used. Secondly, time is saved on the students part because they do not need to learn a new strategy which takes time away from learning. Since students have experience with the engagement strategy, they are more comfortable and confident allowing them to solely focus on learning the content. The new content being taught keeps the engagement strategy feeling fresh!

Next Steps

If you found this post helpful and are wanting to learn more about increasing student engagement in the classroom, read this previous blog post: 3 Tips to Maximize Student Engagement.

You can also learn more about specific student engagement strategies for the classroom in my latest book, Always A Lesson: Teacher Essentials for Classroom and Career Success. If you are in need of more classroom resources, visit my store here.

GO BE GREAT!

The post 4 Ways to Improve Student Engagement appeared first on Always A Lesson.

This post will explore 3 ways to improve classroom management practices in the classroom.

Relationships

Connecting human-to-human in terms of interests, personality and preferences brings the class together as one. When the teacher invests in their students before delivering content, trust develops. After trust, the student is willing to take more risks and be transparent in the learning process. Now the teacher is able to best help the student because they have formed a deep connection and they know how to best design lessons taking into account the uniqueness of each student. This increases student motivation to comply with class rules, limiting behavior disruptions during class time.

Routines

Routines provide structure to how the classroom operates. It is a road map of sorts, giving direction for what and how. When teachers plan routines ahead of time, they are being proactive in managing their classroom. Instead of waiting for a problem to erupt and then eating up class time remedying that problem, teachers have thought through potential hot spots and put routines in place to prevent them from occurring in the first place. Once a routine has been planned, teachers must teach it in isolation to students. Students then practice and implement the routine, receiving feedback on their performance. This can take days or weeks for a single routine. Routines can be reused for various activities such as details, volume, pace, location, format direction, and more. Learn more about routines with my PD in a Box tool. You may also find this checklist helpful!

Rope Students In

Engagement is key to having students open and motivated to learn. By making learning material appealing, teachers can entice students to engage fully in the learning experience. This is referred to as “roping students in.” Teachers can do this by utilizing pacing that feels just right for various learners (ie. fast lanes for those qho understand quickly and speed bumps for those that need to slow down and try again). Also, by including a plethora of engagement options for student discourse and interaction (ie. turn/talk, gallery walk, socratic seminar), it provides students with choice and voice. When they feel like they are not forced to learn in a specific way, can engage in a way that is interesting to them and allows them to voice their opinion, they lean into learning. Differentiation is key at this stage!

What’s next?

Want to learn more about the three ways to improve classroom management practices plus gain even more strategies to become more effective in the classroom? Read Always A Lesson: Teacher Essentials for Classroom and Career Success. More classroom resources are also available here. Also, catch up on other helpful blog posts here.

GO BE GREAT!

Which classroom management practice are you most excited about trying in your classroom?

The post 3 Ways to Improve Classroom Management Practices in the Classroom 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.

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.

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.

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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• 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 317: AI with Angela Watson appeared first on Always A Lesson.

If you are moving from a school to district coach position, read this previous blog post first to gain insight on similarities and differences in roles as well as tips for the transition. The post below will outline tips for once you begin supporting teachers at multiple building sites.

Maintain Relationships

It can take longer to build relationships with the teachers you will support because you will not see them everyday. Spend a significant amount of time being out and about at each school site, meeting teachers (even if they are not on your support roster). Being a familiar face on campus to both staff and students, allows trust and interest in working together to blossom.

Before jumping into working together, make sure you spend time getting to know the teachers in terms of their goals and vision for their career. This information is helpful in designing your strategy to help them become more successful – knowing where they want to go and ultimately what they would like to do with their degree/certification. It also can reveal the root of the obstacles teachers are facing and make problem solving much more efficient. Check out this resource that may be helpful in gathering information about your staff.

Once working with teachers, continue to relate even when not on campus. Making your self available to help and showcasing your human side, will allow relationships with teachers to continue to grow even when not face-to-face. Using communication tools like Voxer or Marco Polo are helpful to stay in touch with teachers when not on site.

Personalize Tasks

Getting organized by site is the ultimate strategy to ensure your support remains effective for multiple sites. Having digital or physical folders per site, and then again by teacher on your support roster helps keep information and strategy clear.

Each teacher will require a different amount or type of support based on their area of need. Therefore, designing a schedule and implementing a coaching cycle will not look even among teachers on your support roster. Some teachers will need more intense support and more often. Other teachers will just need a quick touch point and not engage in a full coaching cycle (pre-observation, observation, post-observation).

Once you are organized, determining which teacher needs what and how you can provide the support is next. Options include: co-plan, co-teach, lesson plan feedback, lesson demo, data analysis, observation, debrief, peer learning walk, Q/A office hours, etc. It is suggested to make these support options known and available to teachers- a coaching menu like this one is a common way to do that.

Ongoing Accountability

It is essential to build partnerships with the administrators in each building. Knowing their goals for the school will help formulate your game plan for supporting the growth of teachers. Getting on the same page for what coaching is and what it will look like at their school site ensures alignment between the partnership goal and the daily tasks. This will decrease frustration and increase clarity.

Meeting on a cyclical basis with administrators from each site will ensure the partnership remains a positive experience for all involved. Things to discuss include how coaching is going, progress of teacher competence and student achievement, as well as working through any hiccups occurring logistically.

Ongoing accountability keeps relationships strong and coaching tasks aligned. Catching issues quickly and realigning expectations ensure everyone is on the same page and all efforts are producing desires results.

Next Steps

You can be an effective coach supporting teachers at multiple school sites  if you focus on maintaining relationships, personalizing tasks, and implementing ongoing accountability measures.

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!

How can you support teachers better at multiple school sites?

The post Tips for Supporting Teachers at Multiple School Sites appeared first on Always A Lesson.

This post will outline ways instructional coaches can build relationships with a large group of teachers.

Why Should Coaches Build Relationships with Teachers?

Before a productive partnership between coach and teacher can be established, a relationship must exist. Trust and respect lay the foundation for the partnership to grow. If coaches and teachers haven’t built a relationship then trust and respect aren’t even available to use as motivation for wanting to work together. Plus, both a coach and a teacher are humans. When they connect as people first before colleagues, they establish commonalities to relate to, which starts the bonding process. Each exchange is an opportunity to strengthen the bond, demonstrate respect for the knowledge and expertise of each individual in the partnership as well as trust that they each will hold up their end of the bargain – the teacher will implemented suggested next steps and that the coach will always have the best interest of the teacher in mind when designing supports.

How Can Coaches Build Relationships with Teachers?

Building relationships takes time. It is not something that can be rushed or saved for a “Get to Know You” activity. It is a conscious effort made by each person in the partnership to grow their connection so that they can better work together.

Below are ways coaches can build relationships with teachers:

• Meet-and-Greet: Set up a quick introduction meeting where teachers can see you face-to-face, learn a bit about your interests, and get excited for working together. Keep it brief, genuine and personable.
• Examples: Whenever possible, share details from your own life or teaching experience that allow teachers to relate to you due to similar experiences
• Ask Questions: Most people do not just come out with details about themselves. But by being curious in conversation, coaches can learn details about teachers that will help them better navigate the partnership (ie. personality, teaching style, favorites, fears, etc.)
• Be Consistent & Ongoing: Trust forms out of consistency. When teachers see that their coach continues to check in on them, deliver what they promised, show up on time, etc. trust is built. When coaches do these same things consistently over time, now their investment in the relationship increases. The coach has proven they are worthy of the time and attention of the teacher to do the hard work of growing their skillset.

For more ideas, listen to this podcast on building relationships with teachers.

How Can Coaches Build Relationships with a Large Caseload of Teachers?

The challenge occurs when taking the relationship building strategies of a smaller group and applying them to a larger group. When supporting a large caseload of teachers, the time you can physically spend with each teacher is shorter. This means coaches have to be even more intentional to establish personal connections with each teacher on their caseload.

Below are ways coaches can build relationships with a large group of teachers they support:

• Think Outside the Box– Be creative with how you show up and support the large group. The techniques of meeting 1:1 will not suffice. There is not enough time during the day to meet with each teacher, especially if they are at different campuses. Collaborate with other coaches in your same position and even ask teachers for ideas for how to best support them when you aren’t in the same building as they are some days.
• Utilize Technology– Leverage technology to communicate and be available when you are not physically in the same place at the same time. Tools like Voxer and Marco Polo allow coaches to host virtual office hours for Q/A to meet the needs of teachers in the moment. (Read this post and this post to learn more about Voxer). You do not need to be physically together to engage in a coaching session. Lots of collaborations can occur during commute time. With it being the 21st century, coaches can be available without being in the same place as the same time as their teachers.
• Split the Group into Cohorts– Coaches can leverage the expertise of the other teachers on their caseload to help each other. By grouping teachers based on area of need, coaches can address the cohort as a whole on the similar need. This allows the coach to widen their message and support when it is similar in nature for a bunch of teachers.
• Design the Ideal Calendar– Allow all teachers no matter the campus they teach on to have access to your calendar. When they know how to reach you and when you will be physically available to help them, they will continue to communicate and want to work together. If coaches inconsistently show up, teachers cannot prepare for working together and begin to feel overwhelmed. Set up a schedule so that each teacher has the same amount of time. This may mean each building does not have you on campus for the same length of time. For example, if one building has 8 teachers you support and another building only has 1 teacher, then the amount of time you spend on both of those campuses would be different. You need more time on the campus with more teachers. Make adjustments to this calendar as you execute the schedule.

These suggestions allow touch points with teachers by overcoming the obstacle of being in the same place at the same time. Relationships need to be built on a daily basis, so creating ways to reach teachers daily (regardless of where each teacher is) allows the partnership to thrive.

No matter what building relationships strategy you employ, just remember teachers want to connect with humans. Remain humble, relatable and genuine. Ask questions, show empathy, and encourage improvement. Relationships can be built in large groups!

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 is your favorite way to support a large caseload of teachers?

The post Building Relationships with a Large Caseload of Teachers 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.

This post will explore 5 things to avoid when collecting student data so that all information collected is as accurate and timely as possible.

Inconsistency

One way to ensure teachers collect accurate data is to remain consistent in your data collection practices. Teachers will want to compare data over a period of time. When data collection happens consistently (ie. similar time of day, time, subject area, method, and tools used) we can eliminate aspects that negatively impact the results. For example, comparing two different subject areas would not lead to logical conclusions or looking at a student’s math performance before lunch when they’re hungry and after lunch when they are full could lead to a discrepancy in effort, thoroughness and accuracy. Staying consistent in what and how student data is collected is essential for the information to be as accurate and usable as possible.

Time

For a teacher to gather student performance data while students are working, the assignment given to them must be long enough to keep students engaged while the teacher is making the rounds. Data collection doesn’t have to take an inordinate amount of time, and teachers do not always have to collect data from every student (ie. you might want to only collect a subset of data for a specific group of students to check progress). Giving an assignment that students complete quickly leads to misbehavior and a rushed data collection process, potentially negatively affecting results. Therefore, teachers must pace their lesson activities so that the allotted time for students to complete assignments incorporates collecting all of the necessary data.

Misalignment

In order to use the data collected from student work to make instructional decisions for subsequent lessons, the work must be reflective of the taught standard. This means if teachers are going to assess students on a specific skill recently taught, the activity students complete and that the teacher analyzes must be similar. If students are taught one thing and assessed on something different, the data will not be reflective of the level of student understanding for what was taught. Therefore, teachers need to ensure. they plan and prepare similar exercises for students to complete throughout the lesson- direct instruction, guided practice, independent practice and assessment. Aligning all parts of the lesson with data collection processes will generate the most accurate results.

Lack of Implementation

Collecting student data is useless if teachers do not take the time to review it. Even with the best of intentions, the school day can be busy and teacher requirements can be overwhelming that there is not enough time to review data. Or worse, data is reviewed but there is not enough time to develop a plan of implementation. As a result, teachers might not be able to design adjustments to their instruction before the following day’s lesson. To avoid this, administrators can build in time during the school day for teachers to review data, student work, and plan future lessons to meet student needs. If this is not a possibility, teachers can still make data reflection a part of their daily ritual before going home for the day- even if its for 5 minutes. Using the data to adjust instruction is a powerful way to improve student learning outcomes.

Teacher Owned Process

If teachers are always the ones collecting and reviewing data, students do not fully know or understand the benefits of being aware of their academic performance. Students can be part of the data collection process, not just by producing the work sample, but by comparing their efforts to a model example. This allows students to see the gap from where they are and where they need to be (and what that looks like). When students collect and analyze their own performance data, they are much more invested in the learning process. They want to improve and are proud when they visually see their performance increase. Teachers should allow students to be part of the data collection process.

Next Steps

• Grab these data tracking sheets to help students track their own academic performance
• Read the previous blog post on data tracking to strengthen your data collection procedures
• Check out my instructional coaching must-haves

GO BE GREAT! 

What obstacle have you faced when collecting student data?

The post 5 Things to Avoid when Collecting Student Data appeared first on Always A Lesson.

Join us as our listeners unveil groundbreaking teaching approaches to revolutionize student engagement. Dive into the realm of cutting-edge methods, from gamification to interactive technology, designed to captivate students’ interest and deepen their learning experience. Tune in now and discover how to spark curiosity and elevate engagement in your classroom!

In this episode, Gretchen reminds us as educators that “…we don’t always need the physical work sample–sometimes listening to the words they’re using and the level of complexity of the topic they’re able to talk about will determine how much knowledge has been consumed…”

Quotables:

• You are going to hear from folks all over the United States with what is working for teachers and students in classrooms…in regards to engagement!
• …we don’t always need the physical work sample–sometimes listening to the words they’re using and the level of complexity of the topic they’re able to talk about will determine how much knowledge has been consumed…
• We know when students are more involved in the learning process, their learning outcomes will soar.

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 311: Innovative Teaching Strategies appeared first on Always A Lesson.

This blog post will discuss examples of professional boundaries and specific tips for how teachers and teacher leaders can navigate the creation of these boundaries.

Examples of Professional Boundaries

There are physical, mental, emotional, and social boundaries to consider.

• Physical – using a non contact greeting instead of a hug or a handshake
• Mental –  setting work hours or a schedule to avoid burnout and exhaustion
• Emotional – choosing to surround yourself with positive attitudes instead of negative ones
• Social – not engaging in gossip in the staff lounge in efforts to maintain healthy relationships with all colleagues

Professional Boundaries for Teachers

Teachers will need to set professional boundaries when working with other teachers. There will be colleagues who they are friends with and others whom they are not. Regardless, professional boundaries allow the work environment to remain cordial and productive.

Tips for establishing professional boundaries with colleagues as a teacher are:

• read the code of conduct and adhere to it daily
• keep conversations about personal life to a minimum
• hold up your end of the bargain in working partnerships
• avoid gossiping about colleagues
• respect other’s chosen boundaries

Professional Boundaries for Teacher Leaders

Teacher leaders (instructional coaches, PD facilitators, specialists, mentors, etc.) will need to set professional boundaries when working with teachers they support. Although they are not an administrator, they do have leadership duties to fulfill. Leading your peers can be uncomfortable if you are friends with these colleagues, so setting boundaries ensures you can be cordial with peers but also complete leadership duties.

Tips for establishing professional boundaries as a teacher leader are:

• meet with each teacher on your caseload and discuss professionalism in the partnership
• design an availability calendar so teachers know when to schedule time to work together
• offer contact details with specific hours of operation
• share a coaching menu so it is clear how you can help teachers
• hold all colleagues accountable on a continual basis to meet expectations for the partnership

No matter your role in education, it is important to set and respect boundaries. This decreases unwanted stress and frustration while at work, allowing you to do the best you can as an educator.

Looking for more professional development on how to be an effective educator? Browse here.

GO BE GREAT!

How do you establish boundaries in your role?

The post Creating Professional Boundaries with Colleagues appeared first on Always A Lesson.

Onboarding should be the entry point from which all other training, support and development flow. Sadly, onboarding is an afterthought in many schools.

This post will describe who should receive onboarding and what should be included in the onboarding protocol. It will also include resources to support those designing and delivering onboarding to educators. Use the needs of your school to design customized onboarding systems.

Who Should Receive Onboarding

The following types of educators should receive onboarding prior to beginning their roles to ensure preparation and success:

• New Teacher
• New Hires
• Student Teachers
• Cooperating Teacher for Student Teachers
• Teacher Mentor
• Instructional Coach/PD Facilitator/Specialist
• Any Educator Changing Roles

What Onboarding Protocol Should Include for New Teachers

Onboarding support is essential for teachers who enter new buildings or roles. Some descriptors below include links to onboarding protocols. Download and customize them to fit your needs.

• New Teacher– New teachers need to bridge the gap from what they learned in college to how it applies in the exact environment they are teaching in. This could be from a school tour to curriculum digestion and everything in between.
  • Rookie teachers at the elementary level can read “Elementary EDUC 101- What They Didn’t Teach you in College” as part of their onboarding homework.
• New Hire– Any new staff member entering the school building should receive onboarding that allows them to acclimate to the new environment. They will need to get a lay of the land prior to meeting with colleagues to discuss content.
  • A protocol listed out ensures each new hire receives adequate training. Reference the New Hire Onboarding Checklist to get you started.
  • Read the blog post entitled Onboarding: How to Support a New Hire at your School to understand all that a new hire onboarding protocol should include
• Student Teacher–  When a student teacher enters your building, this is often their first experience with teaching on their own. It is a big moment full of emotions and anxiety. Aligning your onboarding with the college’s requirements will provide clarity and limit confusion and overwhelming feelings.
  • Reference the Student Teacher Kit for ideas on what student teachers might need themselves in order to have a successful experience working with a cooperating teacher.

What Onboarding Protocol Should Include for New Roles

• Cooperating Teacher– An effective teacher isn’t always able to easily teach someone else how to teach. Additional information beyond tips for invitations and collaborations with another teacher in your classroom are necessary. Teaching how to lead their growth and development can be challenging. Onboarding will provide the roadmap for helping student teachers thrive under the care of cooperating teachers.
  • Glance at the Hosting a Student Teacher Kit for ideas on what cooperating teachers should provide to their student teachers to ensure they are prepared for the experience.
• Mentor– Helping a colleague develop their craft can be tricky, just like the role of a cooperating teacher. You have to be a strong teacher but also be able to allow someone else to develop their own style AND be successful. Onboarding allows mentors to know how to provide support from a distance, unlike the cooperating teacher.
  • Use the Teacher Mentor Kit to outline expectations for the mentor and mentee so that the partnership leads to growth in teacher performance.
• Coaches, Facilitators, Specialists, Etc. – Leading others to become stronger in their roles requires training. This makes sure that each person is operating in alignment with school goals, admin expectations, and understanding of teacher’s needs and wants.
  • With over 300+ pages full of coaching support and forms to track how you’re working with teachers, the Instructional Coaching Bundle will allow you to be organized with a clear execution plan on supporting the growth of teachers.
• Any Educator Changing Roles–  Onboarding role switchers will range from simple to complex depending on how similar their new role is to their old one. You might not have a clear protocol developed every time, but acknowledge the adjustment and provide support how you see fit so that they can be just as successful as before.

Next Steps for Onboarding

The following steps will allow you to implement your own successful onboarding protocols at your school site:

• Gather all of your resources
• Decide who in your building is eligible for onboarding
• Appoint teacher leaders to run the onboarding process (and train them as such)
• Include a meeting with yourself for everyone enrolled in the onboarding process
• Track your onboarding protocols and make adjustments as necessary

Now that you know who should receive onboarding and what the protocol should include, you’re on your way to ensuring educators are supported from the start.

If you are need of resources to help you become an even stronger teacher or coach, browse these printable and digital options. Check out my instructional coaching must-haves here. Don’t forget to catch up on other helpful blog posts as well. Snag my newest book, Always A Lesson: Teacher Essentials for Classroom and Career Success here!

GO BE GREAT!

What does your onboarding protocol look like?

The post The Importance of Providing Onboarding for Educators appeared first on Always A Lesson.

This post will outline the characteristics necessary to have a strong mentor in your teacher mentorship program.

Logistical Non-Negotiables

• Same grade level or subject area (or only one grade level removed)- Understanding the content area and idiosyncrasies of teaching similar aged students will allow the mentor to provide the most accurate and effective guidance
• Available to meet during the day (similar planning/lunch periods)- Teachers should not be required to meet outside of contracted hours, so finding time during the day is important and easier if schedules line up
• Interested in supporting the growth of another teacher– Sometimes potential mentor candidates don’t have mental, emotional, or physical capacity to support the growth of someone else, so ensure a mentor is interested, invested, and eager to participate

Desired Attributes

• High performing on evaluations– It will be hard for a mentor to guide the performance of another teacher, if they are not able to reach a high performance themselves
• Leadership potential or interest– Just because a teacher is strong in the classroom, does not mean they are capable of helping someone else develop their skillset (leadership)
• Patient, positive attitude– Growth takes time, so a mentor should naturally be patient and remain positive no matter how quick the growth occurs, so the mentee feels encouraged to keep trying
• Strong communicator–  Mentors will be giving constructive feedback to help the teacher grow, so the need to be able to deliver clear, succinct directives
• Good listener– Teachers will face struggles and mentors need to be able to listen well enough to determine what those areas are in order to help them problem solve

Helpful Resources

Now that you are able to identify the characteristics needed in potential mentor candidates, review the following resources related to mentorship for additional support in designing your teacher mentorship program.

• Podcasts

  • 234: Why Your Mentorship Program isn’t Working

  • 229: The Future of Mentorship

• Blog Posts

  • 5 Mistakes a Teacher Mentor Makes

  • Tips for Making the Most out of Teacher Mentorship

  • Fire Your Mentor, Hire Your Idol

  • The Power of Mentorship

  • Being an Effective Mentor with Paula Rutherford

  • New Teacher Gift Ideas

  • 10 Ways to Lead Others as a Classroom Teacher

• Printable Resources

  • Teacher Mentor Kit

  • Mentor – Mentee Discussion Dice Activity

  • Experts in Education

  • Effective Teacher Mentorship

GO BE GREAT!

What characteristics did you admire most about your teacher mentor?

The post Characteristics of an Effective Teacher Mentor appeared first on Always A Lesson.

1. Vision– Coaching was so new that many leaders didn’t know exactly how to use a coach. Not understanding how you want to utilize a position in your strategy to support teachers makes it a frustrating, energy-wasting experience for all involved. Sit down and get clear on the north star. “We are using coaching to support teachers because __________ and we plan to do this by _________.” [Read past blog post on Coach Life: Wearing all the Hats.]
2. Execution Plan– Coaches were hired because it was the trending best practice, but admin were not taking the time to outline systems or procedures for coaches to follow. This meant they had to make them up from scratch without background knowledge. This created mayhem and unproductive busywork. Once you know your vision for coaching, plan 3-5 major tasks that only coaches will tackle. Outline expectations and brainstorm how this could be done. It can be revised along the way, but being on the same page prior to executing will avoid headaches and random task delegation. (See an example here.)
3. Feedback System– The district provided performance rubrics for teachers but not for coaches. There was no evaluative system to determine if the coach was executing their tasks effectively nor feedback for how to get better. Not having a measuring stick made it hard to know which coaches were making an impact and which were not (or exactly why they were not). Develop a performance rubric for coaching similar to that of a teacher’s in your district. Clarity will ensure coaches meet expectations. (See an example here.)
4. Loneliness– Whether a coach works for the district or a particular school, they are often one of a few (or the only one). Coaches go from being part of a thriving multiple person team to a solo job. Missing camaraderie and support from others going through a similar situation is common. Creating your own PLN virtually will allow you to swap stories, celebrate wins, share strategies, and feel connected with others just like you. Get into Facebook groups, use apps to communicate by voice or video, and join a mastermind to make the job less lonely.
5. Freedom– There are moments in the day where coaches have to be at a particular place at a specific time. But for the most part, coaches experience far more freedom than when they were teachers in a classroom. They can go the bathroom, eat lunch and complete tasks in a much more flexible timeframe. Usually coaches can create their own schedules and design them around their own habits, personalities, and needs. When I drove between school sites, I was able to quickly grab a tasty lunch and that brought me so much joy! I also loved being out and about in the building rather than stuck in one room all day. Develop a schedule for yourself with the approval of your administrator and enjoy the freedom! (Read the blog post “A Day in the Life of an Instructional Coach.”)
6. Multiply Effect- An instructional coach can have a tremendous positive impact on student achievement and teacher proficiency within a school building. Teaching teachers how to be more effective increases the quality of instruction in all classrooms, not just one. Here’s how the multiply effect equation goes: 1 teacher with 20+ kids x # of teachers per grade level x # of grade levels in the school building = one major positive ripple effect across the building.

Being an instructional coach is very rewarding, but it does come with some challenges. I wish I had been prepared, prior to jumping into the role, with the tips I shared with you in this post. Your experience may be much more organized than mine (and I truly hope that for you), but if not, these tips will provide talking points as you chat with your principal to ensure coaching is effective at your school or district.

If you are in need of resources to support your role as an instructional coach, browse here. You can also view my favorite education books here.

GO BE GREAT!

The post What I Wish I Knew about Being an Instructional Coach appeared first on Always A Lesson.

Tune in as you listen to this special Summer Series episode on the Empowering Educators Podcast. In this episode, Gretchen interviews Ashley Hubner. You will feel empowered as you hear Ashley’s story of being a classroom teacher, instructional coach and curriculum specialist. You’ll love her advice on how to reignite your passion, listen today!

Quotables

*All quotables are from the interviewee 

• In education today, you have to be very flexible and adaptable.

• There are so many good educators everywhere in the world. If we were to collaborate a lot more outside of our own little silos, we could make education great.

About Ashley

Ashley has been an Instructional Coach and Curriculum Specialist since 2013. Her background contains experience in systematic planning, curriculum design, professional development, and intervention. She provides quality professional development at the campus and district levels to improve classroom instruction within schools. Ashley is dedicated to impacting student growth by building capacity within schools through coaching, mentoring, and professional development. She enjoys working with stakeholders to build instructional effectiveness within classrooms while cultivating a positive school culture. Ashley started ACCESS to impact the success of students. She believes education is an ever-changing world, so as educators, we must be life-long learners. We must be prepared to meet all learners’ needs as education changes. Together, we can find student-centered solutions that will give all students access to a profound learning environment, every day.

Purchase Ashley’s book she mentions here: https://coachingaccess.net/sales-landing/

Connect with Ashley:

• Facebook @coaching.access
• IG @coaching_access
• Twitter @coaching_access
• Linkedin @accesscoach
• Website: https://coachingaccess.net/

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 294: Reignite Your Passion with Ashley Hubner 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.

What is i-Gap?

In the book “Trust Based Observations” written by Craig Randall, there is a chapter about delivering feedback. He reminded readers to be patient with how quickly teachers are able to successfully implement their new learning. Oftentimes, when we learn new skills, it takes a while to implement them successfully. We sometimes even regress in our performance as we figure out how to integrate the new skill. This is what author Craig Randall refers to as the “implementation gap” or what I call the i-Gap.

Introduce the i-Gap

Spend time introducing this concept to teachers. Let them know it is a normal process of learning and that if we do not understand and recognize the likelihood it can happen, the more frustrated we will be during the learning process. Without knowing about the implementation gap, teachers may give up on executing their learning in the classroom- especially if they notice their performance going backwards in proficiency.

During professional learning communities [PLC’s] or during a professional development [PD] session, introduce the i-Gap to teachers. Have them recall learning something new and how that process unfolded. As they share common experiences and pinpoint when the i-Gap occurred, they’ll realize how common it is.

They will now know what to expect and how to react as they learn new skills under your guidance.

Prepare for the i-Gap

As you design learning experiences for teachers, build in the following:

• self-reflection questions that allow teachers to notice where they are in the learning process
• collaboration with peers so they can exchange ideas and strategies for implementing new learning in their classrooms
• encouragement for teachers when they express frustration with implementing their new learning
• celebrations as teachers experience success moving through the i-Gap

It’s important to normalize the implementation gap during the learning process. As teachers learn about the i-Gap, they should apply the same principles in their classroom as students learn new skills as well.

In need of more support in helping teachers implement learning? Download these printable PD guides and/or listen to these bite-sized PD sessions.

GO BE GREAT!

How do you manage the implementation gap?

The post Managing the Implementation Gap 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.

Below are 5 steps called “The 5 P’s” that will help teacher coaches lead meaningful conversations with teachers.

1. Purpose– Set intention for the meeting. Why is this conversation important to have? How might this conversation propel the instructional capacity of the teacher? Share this intention with the teacher prior to meeting.
2. Preparedness– Every meeting with teachers should be held with high regard. We take time to thoroughly prepare so as not to waste anyone’s time. We value their workload and ensure we have all materials gathered and a plan to execute.
3. Plan– An agenda allows both the coach and teacher to know the flow of the meeting. This can be shared with the teacher ahead of time or a copy can be shared during the meeting. This outline provides structure to the conversation, keeps it on topic, and calms anxiety of the unknown with a roadmap of expectations for the time spent together. (Need an agenda? This guide should help!)
4. Pause- Supporting the growth of a teacher requires time. Teachers need to comprehend and process the information you provide. They need to reflect on their practice and how your feedback aligns with their perspective on their performance. They even need time to design a course of action. By pausing throughout the conversation, the teacher can think and meaningfully contribute.
5. Preview– Before wrapping things up, the coach should recap the conversation and provide a preview for what is to come next. Following up and following through on a teacher’s next steps ensures they are able to be successful implementing feedback in their growth area(s).

Coaches who follow these 5 P’s for meaningful conversations will have greater success bringing teachers’ instructional capacity to fruition.

Are you in need of more professional development to continue your learning as a teacher leader? Browse these professional development and instructional coaching resources!

GO BE GREAT!

How do you have meaningful conversations as a coach?

The post 5 P’s of Meaningful Conversations as a Teacher Coach appeared first on Always A Lesson.

Below are 7 tips to organize a successful assembly along with questions to prompt your design of the event:

Learning

• Decide your goal of the event– How does this tie to curriculum being taught in classrooms? How does it align to school or district initiatives? What do we want participants to be able to know or do by the end of the assembly?
• Research guest speakers – Who might be able to deliver insightful information? Will they share a unique experience or perspective to the audience? Are they affordable?
• Set the expectation– How will students and staff learn about the upcoming assembly? How can we excite them to come learn and engage with each other?

Behavior

• Set assembly norms– How can we set clear expectations for behavior during assemblies? How will we communicate these expectations prior to the event? How can we move beyond compliance and increase internal motivation to adhere to norms?
• Hold everyone accountable– What happens when students or staff do not meet expectations during the assembly? Who is in charge of imposing consequences if expectations aren’t met?

Outcomes

• Make clear connections– How will participants connect the assembly to school or district initiatives or curriculum topics? How will participants draw conclusions about how the assembly applies to their life?
• Share next steps– What can staff and students do to apply their learning? Who will follow up to ensure next steps are completed?

An assembly at school can be a fun, culture builder if planned thoroughly. Follow the tips above to ensure it is a successful event. You can also continue your learning with the options below.

1. Read about other ways to lead at your school site below:
   • Lead a School Committee
   • Lead Extra Curriculars
2. Browse other ways to grow your leadership skill set with the professional development options listed here.

GO BE GREAT!

What tips can you share about organizing a successful assembly at your school?

The post Organizing a Successful Assembly at your School appeared first on Always A Lesson.

This can be a frustrating process for both teachers and students. Just when they get the hang of one curriculum, it’s time to switch to something else. There is an adjustment period as schools switch over to the new curriculum. This can take months or even years until schools feel they are in the flow with the new curriculum.

There are 7 things to keep in mind when switching curriculum to ensure it’s a pleasant, productive experience for all.

Grieve the Old

Acknowledge that change can be hard, no matter what it is. Understand that changing an old habit to a brand new behavior can feel uncomfortable and frustrating. Even if a curriculum as a whole is not what is best for kids moving forward, there still might be pieces of the curriculum that were appreciated and liked. Make time to feel those feelings so that you can make room emotionally to move forward and embrace the new.

Embrace the Benefits of the New

When a new curriculum is selected, it is chosen because of the benefits it will provide to students. It’s essential to know these benefits before even getting to know the curriculum at a deeper level. This will help teachers get excited for what is to come, and move out of the mourning of the old curriculum.

Envision the Possibilities

Now that teachers know the curriculum is changing and have heard all the great things this new curriculum will provide to the student learning experience, it’s time to envision all the possibilities. Allowing teachers time to be creative and dream up what their new instruction will look like will get them excited to participate and engage in the curricular shift.

Train on Curriculum Content

Allow teachers time to understand the new curriculum. It is best to offer numerous opportunities to get to know the curriculum better. For example, teachers can read examples of it, review the scope and sequence, and collaborate with colleagues on the depth and breadth of the information. Allow plenty of time at this stage so teachers can focus on their delivery rather than understanding what they’re teaching.

Train on Instructional Delivery

Now that teachers understand WHAT they’re teaching, it’s time to focus on HOW they’ll teach it. Many instructional techniques teachers have been using in past curriculums or in other subject areas will transfer over to the new curriculum. However, sometimes new teaching techniques will need to be introduced to complement the new curriculum. Give teachers time to see an exemplar of the instructional technique and plenty of time to practice executing the technique themselves.

Push Through the Discomfort

Anytime you try something new, it will be uncomfortable. There will be easy days and hard days. It’s important that you continue to implement the curriculum even when you’re ready to give up and go back to the prior curriculum. Many curriculums take months or years to see the full effect in student learning outcomes. Keep at it!

Implement with Fidelity and Integrity

When schools purchase a curriculum, it’s understood that they will implement the curriculum 100% as it was designed. This is called fidelity. Otherwise, schools are unable to achieve the promised results because they have deviated from the proven method. Especially as schools are just starting out with a new curriculum, it is highly encouraged to implement it with fidelity. Once schools have implemented the curriculum from start to finish (ie. an entire year), then discussions can occur about what to tweak to better meet the unique needs of students at a particular school. Flexibility allows the curriculum to be more personalized without sacrificing the benefits of the curriculum. This is how you ensure curriculum is implemented with integrity- where content and personalization marry. Be cautious with any changes- small, simple tweaks only. Reflect and reassess often to ensure student achievement increases. [Listen to what Linda has to say about curriculum (especially when it comes to fidelity and flexibility) in this podcast episode about balancing it all as a reading teacher.]

These 7 reminders will help teachers and students be successful when switching curriculum. If you’re looking for more ways to improve teacher effectiveness in the classroom, download the Instructional Best Practices PD Mega Bundle.

GO BE GREAT!

What else should educators keep in mind when switching curriculums?

The post 7 Things to Remember when Switching Curriculum appeared first on Always A Lesson.

The following steps are two fold. First, it will help students not get behind in their studies while resting to regain their health. Second, educators will be able to easily manage the workload of absent students at a moment’s notice.

1. Create expectations for missed work due to absences– Decide how long students have to make up work, how they’ll access the learning materials and missed lesson, how they’ll turn in their assignments, how you both will communicate with each other during the absence, etc. As the educator, you would film all direct instruction/mini lessons and upload the clips (and corresponding assignments) at the end of each day that a student was absent. (You would only film when a student was out.)  Students can then watch and rewatch the lessons while completing their assignments within the expected time frame.
2. Design an online platform to keep learning going– Choose an online platform that you can upload videos of your lessons, upload lesson materials, and is a communication tool (email or chat function). This will need to be easy for students to access from home and simplistic to use without tech support.
3. Explain missed work expectations to students– Have a class meeting to explain the new procedures for missed assignments. Emphasize the importance of learning without getting too far behind due to absences. Students can ask questions about how to manage their missed assignments while recouping from illness or long-term absence.
4. Train students on the online platform to access missed lessons–  Walk students through the online platform and allow them to play around to get familiar with it. They can submit fake assignments, access pretend learning materials, and ask questions through the communication tool. This ensures students are able to be successful while away from school.
5. Adjust procedures as necessary– As students are absent and implementing the new protocol for catching up on missed assignments, adjust the system as necessary. Students might need lengthier time periods to submit work, the communication tool might be delayed and not efficient, or the system gets overloaded with all the content on the site. Be flexible and alert students to any changes going forward.

Please note that if students are extremely sick, the expectation is that they rest to get better. However, if students are out for numerous days due to being contagious, but feeling fine, they should begin catching up on missed assignments.

If this post was helpful in providing ideas for how to continue being an impactful educator in the classroom, peruse other professional development resources here to grow your craft.

GO BE GREAT!

How else can educators teach through extended student absences?

The post How to Teach Through Extended Student Absences appeared first on Always A Lesson.

Having a seasonal coaching strategy ensures you are responsive to the growing needs and wants of teachers. It also continues to build momentum in teacher proficiency and student achievement. Grab the “Creating a Coaching Strategy Checklist” to help you prepare to implement the ideas below.

The previous post in the series described the fall coaching strategy. (Read it here.) Much of the fall coaching strategy is foundation building, setting the tone for a successful teacher-leader partnership for the year.

Just like the winter months bring in the cold weather, we bulk up and add layers, both in clothing and instructional support. Teacher leaders can layer in new instructional techniques on top of the foundation that was built in the fall. Because winter is made up of shorter days of sunshine, you have to be intentional with your time. The same is true with the winter coaching strategy. You must be intentional with your support, choosing how to support a teacher that provides the biggest “bang for the buck.” This is high level strategies that will have a domino effect in helping other areas the teacher might be struggling in, not just the main focus they are working on with you.

The following three steps show the trajectory a teacher leader would take to help the teacher grow in strength in the classroom.

Step 1: Lesson Design

Start here with teachers who struggle to write thorough lesson plans, experience a disconnect from what they planned and how they executed the plan, or teachers who need to think through the logistics of their lesson from start to finish. Designing a learning experience for students is more than filling in a lesson plan template. It’s like putting on a play, with lots of stage directions and behind-the-scenes prep. Do not move on until this is mastered, or the next stages will not be successful.

Step 2: Classroom Management

The next level of support is to focus on routines, structures, and systems for the classroom. Help teachers move beyond being reactive by solely managing behavior, to proactive by implementing boundaries for success. Systematizing a classroom takes vision, planning, execution, reflection, and revision. This can take many weeks to figure out what works best for a teacher’s personality, skill level, and classroom climate. Do not move on until this stage is mastered, or the final stage will not be successful.

Step 3: Student Engagement

Finally, teachers have the basics of the classroom in motion and are ready to layer in student engagement. This is accounted for in lesson design and thoroughly planned out in the classroom management stage, but now it’s time to execute the plan. Start small with simple ways for students to engage with the content, the teacher, and each other. Once students master the simple engagement techniques (ie. turn/talk or stop/jot), you can experiment with more elaborate opportunities (ie. four corners or gallery walk).

NEXT STEPS:

1. Read the other blog posts in this series: Fall, Spring, and Summer.
2. Join the virtual coaching summit this winter break to learn specific micro strategies you can employ to help teachers maximize their growth in the classroom. I am sharing more about seasonal coaching strategies in my session called “Hot Spot Coaching- Providing Targeted Support to Teachers.” Be sure to grab your ticket!
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: Winter 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.

What to Focus On

There are many instructional strategies teachers should employ when instructing students. However, two that have had a tremendous impact on student understanding and achievement, are asking higher order thinking questions and increasing student ownership in the classroom.

Teachers need to learn how to effectively form and ask higher order questions, both during the lesson design phase and live in front of students. This helps increase critical thinking skills in students while solidifying new knowledge in long-term memory. This life skill is not isolated to a specific grade or subject area, rather a way in which students grasp new material during learning experiences. (Grab tips for Asking Higher Order Thinking Questions in the Classroom.)

When teachers learn how to better facilitate learning, they can begin to pass ownership to students in areas such as material distribution, movement transitions, activity directives, etc. This builds motivation to learn because students feel valued as responsible individuals. When students help run the classroom, they are more invested in the learning process. (Grab tips for Increasing Student Ownership in the Classroom.)

How to Provide Learning Opportunities to Teachers

Most of the time, teacher leaders (instructional coaches, curriculum coordinators, etc.) provide PD to teachers. These PD sessions should equip teachers with instructional best practices and current pedagogy knowledge. It’s best if they are ongoing, aligned to school goals, and build off each previous session. (Grab tips forLeading Efficient and Engaging PD Sessions for Teachers.)

Teacher leaders and administrators don’t have to be the only ones providing learning opportunities to teachers. Teachers themselves can share their strengths with their colleagues by observing one another live in front of students. It’s a low pressure, highly motivating experience since teachers respect one another’s expertise.  (Grab tips for Learning Walks: Peer Observations.)

Most importantly, teachers can’t just consume information and haphazardly implement it into their practice. Teacher leaders need to provide teachers with feedback that is clear and bite-sized so that it can be applied immediately.[bctt tweet=”The follow-up after learning is just as important as the learning itself.” username=”gschultek”] (Grab tips for Creating a Feedback System for Teachers.)

It’s essential teachers engage in ongoing learning opportunities on current best practices to grow their craft. These learning opportunities should come in a variety of formats to help new learning stick and encourage teachers to continue growing. The suggestions in this post will empower educators in your school building.

GO BE GREAT!

What instructional best practices would you add to the list?

The post Instructional Best Practices for Teachers appeared first on Always A Lesson.

By now, many schools have added the instructional coaching role to their leadership strategy. However, instructional coaches aren’t receiving much support in their own development. Instructional coaches should receive support in areas such as (but not limited to):

• effective leadership practices
• current best instructional practices
• adult learning theory
• professional development session design and implementation
• instructional coaching approaches
• data gathering, dissemination, and analysis

Since instructional coaches need their own coaches to aide their growth and development, schools need to think about how to provide access to various support options. It could come in the form of conferences, books, or even an instructional coach’s coach- a previously high performing teacher and instructional coach. The stronger our instructional coaches become in leading others towards greatness only increases the impact of staff and students. This means, we now also have to invest in instructional coaching coaches.

Below are 6 tips to effectively coach instructional coaches.

1. Meet your People– Find out more about the person you’re going to be supporting, rather than their job title and duties
2. Set the Stage– Ask questions to find out what kind of impact they desire to have in their role (ie. what do you want to accomplish, what have you already contributed and how can we build on that?)
3. Lay the Groundwork– Together develop the roadmap to bring those goals to fruition
4. Connect Regularly– Make access to support easy (phone and video calls, app chats, texting, email, etc.)
5. Revisit Goals and Strategy– Every few months check in on the appropriateness of goals and the success of the chosen strategies to get there (revise if necessary)
6. Celebrate Progress– Leadership growth can be slow and bumpy so focus on small wins along the way

Whether you have an instructional coaching coach or not, you can still grow your leadership craft. Check out all my instructional coaching and professional development resources to better equip instructional coaches and those that coach them. Or join us in the Teacher Leader Mastermind for community with others doing the same thing as you!

GO BE GREAT!

What tips would you give for effectively coaching instructional coaches?

The post 6 Tips for Coaching Instructional Coaches appeared first on Always A Lesson.

Teacher leaders can be part of a mental health awareness, prevention, and management initiative at their school sites. This post will help you develop a plan.

Better Understand Mental Health

• Research symptoms and solutions (mentalhealth.gov is a great place to start)
• Uncover funding options schools could utilize to better support teachers

Evaluate Mental Health Supports Available at School

• Reflect on what your school currently offers to support teachers with their mental health
• Decide what initiatives, programs, or supports are working and not working
• Revise current offerings so that they are more effective and personalized

Design Mental Health Supports

• Create a mental health team or committee to lead the charge
• Get input from teachers to ensure supports meet their needs
• Design a road map so teachers know how to recognize their triggers, name their feelings, and advocate for the support they need
• Involve all stakeholders in the process (administrators, teachers, students, parents, and community members)
• Overhaul the school culture so that everyday mental health practices are woven into how the school operates

Execute Mental Health Supports

• Provide training on mental health diagnoses, triggers, solutions, etc.
• Offer resources to educate and support staff with mental health
• Check in on teacher mental health during all partnership opportunities (ie. professional development, professional learning community meetings, monthly mentor meetings, coaching cycles, etc.)
• Pair teachers with accountability partners as a safe place to go when needing mental health support

Tips for Effective Mental Health Support

• Listen more than you try to solve a problem
• Be consistent in what you offer
• Be honest about what supports you are able to provide and help teachers find alternative options if you cannot meet their needs the way they request

Want to know more specifics about how to support the mental health of teachers? Tune in to this Clubhouse Chat Replay with Charle Peck.

Looking to bring a mental health PD opportunity to your school? Check out this Leading Professional Development Bundle to get a start on planning!

GO BE GREAT!

What mental health supports do you want schools to employ?

The post Creating Mental Health Supports for Teachers appeared first on Always A Lesson.

What is a PD huddle?

A small group of people (i.e. a grade level or subject area) standing together in a huddle collaborating over a learning opportunity (PD). It is used as a micro learning opportunity (15 minutes or so) that teachers can digest quickly and implement immediately.

Why use a PD huddle?

Break up a lengthy PD session that is disengaging and overwhelming with information by offering short spurts of learning that is highly collaborative. This is easier for teachers to manage in their daily schedule and within their brain capacity. The format motivates teachers to be present and fully understand a concept before trying it without giving up excessive amounts of time in their day. An increase in teacher participation turns into increased motivation and results in higher percentage of implementation of learning. This will yield a stronger return of teacher growth and development which impacts student achievement.

How do you implement a PD huddle?

• Decide what topics you want teachers to learn more about
• Create a PD huddle schedule
• Design the protocol to follow during the PD huddle
• Roll out the learning opportunity to teachers with a demo and practice session
• Teachers participate in a PD huddle on their own
• Follow-up with a teacher representative
• Provide feedback and tips or revise protocol if necessary
• Repeat monthly

Next Steps

• Want to hear about other alternatives to professional development for teachers? Tune in to the replay of a Clubhouse chat with instructional coaches here.
• Grab this downloadable guide to help you implement your PD huddle at your school
• Looking for more ideas? Grab this coaching MEGA BUNDLE

What will a PD huddle look like at your school site?

Get access to more instructional coaching resources and professional development resources below:

The post How to Lead a PD Huddle at your School Site appeared first on Always A Lesson.

One major drawback for having social media accounts for schools is the time requirement to set it up and manage it successfully. Many administrators delegate this task to other teacher leaders in the building, like instructional coaches, curriculum coordinators, PD facilitators etc.

Whether you run your school’s social media platform or want to make a bigger impact by getting involved, this post will provide ideas for how to leverage social media to benefit your school.

Setting up a Social Media Platform for your School

Begin by gathering all necessary team members (principal, assistant principal, instructional coach, etc.)  to create a social media plan.

• Write a social media goal:
  • Why is a social media platform necessary to utilize?
  • What do you want to accomplish through it’s use?
• Decide on a social media platform:
  • Send out a parent survey asking which popular social media platform they use most often (ie. Facebook, Twitter, Instagram, Linked-In, etc.)
  • Choose the most popular platform from the survey responses and delegate team members to manage these accounts
• Set up a social media profile:
  • Create a social media handle on the platform (and share all log0in information with team members)
  • Add a profile photo of the school mascot
  • Add a photo header of the school building (or something else that represents the school)
  • Fill in a paragraph for the bio explaining the mission of the school and the goal of the social media account
• Create protocol for social media management:
  • Protect privacy of individuals featured in posts
  • Remove harmful or inappropriate comments
  • Draft canned responses to private messages

Managing a Social Media Platform for your School

• Create a social media posting calendar:
  • Fill in main events on blank monthly calendars (holidays, day’s off, half-days, Parent-Teacher conferences, school events, staff and student birthdays, etc.)
  • Choose a monthly theme and draft short, engaging posts to support that theme
  • Leave empty spots for timely posts depending on what is happening in the community or around the school building
• Design a submission process for staff to shout out each other: 
  • Create a paper/pencil or online submission form
  • Provide an example submission for reference
  • Share the opportunity with teachers
  • Review submissions and share out on the social media platform weekly
• Gather imagery
  • Take action pictures of teachers teaching, students learning, and behind-the-scenes moments
  • Save photos in a shared location with team members
  • Use photos individually or put together a string of images in a video
  • Continue to contribute images to the collection periodically so there are always plenty of options to choose from when creating a post
• Update team members monthly
  • Share updates on how the social media platform is performing (engagements of likes, comments, and shares)
  • Review upcoming monthly content calendar for feedback and to collect any additional ideas for what to share

A Quick Note

Social media is a tool used daily in our society. It makes sense to leverage it’s availability, popularity and features to highlight your school.  However, a social media platform should benefit the school as well as the staff and students within it. If the platform or account is creating more headache than it’s worth, think of alternate ways to share the amazing things happening at your school with parents and community members. There is no right way to manage a social media platform. The ideas shared in this post are merely suggestions. Decide what this might look like for your school and have fun!

Want help setting up your school’s social media profile and mapping out your content calendar? Book a call with me here.

How has a social media platform helped your school?

The post Using Social Media to Promote Your School appeared first on Always A Lesson.

What support opportunities included in coaching cycles is not black and white. Instructional coaches and other teacher leaders have the flexibility to create support options tailored to the needs of their teachers. Plus, as the year progresses, these options might change as well as teachers grow their instructional proficiency. Flexibility in how coaches support teachers is key.

Not all teachers need or desire to be coached. They also have varying needs and require different level of support. It is important that coaches design options that are relevant and timely for those they serve. Providing both Macro and Micro coaching cycles are a way to differentiate support for the varying needs of teachers.  (There is also no “right” way or recipe for what is included in each type of cycle.)

MACRO CYCLES

Some teachers need a full, thorough coaching cycle that includes supports like co-planning, modeling, lesson observation, debrief conversation, lesson execution practice, PD sessions, data digs, curriculum mapping etc. These additional layers of support are great for new or struggling teachers. Coaching cycles that contain this type of intensive support is considered a “macro cycle.”  It encompasses numerous touch points of varying foci with teachers on an ongoing basis. Teachers usually remain in a coaching cycle for two months and may continue engaging in multiple coaching cycles after the initial one.

MICRO CYCLES

On the other hand, some teachers only need a mini version of a coaching cycle. We call this a “micro cycle” since it only pulls the essential components from the Macro cycle, like observation and debrief conversation with feedback. It may occur quarterly or a handful of times throughout the year, rather than ongoing participation like a Macro cycle. This is often reserved for stronger performing teachers who need to check-in from time to time.

However, with schools changing their instructional model to online or hybrid models, instructional coaches created more flexible support models for teachers. A Micro cycle is the perfect way to support teachers with the limited time and resources available during the Covid-19 era in schools.

A Micro cycle can include any support instructional coaches and teacher leaders deem necessary for their teachers. The length of time of a session or between sessions can vary.

Next Steps

1. Meet with the admin team to discuss a plan for coaching support at your school site
2. Decide if you prefer to roll out micro, macro or both types of coaching cycles for your teachers
3. List out the supports included in the coaching cycle of choice
4. Note which specific teachers are eligible for coaching cycles
5. Roll out the coaching cycle(s) to teachers, explaining its purpose and components
6. Begin coaching cycles

Additional Support

• Read past blog posts on Starting Coaching Cycles at your School Site and Coaching Cycles- What is it and How do I Conduct One?
• Download Coaching Cycle forms (visuals, tips for success, resource guide, tracking sheets, intro letter, etc.) OR grab the bundle of ALL coaching forms

GO BE GREAT!

What do you include in your Micro vs. Macro coaching cycles?

The post Coaching Cycles: Macro vs Micro Options appeared first on Always A Lesson.

Set

If you have never had an instructional coach at your school site, then you probably have no idea what one does and how to leverage the role to better the performance of teachers and students. Or if you have an instructional coach at your school site but are unclear as to what they do, it might mean they wear too many hats and perform too many unrelated duties.

These misconceptions of who a coach is, what they do and how to utilize one sets a school up for failure. (Grab this Coach’s Duties Pie Chart to see where a coach should be spending their time.)

An instructional coach is a pivotal piece to increasing student achievement and teacher proficiency. One way to combat this is make it very clear WHO all the stakeholders are and WHAT their role is. (Grab a copy of Teachers Level of Support- Roles and Duties and Teacher/Coach Role Descriptors to help you.)

Below are steps to set up instructional coaching at your school site:

1. 1. Set the foundation by assigning the instructional coaching role to a teacher leader
   2. Set the expectations for the role:
      • • What will they do?
        • How will they do it?
        • How will you know they did it and did it well?
   3. Share these expectations with teachers so that all stakeholders are on the same page.
      • Design a menu of services (like this one) so teachers and choose how to work together
      • Share at a staff meeting or at a “Meet the Coach” event

• It’s important that teachers know an instructional coach is to support all teachers, not just ones that are struggling, new or willing to work together. When the school embraces the idea of a continuous improvement model, instructional coaches can benefit everyone. The role is not designed as a “gotcha” or to dictate next steps.

[bctt tweet=”An instructional coach is a guide to help teachers think through their obstacles, not feed them the answers. It is not an top-down initiative with a hierarchy of power. It is a partnership that happens with teachers.” username=”gschultek”]

Remind

Once the expectations of a coach are established, it’s important to remind staff about these expectations on a consistent basis. This way they do not forget what support is available to them and how they can receive it. Even though teachers were made aware of the role of an instructional coach, it may take numerous attempts before they are ready to take a coach up on their offer. The goal is to move from teacher-coach communication to a teacher-coach working relationship.

Remind staff of who the coach is, how to reach them, and how they can partner together. This can be done in an email, monthly newsletters, and ongoing professional development. You might feel like a broken record, but reminders keep the idea front and center and increase the likelihood teachers will reach out for help.

Recalibrate

When instructional coaches are working 1:1 or in a small group of similar grade level or content area teachers, they are able to recalibrate the expectations for their role. They should listen to the needs of the teachers, share a variety of ways in which they can help, and then revise their role to meet those needs.

Sometimes teachers and instructional coaches are not on the same page as to what the support options should look like. This leads to dishonesty, lack of collaboration, negative talk, frustration, and a stagnation in teacher and student growth.

Recalibration ensures expectations are clear, all voices are heard, and teachers are receiving the support they need when they need it. Flexibility is key!

When the expectations of an instructional coach are clearly set, shared and recalibrated on an ongoing basis, teachers will receive the support they need and desire. This support will allow teachers to increase their own instructional skillset while enhancing the learning outcomes of their students.

If you want to read more about instructional coaching, check out this blog post that outlines all of my professional book recommendations. If you need additional printable forms to support your coaching role with teachers, grab the bundle of over 300 pages here.

GO BE GREAT!

How do you establish teacher expectations of instructional coaching at your school?

The post Establishing Teacher Expectations of Instructional Coaching appeared first on Always A Lesson.

Emotional exhaustion is off the charts and job satisfaction has hit an all time low in education. Schools are left spinning their wheels brainstorming ways to lift the spirits of their staff before it’s too late.

There was a survey published recently by the EdWeek Research Center that showed teacher morale plummeting nationwide:

“In a November survey of a nationally representative sample of 817 teachers, nearly three-quarters of teachers say their morale is lower than it was before the pandemic, and 85 percent say overall teacher morale at their school is lower now…42 percent of teachers say the coronavirus pandemic has made them feel less motivated at work…[and] 88 percent of middle and high school teachers say the coronavirus pandemic has made their students less motivated to do their best at school.”

In efforts to retain the staff that remains, we need to pull out all the stops to:

1. Acknowledge their tireless effort
2. Lessen workload of non-essential compliance tasks
3. Celebrate the great things happening in schools because of the teachers

To better support the mental, emotional and physical health of our teachers all stakeholders play a role. Tips for administrators, instructional coaches and teachers themselves are listed below.

Administrators

The ideas shared below are merely ideas that could help validate teacher feelings, show appreciation, and reduce their feelings of overwhelm. Adjust them to fit the needs of your teachers as necessary.

1. 1. Duty Coverage– Release teachers from their lunch, recess, carpool duties etc.
   2. Limited Staff meetings– Re-prioritize training and information being shared with staff; condense essentials into a newsletter bulletin, email or announcement
   3. Increased Planning Time– Adjust instructional schedules to allow for additional solo or collaborative planning time
   4.  Limited Extracurriculars– Remove the requirement for teachers to lead extracurricular clubs on campus
   5. Team Building Events– Create opportunities to build rapport as a staff and school community
   6. Teacher Treats– Bring in a catered lunch or bring a drink/snack cart around campus
   7. Casual Passes– Allow staff earn passes to dress casual
   8. Themed Days– Create fun themed days (ie. spirit week) for staff to dress up
   9.  Music– Play popular music over the loud speaker after hours as teachers work or dismiss early
   10. Early Release Days– Create a schedule to allow each staff member to leave school immediately after students
   11. Community Donations -Collect classroom/teacher supply donations from the local businesses in the community
   12. Reduce Paperwork Requirements– Revise compliance requirements for teachers so that only essential tasks are being checked
   13. Shout Outs– Design a staff shout out board for peer accolades; write specific, personal notes highlighting teacher strengths and showing appreciation

Instructional Coaches

The ideas shared below are ways to help administration support teachers while creating relationships among staff.

1. 1. Socialization– Create opportunities for teachers to socialize with each other to build camaraderie and diminish feelings of isolation
   2. Mentorship– Assign partnerships among teachers to receive mentorship in areas of weakness to better their classroom performance, seek advice, etc.
   3. Teacher Awards– Design an award for each teacher based on their strengths and have an award ceremony to celebrate their talent
   4. Phone-A-Friend– Offer to lend a hand in classrooms by reading, leading an activity, or meeting with a students
   5. Common Space Decor– Liven up common areas with uplifting quote posters, colorful decor, plants etc.
   6. Fellowship – Host a monthly meet up for staff to come together and unplug while building relationships with each other
   7. Self-Care Activities– Advocate for and model self-care measures (ie. rest, exercise, read for pleasure, etc.)
   8. Giveaways– Host giveaways for teachers to earn products and services in the community

Teachers

The ideas shared below are ways in which teachers can get the support they need from other stakeholders.

1. 1. Encouragement– Provide encouragement to peers as you both navigate similar obstacles
   2. Listening Ear– Offer to listen to your peers vent so they can get their frustrations out and process their emotions before returning to work
   3. Laughter– Take time to lighten the load and laugh with colleagues
   4. Connection– Meet new colleagues, build friendships, find commonalities among staff members to build a sense unity across campus

Tools

These tools are ways in which to connect with and support teachers.

• • Catch them being amazing– Stop by teachers’ classrooms and provide them with recognition for what they do well and share it with staff
  • Reward and encourage – Give teachers incentives for working hard by giving out coupons for redemption
  • Get their opinion– Provide teachers with a survey to find out more about how they view their practice and how they wish to be helped & get their feedback after providing a PD session so you can continue to meet their needs
  • Give them options– Share ways in which teachers can get support by providing a menu of support to choose from
  • Watch peers in action– Allow staff to get inspired by each other by going on learning walks to see each other teach live in front of students
  • Set their own goals- Give teacher’s voice and choice in what they want to accomplish as professionals by engaging in a goal setting meeting together

Teachers are the root for which all students flourish. We must take care and nourish the root so that it blossoms for generations to come. These tips are sure to boost teacher morale at your school site!

Go Be Great!

How are you improving teacher morale at your school site?

The post Tips to Boost Teacher Morale appeared first on Always A Lesson.

I was recently reading about four shifts needed in education to have a bigger impact on student achievement. Each shift builds off the previous one, leading to transformational change in the classroom. I wholeheartedly agree with these four shifts and wanted to share them with you.

Deeper Thinking and Learning

We need to push kids to deeper levels of thinking. This means spending time building their critical thinking and analysis skills. It is still imperative to reference Bloom’s Taxonomy when designing a lesson and line of questioning. However, we can’t continue to have the bulk of the lesson remain at lower levels of Bloom. We must help students develop a new habit of thinking at deeper levels. This takes significant practice, support and encouragement. Teachers must design lessons knowing the end goal is to operate at the deepest of levels for longer periods of time. When students become deeper thinkers, they better understand concepts from a variety of angles. Then, are able to transition through sequence of topics seamlessly, therefore, achieve at higher rates.

Teacher leaders can help teachers by reviewing lesson plans for deeper thinking and learning, record higher level questioning and activities during observations, and provide high quality professional development on creating lessons that move authentically through Bloom’s Taxonomy.

It’s important to note that the goal is not to race a lesson towards deep thinking if students aren’t ready. That leads to frustration and decreases student motivation. Instead, design each lesson to push student thinking deeper so that overtime the majority of the lesson is spent in the higher realms of Bloom.

Authentic Work

It’s no secret that creating multiple lessons a day for students takes a long time for a teacher to prepare. However, utilizing numerous worksheets to demonstrate student learning is not pushing student thinking to deep levels and doesn’t accurately evaluate their levels of learning.

Creating opportunities for students to demonstrate their learning through authentic work is necessary. This means less busy work and more unique assignments. It most likely will require students longer periods of time to create, but the outcome will be a stronger depiction of how well a student understands a particular concept. For example, instead of completing a page full of math word problems, students could be given a scenario to solve using the same math skills. [bctt tweet=”It’s best to go deep with less than wide with more.” username=”gschultek”] This means guiding student thinking deeper with skills on one problem than shallow thinking on multiple problems. When teachers provide flexibility in how students complete their work, student engagement and critical thinking is high.

Teacher leaders can help teachers design authentic work opportunities by modeling, sharing examples, and using professional learning communities [PLC’s] to create varied student outcome options. Authentic work takes longer to create for both students and the teacher. Knowing this, lesson pacing should be adjusted and teachers should begin the design process ahead of time. For example, teacher leaders can provide quarterly planning days where teachers design authentic work opportunities for assessments and assignments for the upcoming quarter.

Student Agency and Personalization

The flexibility teachers build in to student work options makes room for student agency- voice and choice in how to demonstrate learning. This means students have the opportunity to decide how they want to show what they know. It also means teachers know their students well to be able to offer options that meet their needs (ie. personality, learning style, interests, etc.). When students can use their strengths in the classroom they are more motivated to go above and beyond the requirements to showcase their knowledge.

Teacher leaders can help by analyzing student work with teachers, paying attention to which assignments students gravitated towards and which ones demonstrated student knowledge the strongest. This analysis will help teachers become better designers of learning opportunities and prompt additional conversations with students to get to know them better. A student learning survey is a great way to collect intel. (Get parents involved too by allowing them to share insights on their child through a letter of recommendation to the teacher!)

Technology

It’s important that teachers move away from implementing technology just to get credit for using it. Instead of randomly picking a tech device or tool, teachers should strategically choose their instructional instruments. [bctt tweet=”If technology does not enhance learning, it doesn’t need to be used.” username=”gschultek”] For example, if teachers are using a Smart Board only as a white board or are having students complete worksheets on an iPad, tech doesn’t need to be used. Technology should be used when it does something the teacher cannot do alone or that without it’s incorporation into a lesson, students won’t fully understand a topic.

Teacher leaders can help teachers select appropriate tech tools that align and properly assess learning objectives. They can host a tech festival where teachers can get exposed to a variety of tech tools, play with a variety of options to see the capabilities, and have time to choose a few to incorporate into future lessons. Teacher leaders should consistently support teachers in their tech choices to ensure it is enhancing student learning.

Each of these four shifts build on one another resulting in enhanced student learning. Teachers who provide personalized learning opportunities to students and incorporate technology that enhances learning creates an environment where students are thinking at deeper levels and producing authentic work. This is how you transform classroom instruction.

Are you in need of some support for enhancing student learning at your school? Grab these resources below:

• Instructional Best Practice Guides
• Leading Impactful PD Sessions Guide
• Unlock Teacher Potential Leadership Guides

Get access to more instructional coaching resources and professional development resources below:

GO BE GREAT!

How will you incorporate these four shifts into classrooms?

The post 4 Ways to Transform Classroom Instruction appeared first on Always A Lesson.

Background Information on Coaching Cycles

A cycle refers to the repeated process of meeting, observing and serving teachers. For example, a simplified coaching cycle could look like a trio observation: pre-observation, observation, and post-observation debrief. This simplified cycle can easily be extended by adding goal setting meetings, professional development sessions, peer observations, tape recording and reflection exercises, etc. (These options could be outlined in a coaching menu like this one.)

There are generally two tracks in the coaching cycle model: on and off-track. On-track means the teacher is receiving the right amount of support resulting in an increase in their skill set. These teachers can graduate out of the coaching cycle model to a more hands-off approach like short, pop-in classroom visits and ad hoc meetings to brainstorm or answer questions. If an instructional coach needs to provide more ongoing or intensive support to a teacher, they will employ the off-track model. This means they continue to repeat the extensive coaching cycle until the teacher improves.

No matter which coaching cycle is utilized, the goal is the same: improve the skill of the teacher and achievement of the student.

Get Organized

Now that you have a better understanding of coaching cycles, it’s time to plan your own. Getting organized is a great first step. Grab your teacher roster and note which teachers would be willing participants and which are assigned to you from administration. These two groups of teachers will enter your coaching cycles first. Then, you’ll want to survey them to find out their skill level (Here’s a survey example.) This information will help you determine where they view their own skill set and what areas they want to strengthen.

Are you in need of other beginning of the year coaching resources? Click here.

Set the Stage

After getting organized, you’ll want to set the foundation for coaching. This is an opportunity to meet with teachers to introduce yourself and your role. Walk teachers through the coaching cycle model, explaining the purpose of each support. You might even want to model portions as necessary. Don’t forget to allow teachers to ask questions.

It’s important to note, when beginning coaching cycles, you will build the process slowly. For example, for the first month to month and a half, you’ll simply plan with teachers and observe them. You will not complete a full cycle until month two and beyond. This allows time to build relationships and rapport with the teacher and students in the classrooms you are visiting.

Dive in

Wahoo! It’s time to dive in and begin working hard with teachers. You’ll move from building relationships and establishing a presence in classrooms to fully partnering with teachers. Your initial planning meetings with teachers will help you know who is in your cycle, which intensive model they are partaking in, and where they are within the cycle framework. It might be helpful to have the coaching cycle visual enlarged and placed on a wall. You can use post-its with teacher names or notations to easily move them through the cycle.

You can now begin mini or whole group coaching sessions as well as professional development and practice rounds. When you notice common trends among staff you can address the whole roster of teachers. When you notice similar struggles among individual teachers, you can bring together smaller groups to focus on those areas. Most importantly though, practice should be essential in your support options for teachers. Running drills during practice helps teachers build muscle memory. Acting out specific teaching skills repetitiously increases the likelihood the skill will translate into the classroom.

Next Steps

1. 1. Design your varied coaching cycle tracks from less to more intensive models
   2. Get yourself and your space organized
   3. Meet with teachers to explain all of the partnership opportunities (grab an example coaching cycle visual and all observation forms...or just snag the entire instructional coaching binder)
   4. Start working with teachers!

Coaching cycles are a fantastic way to help teachers get better faster and in a more focused way. The hard work between the teacher and yourself will pay off!

Get access to more instructional coaching resources and professional development resources below:

Go Be Great!

How do you start your coaching cycles?

The post Starting Coaching Cycles at your School Site appeared first on Always A Lesson.

This holiday can be celebrated by everyone in the community, and doesn’t have to only be for one day either. It could become a week long or month long celebration.

Below are ways International Literacy Day can be celebrated around the community, school building and in the classroom itself.

Celebrate in the Community

One way to build partnership with the community is to expand your school wide initiatives by inviting the community to join in on the fun. Be clear on how the community can celebrate and share that information on social media and on bulletin boards in local businesses.

Ideas for how to celebrate include:

• • Stock up free neighborhood lending libraries with books
  • Read outdoors with family and friends
  • Visit literacy based businesses (ie. book stores, newspaper, library etc)
  • Literacy hunt around town- take photos of literacy in action (ie. restaurant menus, street signs, coupons,  bulletin boards, etc.)

Celebrate around the School

Build camaraderie among staff by working towards a common goal together. To begin, create a celebration committee to brainstorm ideas for how to celebrate. Then, design a schedule so that teachers know where they should be and when. Finally, decorate the school with signage and imagery.

Ideas for how to celebrate include:

• • Students can visit classroom bulletin boards to see book recommendations from their peers or pictures of themselves and their students reading their favorite books
  • Teachers can dress up as their favorite book character
  • School assembly with local authors
  • Fundraiser Kick Off party for classroom book donations

Celebrate in the Classroom

Teachers are able to help students fall in love with reading. They can model strong reading habits and strategies while also exposing students to a variety of books. Creating a fun experience around reading will motivate students to keep reading even when its challenging.

Ideas for how to celebrate include:

• • Design elaborate bookmarks with various art supplies
  • Host guest readers (parents, community members, librarian, administrators etc.)
  • Students bring in their favorite books to share
  • Complete a book tasting where students browse a variety of types of books and rate their favorites

Need some classroom activity resources? Here are some suggestions below:

• • Literacy Instruction Professional Development
  • Literacy Center Activities
  • Book Report Activities
  • Novel Study Guides
  • Literacy Discussion Guides
  • Conferencing with Student Logs

There is no one right way to celebrate. As long as you come together and participate in literacy building activities, you are participating in International Literacy Day!

GO BE GREAT!

How do you celebrate International Literacy Day?

Get access to more instructional coaching resources and professional development resources below:

The post Celebrating International Literacy Day appeared first on Always A Lesson.

This post will cover what gets in the way of creating highly effective teams, strategies to build synergy in the long-term and how to hold everyone accountable within the team.

 Top 3 Synergy Suckers

The top three factors below decrease and even eliminate any synergy within a team. Knowing that these factors exist, leaders can be pro-active in designing teams with these elements in mind.

1. 1. Hierarchy – Whether spoken or not, if there is a sense of hierarchy among team members, the capacity of the team never reaches fruition. People shut down, aren’t honest or vulnerable with each other and then stop contributing to the team altogether. Hierarchy can appear in terms of knowledge level, years of experience, closeness of relationship, etc.
   2. Lack of Systems – When teams aren’t provided a road map for how to operate, they waste a lot of time trying to create their own. Arguments erupt, disagreements turn personal, and no forward momentum is made towards team goals.
   3. Miscommunication – Communication is the heart of every relationship. When individuals are open and honest with each other, they better understand how each other operate and can navigate obstacles quickly. When members do not feel safe, hold back their opinions, or do not clarify any misunderstandings, the team potential is shattered.

5 Strategies to Build Team Synergy

Building team synergy for the long term is no easy task. A band aid fix will not produce the desired results. Getting to the root of the disfunction will allow teams to flourish. The five strategies listed below are ways to remedy teams of any synergy level so that they can continue to progress forward together.

1. 1. Create Goals – Consult the curriculum, school initiatives, and state/district standards. These pillars of information will serve as guide posts for determining if the team is on track. Create these goals together so there is investment from all team members to reach the goals.
   2. Set Norms– Discuss necessary boundaries within the team in terms of being prepared, having healthy discourse, and reaching outcomes. Move beyond the surface level norms (ie. show up on time) and push toward high leverage norms that actually produce results (ie. contribute a unique idea daily).
   3. Lean on Strengths– Each member has an X-factor. Use the leadership state of mind that says everyone is a leader in their own right. Discover each team member’s experiences, perspectives, talents, interests, etc. and leverage those to your advantage to meet goals.
   4. Assign Roles– Every member of the team is just as important as the next. When we believe the leadership mindset of everyone playing an integral role, everyone shows up bigger than before. Roles might include a note taker, researcher, presenter, etc. Roles provide purpose and clarity in the mission.
   5. Build Relationship– No one has to be friends, but you have to be friendly. This means showing respect at all times. When we learn how to work together, we gain power as a whole. Working together is an imperfect dance that requires effort, energy, grace and kindness.

Increasing Stakeholder Synergy

Now that you know what obstacles might occur within a team and which structures to set up so that you can  operate at maximum capacity, it’s time to review the roles that each stakeholder plays in the success of the team.

• • Teachers– The investment and expectation of each teacher on the team is high, especially after crafting goals, norms and roles. It’s important each teacher hold themselves and each other accountable. The team is only as strong as the weakest member. If someone is not respecting others, fulfilling their role, contributing their strengths, adhering to norms or working towards the common goal, the team’s strength weakens.
  • Coaches– Whether it is an instructional coach, subject area or grade level facilitator, curriculum coordinator or PD presenter, they become an additional member of the team. They are able to facilitate the work of the team live while the real work is happening. They prompt and question to help keep everyone on course while also supporting efforts to overcome any obstacles.
  • Administrators– The school leaders are the ones distributing teachers into teams. They consider factors such as personality, years of experience, teaching styles, strengths etc. These factors effect the synergy of a team and should carefully consider the impact they have on the whole of the team.

Whether you are helping develop teams or are part of one, understanding the intricate details of how to make, grow and retain effective teams will transform your skillset and overall impact on others.

Next Steps

Do you need some additional help?

• Grow Teams- Snag the PLC Data Guides or read the How to Become an Effective Team Member blog post!
• Grow Individual Teachers- Grab the Guiding Questions Template, Instructional Best Practices PD, Teacher Mentor Kit or Instructional Coaching Forms Bundle.

GO BE GREAT!

What helps build synergy within your team?

The post Light the Spark in Team Synergy appeared first on Always A Lesson.

Communication

District personnel, school building administrators, teacher leaders, classroom teachers, students, parents and community members are considered important stakeholders. It is essential to create systems to communicate with each group of stakeholders as it relates to their role in education, meaning what you communicate to parents is very different and what you share with the principal.

This post focuses on communication between the instructional coach (also called facilitator, teacher leader, curriculum developer, specialists, etc.) and the classroom teacher. Below are 10 aspects of communication to consider as the instructional coach:

1. Assign Team Roles– To ensure all voices are heard during meetings (planning, PLC and data digs, PD sessions, etc.), assign team roles. They can alternate each meeting, but ensure everyone has a role when it comes to communication. Examples include: Presenter, Synthesizer, Note-taker, Question Asker, etc.
2. Ask Better Questions– To get to the root of any problem, you have to dig deep. The only way to go deep is to continue to ask good questions. Remove judgment and assumption.  Listen intently and collect information to help you better support teachers.
3. Be a Bridge– You are a connector between administration and classroom teachers. Be a bridge so communication remains clear and all voices are heard and understood.
4. Build Connections– Authentic connections allow you to truly get to know teachers as people first and professionals second. It removes barriers to trust and willingness to receive help. Communicating in a natural way builds strong connections with stakeholders.
5. Create a Communication Pathway- Over-communication can create overwhelm for receivers and the message often gets distorted, just like a game of telephone. Design the pathway for who shares communication with whom and in what order. This structure will ensure clear communication is delivered every time.
6. Develop Norms and Non-Negotiables– To facilitate strong communication among all stakeholders, establish norms and non-negotiables to hold each other accountable. Items could include professionalism (prompt arrival, polite discourse, proper dress, etc.), regular contribution (share suggestions, strategies, and ideas) and more!
7. Facilitate, Don’t Dictate– As a teacher support, you are a guide to their professional development. When you tell teachers what to do and how to do it, they begin to resist. When you facilitate (ask questions and make suggestions), you are able to push them in the right direction instead of push them to do something your way on your time table.
8. Provide Input– The role of a instructional coach is to guide teachers to reach their growth potential. There are very few times you’ll provide direct feedback (ie. observation). The majority of your support will be sharing input in the forms of questions and suggestions rather than necessary next steps or performance ratings.
9. Seek to Understand– My friend Andrea Battle called this teacher leadership skill an “understanding undershirt.” It is underneath everything you do in supporting teachers. When you operate from a place of understanding, you are respected and are able to produce results because you access the root of the problem and work up from there.
10. Utilize Communication Frameworks– Develop discussion starters, sentence stems, and guiding questions so when you meet with teachers you can use your energy to be present in the conversation rather than thinking about what to ask and how to ask it.

NEXT STEPS

• Continue to follow this blog series for more leadership tips for instructional coaches (Read Part One, Part 2 & Part 3).
• If you’d like to dig in on a deeper level, you can gain professional development (and credit towards your teaching license) through the “Teachers Who Lead” course bundle.
• Get access to more instructional coaching resources and professional development resources below:

Go Be Great!

What leadership advice do you have for instructional coaches?

The post Leadership Tips for Instructional Coaches- Part 4 appeared first on Always A Lesson.

This leaves the coach wondering what their role looks like, how to fill their calendar or even spend their time. Before testing, the coach is preparing the school building to host the exams and ensure teachers are set up for success to run the tests. Once testing comes, it’s time for the coach to pause their support and let teachers and students showcase their skills. After testing, many teachers are finishing up loose ends to close out the year.

With all the changes happening at the end of the school year, a coach may even wonder “What do I do with my time?” The structured teacher support they’ve been providing is no longer happening and everyone seems to have altered schedules for various reasons. Although coaches aren’t working as closely with teachers as they have been all year, there are still plenty of productive tasks to accomplish with extra pockets of time.

The tasks listed below are productive uses of time and will help get ahead for the upcoming year.

Organizational Tasks

• Clean Up Shared Drive– Go to physical or virtual common areas where teachers share materials and organize it for efficiency
• Spruce Up Planning and Meeting Spaces– Create community spaces that encourage collaboration in seating and table arrangements as well as fill the spaces with all necessary supplies

Learning & Creation Tasks

• Design a PD Schedule– Map out next year’s PD on a calendar with topics based on current areas of improvement and future initiatives
• Record Micro PD Videos – Think about upcoming professional development needs and batch record all of the mini learning sessions for teachers
• Design Anchor Charts for the Planning Room– Set up the planning room so information is easily accessible for teacher reference, including making and hanging anchor charts of pertinent information
• Draft Monthly Newsletter Formats– Knowing consistent communication methods build trust and community, set up a template to communicate updates monthly with teachers
• Develop a Feedback Survey– Create a paper or digital survey that asks teachers what they want more or less of, how you can best support them, and additional comments they wish to share

Administrative Tasks

• Create a Materials Wish List– Knowing school funding allotments arrive at specific dates throughout the year, have your wish lists already curated and ready to go when funds arrive
• Create Next Year Master Schedule & Class Rosters– Help the admin team create a rough draft master schedule for all grade levels and content areas as well as begin rough drafts of next year’s class rosters
• Collect School/District Owned Materials– Visit teacher classrooms to collect any materials owned by the school or district and place them in a safe storage location
• Offboard/Onboard Staff Members- Make the transition easier for teachers leaving the school by collecting their materials and completing necessary paperwork while simultaneously onboarding new staff members by helping them acclimate to their new position
  • Relevant Blog Posts: The Importance on Onboarding and Support a New Hire at your School
  • Printable: End-of-Year Effective Off-Boarding

Tips From Coaches in the Field

• Kara H. from New York: I try to have a end of semester data sharing meeting with administrators where we share the student teacher data we have been collecting from the formal observations as well as the informal observations I do with the Cooperating Teachers, and discuss areas of strength and areas where we need to grow for next year, and steps the schools can take and that we at York can take together to help that happen. I need to schedule that meeting for the end of May and start putting the data together for the meeting
• Lauren G from Iowa: One task I need to accomplish is to figure out the best way to support new teachers to the district (depending on if is their first year here, first year teaching, etc.). I want to have some questions ready for teachers to reflect on before school starts, as well as plans in place to meet with the new teachers at least once during the PD schedule at the beginning of the year.
• Adina M from New Jersey: Find ways to celebrate our wins for the year. After graduation, we host an end of year staff PD for all members of the team who will be returning next year and we revisit the year’s goals and discuss how we hit our goals for the year. We name our wins and celebrate the effort that it took to get there.
• Jenna K from Illinois: Make and send out a survey. We need feedback on how our individualized learning sessions have been going and also just coaching in general so we can reflect on this year and help us better prepare for next year.

There are plenty of ways to still have an impact as an instructional coach at the end of the school year. Your role might look different, but your impact will remain the same! As you prepare for the upcoming school year, check out all my instructional coaching resources and professional development opportunities.

Go Be Great!

What tasks do you complete at the end of the year as an instructional coach?

The post 10 End of Year Tasks for Instructional Coaches appeared first on Always A Lesson.

Whether you spend a day or a week showering teachers with love, the intention is to acknowledge each teacher in your building so that they know that their efforts don’t go unnoticed. This continues to build relationships among staff, increases teacher job satisfaction, and boosts staff morale.

Listed below are tips, steps and resources for a successful teacher appreciation event.

Tips for a Successful Teacher Appreciation Event

• Plan and Prepare– Set aside a significant amount of time to thoroughly plan and orchestrate the event
• Get Personal– Know teacher likes and interests so that the celebration is personalized
• Be Creative– Think beyond only purchasing physical items and get creative in thanking teachers
• Apply Feedback– Use insight from past experiences to plan future events

Steps to Deliver a Teacher Appreciation Event

• Announce Details to Stakeholders– Give notice of date, time and key information to everyone participating
• Ask for Community Donations and/or Involvement– Offer community members the opportunity to donate an item, service or their time
• Create Committees and Roles– Know who is participating and how they are contributing so you can group people together and appoint roles for efficiency
• Gather, Organize & Assemble Supplies– Designate a specific place to gather, organize and assemble donated and purchased items
• Execute with Energy– Bring energy, enthusiasm and a bright smile to the experience so teachers feel special

Snag Resources for a Teacher Appreciation Event

• Coaching Coupons – Reward & encourage teachers with editable tasks you can take off their plate
• “Caught Being Amazing” Awards – Reward teachers and give positive feedback during walk-throughs, staff meetings or just to acknowledge strengths
• Notes from Students– A variety of activities for students to write notes of appreciation for their teachers

Go Be Great!

How do you celebrate Teacher Appreciation Week at your school site?

The post Leading a Teacher Appreciation Event at your School Site appeared first on Always A Lesson.

Creating a strong math culture is a topic we have been discussing recently here on the blog based on a discussion I lead on the Clubhouse app.  Over 20 educators (classroom teachers, administrators, school board members, instructional coaches, and content area specialists) came together to share ideas and ask questions about how to increase the math culture in their buildings.

I am sharing my takeaways here on the blog. This is a three-part post on increasing math culture in your school building. [Click to read post 1 and post 2.]

Today’s question is:

How can we impact math culture as teacher leaders?

Involve Parents

Parents want to participate in their child’s education. They also are curious whether or not their school provides a top notch education, especially in content areas like reading and math.

Create events where parents can see their child’s math work showcased. This gives parents an idea of what goes on in their child’s classroom and they can see how their child is performing.

Teachers can share ideas for how to support mathematical instruction at home in everyday life scenarios (ie. geometric shapes around town, keeping time on a clock throughout the day, etc.).

Parents can get a sense of the math culture in a school just by what is sent home for homework. Is it a scripted curriculum assignment or critical thinking opportunity (ie. solving one difficult problem with many methods accepted versus a worksheet of twenty simple problems to complete with the emphasis on correct answers).

Standards of Mathematical Practice

Create opportunities for teachers to understand the Standards of Mathematical Practice. These are the requirements provided by the state for quality learning in Math. Teachers need to understand what the standards are and how to deconstruct the large skills of the standards and put them into lesson objectives. This is a difficult skill and will require lots of practice and feedback for teachers.

Review state standards with teachers. Place an emphasis on how the standards connect throughout grade levels. Teachers can pull out key terms and discuss various ways to teach the standard, planning for students who get it quickly and those who do not.

Rating Scale

Complete a mathematical proficiency rating scale for every teacher and for the school as a whole. Create the scale from 1 to 10 and assign each number a characteristic that describes confidence and competence of teaching and understanding mathematical concepts for their grade level. This reflective piece encourages transparency and serves as a reality check for the school as a starting point. You can only grow when you know where you are beginning. Honesty is key.

Track Standards

Math is a subject that highly relies on the grade level before it as a foundation for future learning. Most often, there is no way to communicate to the next teacher when students are missing skills or have weak sub skills. Students get even further behind (and even more frustrated). Create tracking sheets and make time for updating and reviewing these sheets periodically to inform instruction. Teachers should track standards taught for each student and mark the proficiency level (not mastered, partially mastered and mastered). This tracking sheet can travel to the next teacher to help inform instruction during the planning phase.

Assist in the Process

There are many moving parts to teaching math. Assist in all aspects (lesson planning process, delivery and execution, designing assessments, reviewing student data, etc.) to catch teacher misunderstanding or negative mindset. Teachers need to know how to plan a thorough lesson that differentiates to a variety of learners. But they also need to plan multiple strategies if students get stuck along the way to present learning in a new way, with multiple opportunities to practice. Knowing what to do when students get hung up helps teachers gain confidence in the content and they can then model perseverance in problem solving to students. Continue to provide support throughout the year as there will be moments of ease and frustration for teachers as they grow their math competency.

If you need leadership resources to help you grow and develop teachers, snag this bundle of coaching forms or watch these quick, actionable “Teachers Who Lead” course modules.

Suggested Resources for Building Math Culture:

• Math Tools & Activities
• Mathematical Mindsets by Jo Boaler
• Elementary and Middle School Mathematics (Teaching Developmentally) by Karen Karp

If you found this helpful, be sure to check out the first and second post in the series.

Go Be Great!

What action will you take to create a stronger math culture in your building?

The post Creating a Strong Math Culture at your School [Part Three] appeared first on Always A Lesson.

Educators can leverage this skillset in their approach to leadership. It is essential to be engaging as a leader so that people want to listen to what you have to say and are motivated to carry out your message when asked.

Three simple ways to become an engaging leader, regardless of setting, include:

• Use eye contact– Connecting to your audience with your eyes helps keep them involved in the dialogue, even if it is heavily one sided. The connection, almost like an invisible leash, encourages others to remain on track in the conversation.
• Personalize your message– Use names and personal details to connect. Knowing your audience is essential to ensuring your message lands and your leadership impacts.
• Speak through story– Making your message memorable creates an enjoyable journey for the learner. Using stories to explain a point brings meaning, builds relationships and sparks joy in the learning.

In addition to the tips above, educational leaders communicate through professional development sessions, in-person conversations and email. Specific tips for remaining engaging in those settings are listed below:

Become an engaging leader in Professional Development [PD] Sessions

• • Work the room– Moving around while leading others in their learning can help keep the audience from drifting off. As you get closer, your proximity keeps them alert. Movement also adds an element of curiosity because the audience doesn’t know where you’ll end up next.
  • Parcel out info– It can be hard to hold attention when sharing information so deliver learning in bite-sized chunks. They will not tune out, get lost or be overwhelmed. This leaves room for audience interaction to help digest the information.
  • Show, don’t tell– Using images or demonstrations keeps the audience’s attention more than talking to them at nauseam. Using large movements to demonstrate an idea or principle makes the learning memorable and enjoyable.

Remain an engaging leader during in-person conversations

• • Lean in– When having a one-on-one conversation with someone, leaning in encourages attention from the other party. It makes that person feel important and that what you have to say could be of value to them.
  • Ask follow up questions– By repeating information shared during an in-person conversation or asking follow up questions shows interest in the thoughts of others. This intention promotes engagement on deeper levels.

Follow-Through as an engaging leader via e-mail

• • Motivational words– Keeping the tone of emails upbeat and motivational encourages the receiver to continue reading the whole message and all subsequent emails to come. It also increases the likelihood the receiver will engage with a reply to the email.
  • Short and sweet– Similar to parceling out information in a PD session, keep emails short and to the point. This encourages the reader to not skip any portion of the important message. Trust is built in consistent engagement.
  • Use video– Just because an email is being sent, doesn’t mean it has to only contain the written word. Using video personalizes the message as well as adds excitement and intrigue.
  • Write as if you’re talking– Using formal language in an email creates the illusion of a wall, distancing the receiver from the sender. Swap the formality for a more conversational tone to keep the interaction friendly and natural.

Whether leading through a professional development session, 1:1 in-person conversation or email communication, educators can become engaging and impactful.

Want more tips for providing engaging PD to educators? Click here.

Go Be Great!

How do you remain engaging in your leadership duties?

The post How to Become an Engaging Leader appeared first on Always A Lesson.

The goal of every lesson is to drive students towards understanding. If we strip away all of the glam and technological jazz currently being used in lesson design, what is left behind is the teacher’s natural ability to share value and meaning.

• Value is the information required for students to reach mastery at their current level.
• Meaning is the teacher’s ability to make that content relevant to students.

Students who excel academically do so because of the opportunity they encounter to digest and apply their learning. Every student is capable of interacting with higher order thinking questions at the deepest of levels. Teachers just need to make them accessible to all students.

The process teachers follow to develop and deliver higher order thinking questions in the classroom is quite simple. It is one that can be repeated for every lesson on any subject each and every day.

Plan and Prepare Higher Order Thinking Questions

First, when drafting lessons plans, questioning should be sprinkled throughout instruction to gauge student understanding. The backwards design method is essential in planning such lessons because all the activities and questions asked within a lesson should take the student on a journey towards a specific outcome. Without knowing where students must end, it is impossible to align all activities and questions to get them there.

Questions should start at a basic level and become more complex as students move through the lesson. The questions can be asked orally in a student discussion or written in an assignment or on a presentation slide. Teachers can even assign specific students to questions, taking into account their zone of proximal development.

Deliver Higher Order Thinking Questions

Next, once all questions are planned, the teacher must execute them live with students during a lesson. Having questions prepared ahead of time allows the teacher to be mentally present in the moment. Teachers will have to make adjustments to the questions or the lesson in real time as student responses occur. Sometimes students will move through the questions quickly, so teachers find some of the questions unnecessary to ask. Other times, students will struggle in between questions and the teacher will have to create a question on the fly to bridge the gap. Either way, being responsive in the moment is the key to delivering high quality instruction through questioning.

It is important to note that the teacher must provide ample support for the student to arrive at the final outcome (ie. specific answer or concept). This means the students have enough context to make meaning of the question asked, access to additional information to make connections, and plenty of time to formulate a response. Although this takes up time during a lesson, it is time well spent. Students will leave the lesson with a deeper understanding of the content while also feeling successful in the classroom.

Reflect & Collect Data of Higher Order Thinking Questions

Then, great teachers reflect on their lessons, especially on the questions they ask during a lesson. it is important to collect data in the moment to aid in a reflection after the lesson is over. Teachers can simply write on their lesson plan next to the pre-developed questions, taking note of student responses, struggles, aha’s, etc. These informal data pieces will help design better higher order thinking questions for future lessons.

Once the lesson is over, the teacher can review their notes on how successful students were able to digest the new content and make meaning from it. Teachers can look for trends or outliers and even notice areas of opportunity for next time.

Revise Student Success Strategy of Higher Order Thinking Questions

Lastly, every lesson should include higher order thinking questions. It is the most effective way to develop student understanding. Therefore, teachers should continue to hone their question making and delivery methods daily to better meet student needs. As teachers better understand their content and their students, the revision process should shorten in time.

There will be students who need additional opportunities to grapple with the content where others are ready to use it as a springboard into learning something new. Differentiating questioning for these students is one way for teachers to revise their questioning strategy for future lessons. Repeat what worked and tweak what didn’t.

This four-part questioning system is one every teacher should utilize. It is easy to implement and has a tremendous impact on student learning. No fancy materials needed, just the teacher’s creativity and knowledge.

Do you need more details and practice with adding higher order thinking questions to your lessons?

Grab the mini PD here.

GO BE GREAT!

How do you implement higher order thinking questions into your classroom lessons?

The post How to Ask Impactful Higher Order Thinking Questions appeared first on Always A Lesson.

[bctt tweet=”Obstacles are only problems that you haven’t figured out how to work around yet. ” username=”gschultek”]

Necessity of Virtual Connections

Virtual connection is more essential than ever. In 2020, parents are required to be more heavily involved in the schooling of their child. Not only do teachers need to continue to communicate student progress, but they also need to discuss logistics, tips, strategies, and troubleshoot technology issues. This is a mix of traditional communication topics with parents and those discussed with substitute teachers.

These conversations are new both for the parent and the teacher. Therefore, it’s important to be transparent with the adjustment as well as ask for feedback to continue making it a positive and impactful experience.

[bctt tweet=”Virtual connections pave the way for successful student learning, even in times of crisis. ” username=”gschultek”]

Virtual Connections for Various Models

The three most discussed learning models for the Fall of 2020 school year are distance learning, homeschooling and a hybrid option. Virtual connections can occur in each of these models, although they might look different.

• Distance Learning– With students working from home via various online platforms, the teacher is still directing the learning. Parents might check in from time to time to make sure students are logging in during specific learning times and completing assignments. Although this might be more involvement for parents than traditional models, they are still relying on the teacher to communicate with them about their child’s progress (ie. overall performance, learning support options, academic struggles or concerns, missing assignments, etc.). Teachers can also share tips for learning at home, such as managing time, prioritizing tasks, and more.
• Homeschooling– Teachers will pass the instructional baton to parents in this learning model. Although teachers will prepare learning materials and deliver to students’ homes, the parents are in charge of carrying out the learning and completion of the materials. Schools might collect these materials or require students to submit only certain assignments online for grading purposes. Some school districts might even do a pass/fail system with no specific grades. Some ways teachers can make themselves available to parents is to hold office hours to answer live Q/A’s, respond to emails in a timely manner, create a reference website for common obstacles or examples of quality instructional techniques and outcomes, etc.
• Hybrid Learning– Hybrid simply means a mix of in-person and online learning. Teachers and parents will partner together in the learning of the child in all hybrid models. Parents and teachers will communicate virtually in the same ways mentioned in both distance learning and homeschooling models shared above.

Parent-Teacher Conferences via Virtual Connections

It is important to conduct the ongoing communication ideas mentioned above, but there can still be more formal opportunities to chat live with parents, like during virtual parent-teacher conferences.

Oftentimes with ongoing communication, messages are shared in passing without both parties being available at the same time to have a more thorough discussion. By setting aside a common time to virtually meet, parents and teachers can get caught up on the progress of the child, answer questions, clarify expectations and requirements, etc. Hosting live virtual chats with parents is a great way to bring clarity and comfort to the partnership. Click the photo to get all the tips!

GO BE GREAT!

How are you virtually connecting with parents?

The post The Importance of Virtual Connections with Parents appeared first on Always A Lesson.

As someone who has completed an interview in education for countless teachers and administrators in various districts, I can tell you that there are certain trends that appear in most interview situations. The tips I share in this post are from my own personal experience in partnering with a wide variety of schools with different needs.

The following three sections describe an effective system for nailing your interview in education!

Gather Interview Intel

First, you’ll want to do your research on interviewing for a position in education. Research the district, school, and grade level you’re applying for. Then, research the general flow of interviews for positions in education.

I suggest reading the following two blog posts for some quick interview advice:

• 3 Tips to Prepare for an Interview Demo Lesson
• “Please, DO NOT Do That” Interview Advice

Gathering interview intel will take the anxiety out of the equation. You will be well versed for how the interview will play out and will be armed with stellar interview tips!

Prepare for the Edu-Interview

Second, it is time to begin the preparation phase for the specific position you are applying for. Follow the steps below:

1. Review common and potential interview questions
2. Think through your own responses
3. Revise and repetitively practice your answers

By following the steps above,  you will speak intelligently, purposefully and with confidence during your live interview in education.

Grab common questions, tips and planning guides below:

• Video + Printable Resource: Preparing for an Education Interview Video + Printable Resource
• Video: Keys to Effectively Interviewing for a Position in Education
• Specific Questions for a Teacher Leader,  Veteran Teacher or New Teacher (or grab all the planning guides here)

Get Personalized Support

Lastly, after researching and preparing, it is time to get personalized feedback. By practicing with a veteran educator and interviewer, you’ll receive ideas for adjustments to your approach and prepared answers to common questions. This will set you up for the greatest success!  Nervousness will subside, your confidence will shine, and you will be able to showcase your best self.

Two options to get personalized support include:

• Professional Document & Review Feedback – Get feedback on your professional documents like cover letter, resume, curriculum vitae, etc.
• Edu-Interview Practice & Feedback– Get feedback on your responses to common interview questions, confidence and demeanor, as well as overall presentation during a mock interview.

Best of luck… You’ll do GREAT!

What tips would you suggest for educators to nail their interview?

The post Tips for Nailing an Interview in Education appeared first on Always A Lesson.

What is an entry plan?

An entry plan outlines the tasks and duties that will be completed during a certain time period- usually a 30, 60 or 90 day plan. Administrators might delegate a few tasks for you to complete, but generally you as a teacher leader will decide what and how to spend your time.

Creating a plan maximizes your time on campus, working on the tasks that matter most, and showcasing your leadership skills and knowledge base.  Administrators will feel rest assured that you have things handled, giving you time and space to work productively.

Why have an entry plan?

Creating an entry plan creates a smooth transition into the school year for all. Without a clear plan of action, an instructional coach can waste a lot of time on the job waiting for directives from administration. The Back-to-School time can be extremely overwhelming, so jumping into action will alleviate some stress for all stakeholders. Most importantly, having a big picture view of what to accomplish allows you to work backwards to create a daily to-do list of tasks to complete.

What is included in an entry plan?

An entry plan often includes a calendar of planned tasks as well as a description of what the task is and how it will be carried out. This mimics both a pacing calendar and lesson plan that teachers create. Many of the tasks on the list take multiple days or weeks to accomplish, so consulting the calendar while working on tasks simultaneously is suggested.

Common tasks include: creating professional development sessions, developing an onboarding system for new staff, designing a coaching space, developing working relationships with community members that might become partners for the school, etc.

Note- Before implementing an entry plan, instructional coaches should get their plan approved by an administrator. Many school sites have unique needs that could alter what tasks appear in an entry plan. Plus, there might be additional tasks to add, some to eliminate or new deadlines to consider.

Next Steps for Instructional Coaches

If you are starting from scratch (or just want ideas), then grab my First 30-Day Implementation Plan. This entry plan shares common tasks for instructional coaches to plan and execute during their first month on the job, beginning with tasks prior to school starting and continuing during the first few weeks of school being in session. It includes 30+ task descriptions, an overview 30 day calendar of tasks, note taking space and various planning pages to design your own entry plan.

Speaking of scratch, if you are an instructional coach without a clear support plan, grab my Coaching Forms Bundle of over 100+ printable, digital and editable forms, including the 30 day implementation plan!

GO BE GREAT!

What tasks would you add to your first thirty days on the job?

The post Instructional Coach Entry Plan: First 30 Days on the Job appeared first on Always A Lesson.

Kyle Scott King, is an educator, mentor, four time best-selling author, public speaker, founder and the Chief Executive Officer of The SHINE Institute. Kyle King also is the founder of Blueprint Conferences, a platform for educators to trade the life they have for the one they never knew they wanted. King also serves as the Dean of Students at one of Charlotte’s premier Charter Schools, Queen City STEM School. His life’s purpose is centered around advancing students through a comprehensive educational process that promotes excellence and provides them with the skills and resources to become globally competitive leaders of the future. He coined the phrase “You Do NOT have to be at an Ivy League School to be an Ivy League Student.” Starting out with local community mentoring efforts and a unique story, Kyle has become a highly skilled educator with over 7 years of experience offering empowerment in the areas of Curriculum Development and Design, Student Success Strategies, Personal and Professional Development, Entrepreneurship, Innovation, Business and Economic Development. Through his experience as an entrepreneur, The SHINE Institute has grown to impact over 30,000 students around the globe.

Quotables

• Behavior and instruction go hand in hand.
• We focus so much on jobs and occupations instead of what opportunities can our students create.
• In order for us to truly require excellence from our students, we have to stop operating in a state of mind of mediocrity.
• I don’t care if you are jumping forward or taking baby steps forward, it is still progress.

This episode is sponsored by Power School/Schoology’s Time for Teachers initiative.

Stamp of Approval

• “The One Thing” by Greg Mckeown
• Monday – Workflow Management tool
• BlueprintConferences.com

Connect with Kyle

• Website: www.kylesking.com
• Website: www.blueprintconferences.com
• Facebook: @themissionplanner
• Instagram: @kylesking
• Twitter: @mrkingempowers

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
• Google+: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Shop AAL Swag

• https://alwaysalesson.com/product-category/swag/

Join the Always A Lesson Newsletter

• http://eepurl.com/lJKNn

Coaching Call

• Grab a Spot on my Calendar here: https://square.site/book/FE6G600ZF0PPD/always-a-lesson

Leave a Rating and Review:

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

Why?

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.

How?

• Search for my show in 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 214: Making Progress with Kyle King appeared first on Always A Lesson.

Lisa Johnson has 19+ years of edu experience ranging from teaching HS English & MS Math to international curriculum development, creating and presenting workshops, and even running technology integration camps across the state. She holds a Master’s Degree in Curriculum, Instruction, & Tech and currently serves as an Educational Technologist for a 1:1 iPad H.S. in Austin, Texas. Additionally, she has been recognized and selected as an Apple Distinguished Educator and PBS Digital Innovator. Lisa is passionate about college and career ready skills, instructional design, digital portfolios, research and curation, slide design, social emotional learning, and professional development for students. She is also the author of two books, Creatively Productive: Essential Skills for Tackling Time Wasters, Clearing the Clutter, and Succeeding in School—and Life! and Cultivating Communication in the Classroom: Future-Ready Skills for Secondary Students (Corwin Teaching Essentials).

Quotables

• You need that piece of self-care. Yes you need to be authentic but it is sometimes hard to be authentic when you are not really understanding who you are and what you value and where you want to go in education and what you want to do with the content and your students.
• I think you should be open to learn from anybody who inspires you.
• What I try and do is figure out what are my values, what are my goals, what do I want to learn? Because I don’t think you can stay current in everything, there is not really a way to do that.
• A lot of times kids just need to know how to be good human beings and to deal with all of these things in the current world that is just thrust upon them. Modeling how we handle situations is really important.

Stamp of Approval

• Creatively Productive: Essential Skills for Tackling Time Wasters, Clearing the Clutter, and Succeeding in School—and Life!
• Cultivating Communication in the Classroom: Future-Ready Skills for Secondary Students (Corwin Teaching Essentials)
• Austin Kleon @austinkelon
• Colleen Hoover @colleenhoover
• Ryan Holiday @ryanholiday
• Michelle Rohr @michellerohr
• The Anxiety Healer @theanxietyhealer
• Monica Burns @classtechtips
• Kasey Bell @shakeuplearning
• Tony Vincent @learninginhand

Connect with Lisa

• Website: https://techchef4u.com
• Social Handles:
• Twitter: TechChef4u = https://twitter.com/TechChef4u
• Instagram: NoteChef4u = https://www.instagram.com/notechef4u/
• Facebook: TechChef4u = https://www.facebook.com/techchef4u
• Pinterest: TechChef4u = https://www.pinterest.com/techchef4u/

This episode is sponsored by Power School/Schoology’s Time for Teachers initiative.

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
• Google+: Gretchen Schultek Bridgers
• Book: Elementary EDUC 101: What They Didn’t Teach You in College

Shop AAL Swag

• https://alwaysalesson.com/product-category/swag/

Join the Always A Lesson Newsletter

• http://eepurl.com/lJKNn

Coaching Call

• Grab a Spot on my Calendar here: https://square.site/book/FE6G600ZF0PPD/always-a-lesson

Leave a Rating and Review:

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

Why?

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.

How?

• Search for my show in 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 212: Classroom Tips with Lisa Johnson appeared first on Always A Lesson.

What is a “Teacher Leader?”

Teacher leader is an umbrella term that refers to educators in the roles such as:

• • Instructional Coaches
  • Peer Mentors
  • Cooperating Teachers for Student Teachers
  • New Teacher Induction Program Coordinators
  • Curriculum Coordinators
  • Professional Development Presenters
  • Content Specialists
  • Grade Level Leaders
  • Initiative Directors
  • Administrators

I reached out to my “teacher leader” audience to learn more about their official role title, the work they do daily, and the impact it has on our profession. (Thank you to all of the contributors!)

Rose, an instructional coach from New Jersey said, “A teacher leader is someone who is self motivated and is willing to put him/herself out there for the betterment of others. A teacher leader supports other teachers as well as acts as an advocate for students.”

Danielle, a curriculum and gifted resource teacher from Florida adds, “Teacher leader is someone that cultivates a collaborative culture and supports the improvement of instructional practices and student outcomes. Teacher leaders are seen as a leader of the school and an expert in their field. Teacher leaders provide mentorship and peer support to colleagues.”

I agree whole heartedly with these definitions. Although the official title of both of these teacher leaders differ, the commonalities of how they support teachers is strongly aligned.

What does a “Teacher Leader” do?

As mentioned above, the variety of roles that fall under the category ‘teacher leader’ is lengthy, but the common thread of these roles is supporting teacher development. These teacher leaders are working towards the same goal of improving teacher proficiency so that student achievement increases as a result.

Let’s pull back the curtain on typical teacher leader duties, regardless of their official title:

• • Create on-going professional development sessions
  • Observe live teaching with classroom visits and provide feedback
  • Act as a liaison between teachers and administrators
  • Participate in grade-level lesson planning
  • Available to answer questions and trouble shoot obstacles
  • Meet 1:1 with colleagues on a consistent basis to plan, provide feedback and problem solve
  • Model best practices through lesson delivery
  • Share resources, tips and strategies for quality instruction
  • Plan, design and implement curriculum programs or initiatives with fidelity
  • Plan school-wide programs for families, staff, and students
  • Collect and analyze student and teacher performance data
  • Develop an expertise in a content area
  • Attend training to remain up-to-date on initiatives
  • Be a listening ear and encouraging voice

Why is the role of a “Teacher Leader” so important?

It is clear that teacher leaders are essential for teacher development, student achievement, and overall school success. They are veteran educators with expertise that can change the trajectory of school performance with enough time, space and collaboration with leaders at the state, district and school level.

However, many of these positions are created at school sites through special funding sources. This means, when budget constraints occur, the various roles of teacher leaders are removed. Sadly, this negatively affects the growth of teachers and students.

I asked my teacher leader audience why they thought these roles were essential and here are just a few of the responses they shared:

• • “A school cannot be run by a principal alone. Teacher leaders are key to building collaborative cultures that support the vision and mission of the school leader. Teacher leaders are able to facilitate professional development and foster professional growth amongst grade level or subject area teams.”
  • “They help the administration by leading and guiding within the grade level, taking some of the pressure off of administration.”
  • “Teacher leaders are essential because teachers are in the trenches and we know what is needed in order for our students to be successful. Teachers need advocates and people on their side.”

Essentially, teacher leaders are an extension of both administration and teachers. They fill the gap from running the school at a high level overview to down in the trenches of what’s going on in classrooms daily. The bridge they create between these two stakeholders is where the magic happens.

Teacher leaders:

• • Lighten the work load
  • Have their ear to the street and a close eye on the inner workings of the school
  • Provide clarity, direction and support for teachers and students to thrive

[bctt tweet=”We can’t afford to NOT afford the essential role of a teacher leader at every school.” username=”gschultek”]

Resources for “Teacher Leader” Development

It is evident that teacher leaders are important figures in the support of teacher development. But who supports the development of teacher leaders? After all, everyone is a learner who needs guidance and support to grow.

There are three options I provide to guide teacher leaders towards excellence. These options meet teacher leaders where they are in terms of how intense of a support model they desire and how much time they want to invest in their development. It’s their choice where and how to jump in:

• • Teacher Leader Course – A do-it-yourself model where teacher leaders can gain research-based techniques and tools to boost teacher performance and proficiency in the classroom. This is great for busy teacher leaders who need to learn at their own pace and time table.
  • Teacher Leader Mastermind – A collaborative model where teacher leaders learn and lead in a community of other teacher leaders. Personalized support is provided, but the power is in the group dynamic. Learn from others’ struggles, roadblocks and successes.
  • Teacher Leader 1:1 Coaching – An individualized model where teacher leaders receive 1:1 encouragement, support and guidance. This is an intimate experience with full attention, time and investment from both myself (the coach) and the teacher leader.

A BIG *thank you* to the teacher leaders who contributed to this blog post- Paula (Texas), Jenny (Georgia), Rose (New Jersey), Amy (Wisconsin), Amanda (Arkansas), Danielle (Florida) and Angie (Texas). You teacher leaders are the real hero’s in transforming schools one teacher and student at a time! Check out my instructional coaching must-haves here.

GO BE GREAT!

Are you a teacher leader? Share the details of your role below!

The post What is a “Teacher Leader” Anyway? appeared first on Always A Lesson.

 About Always A Lesson

We have 3 simple goals:

1. Educators learn great instruction
2. Leaders lead that learning
3. Schools implement it successfully.

Founded by educator, author, and instructional coach Gretchen Bridgers, Always A Lesson exists to help turn professional learning into meaningful action.

We believe growth happens when educators have access to practical strategies, strong support, meaningful feedback, and opportunities to apply what they are learning over time.

That is why the work of Always A Lesson goes beyond simply sharing ideas.

• We help educators strengthen their own practice.
• We help instructional leaders develop the educators they serve.
• And we help schools and organizations move professional learning from an event to lasting implementation.

From Learning to Impact

Always A Lesson supports educators at every stage of the learning-to-impact journey.

LEARN THE IDEAS
Educators can strengthen instruction through books, blog content, the Empowering Educators podcast, and practical resources focused on the work that matters most in classrooms.

LEAD THE LEARNING
Teacher leaders, instructional coaches, and school leaders can access ready-to-use professional learning and leadership tools through the Instructional Leaders Library and other leadership development experiences.

LAUNCH THE IMPLEMENTATION
Schools, districts, and organizations can receive deeper support through coaching, consulting, customized professional learning, masterminds, and strategic partnerships designed to move learning into consistent practice.

How Always A Lesson Began

Always A Lesson began with a simple idea: there is always something to learn.

While teaching elementary school, Gretchen began sharing the lessons she was learning in her classroom through the Always A Lesson blog. What started as a place to reflect on teaching quickly became a way to support other educators navigating many of the same challenges.

As educators became busier, the mission expanded.

The Empowering Educators podcast was created so teachers and leaders could access encouragement, practical ideas, and professional learning wherever they were—on the way to school, at the gym, or in the middle of everyday life.

Over time, Always A Lesson continued to grow alongside the educators it served—expanding from classroom resources and content into books, professional learning, instructional leadership resources, coaching, and consulting.

What We Believe

Professional learning should do more than inspire.

It should help people understand what to do next, give them the tools to put new learning into practice, and provide the support necessary to keep growing.

Small, intentional shifts in practice can create meaningful changes in classrooms, teams, and schools.

And when educators grow, the people they serve grow too.

That is the work of Always A Lesson:

Learn the ideas. Lead the learning. Launch the implementation.

Because whether you’re teaching a lesson or learning one yourself, there’s Always A Lesson.

The post About Always A Lesson appeared first on Always A Lesson.

A discussion recently came up in the Instructional Coaching Connection Facebook group where a coach was looking for advice from other coaches on how PLC’s are ran at their school sites. She was feeling that the current set up in her building was ineffective and wanted input on how to make improvements.

This blog post is an effort to answer those same concerns that other teacher leaders might be experiencing about what constitutes “effective” PLC practices.

The Purpose of a PLC

As stated earlier, a PLC is a structure and support schools put in place for teachers to collaborate with each other on their instruction. It operates as a professional think tank where educators can calibrate instructional pacing and content topics among their peers while also problem solving current obstacles.

However, how schools set up their PLC’s vary greatly. Some schools use this time for teachers to plan lessons together, others use it to dive into assessment data to make plans of action for student support, while some use it for everything else in between. The varying uses of a PLC is what leaves teachers and administrators frustrated. Unclear expectations and lack of results hinder productivity and effectiveness.

The Structure of a PLC

• • Need a PLC guide to help structure and run meetings? Grab the Meeting Minutes Guide or the Data Chat Guide or snag the PLC & Data Bundle!

The Benefit of a PLC

• • Hear what other teachers are doing in their classroom
  • Gain new ideas for ways to reach students more effectively
  • Receive support in areas of weakness
  • Develop a short and long term game plan for instruction
  • Hone in on what is happening in the classroom and why
  • Locate student achievement trends among grade levels or content areas
  • Build camaraderie and relationships among peers

We must protect our teacher talent by supporting the development of their creativity and skill. A PLC can do just that, if implemented with intention.

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 my latest blog posts here.

How does your school implement a PLC?

The post PLC: Making A Professional Learning Community Productive & Effective appeared first on Always A Lesson.

[bctt tweet=”No one is meant to succeed on their own.” username=”gschultek”]

What Mentorship Should Be

Mentorship can be an organic process where one person seeks out someone they admire to ask questions and learn from. Mentorship can even consist of several mentors hand picked by the mentee for their expertise in a very specific area.

What Mentorship Shouldn’t Be

Mentorship does not have to be dictated, forced or assigned. It should be available and encouraged. This means the process of mentorship is applauded instead of frowned upon. It is a sign of growth instead of punishment. It is open ended for the mentee to can get aligned with the path they desire.

In education, oftentimes a veteran educator is paired up with a newbie teacher for mentorship. There is rarely any thought put into how these two individuals mesh or align with values, goals, or style. Due to this mismatch, the mentorship never gains momentum or strength to propel change. What a waste.

What Mentorship Could Look Like: For the Mentee

Spend time reflecting on how you want to improve your instructional practice. Think of educators you admire who are strong in those areas and jot their names down next to your specific improvement goals. This person does not even have to know they are your mentor. You can simply watch from afar and take mental notes of what they do and how they do it. If you are comfortable approaching them to ask a few questions, go for it!

Create the mentorship relationship you desire. Decide if you want to meet formally or informally, how often you want to catch up, if you prefer to watch them in action and need to get coverage for your class, etc. Designing your mentorship experience increases the chance you will find value in it and that it will translate into success in the classroom for yourself and your students.

The most important aspect of mentorship is that you get a choice in who you allow to influence you. If you are new or don’t yet know who might be a good fit, you can take suggestions from colleagues or administrators. If the person suggested ends up not being a great fit for how you want to grow, do not hang in the relationship. You have limited time to invest in yourself, so use it wisely. Take another suggestion and alter your course of action.

What Mentorship Could Look Like: For the Mentee: For the Mentor

Before diving into giving advice and guidance, take time to understand how your mentee wants to grow. Understanding their goals and dreams will help you provide the necessary resources, stories or examples to help them grow in that specific area.

It might be tempting to want to help them in a variety of other ways, but staying focused on their goals will allow them to find success faster. As those goals are achieved, new ones can be added.

Be respectful of how they desire the relationship to work. Listen to where, how and how often they want to meet. Their learning style and preferences are paramount in the new knowledge being able to stick.

Although you the mentor are the guide, the mentee is in the driver seat for advocating for what they need, when and how they need it. Be patient, encouraging and resourceful. If you need ideas for what topics to discuss as you meet, you can find this mentor guide helpful. (It is even editable for you to adjust to the needs of the mentee.) Or you can dig deeper into all things mentorship (what it is, how to be a great one, and how to run a mentorship program) in the Teacher Mentorship Course!

Mentorship is a powerful tool to propel individuals into their potential. When a pairing is a strong match and both show up to do the work, goals and dreams can be achieved.

How has mentorship allowed you to grow into your best self?

The post Tips for Making the Most out of Teacher Mentorship appeared first on Always A Lesson.

This is the third post in the Coach Focus Series. (Catch up on the first and second posts.)  Also, a recent post for teachers entitled, 3 Tips to Maximize Student Engagement, is a helpful read for teacher leaders to pass on to those that they support.

Student engagement is the third pillar in creating a classroom climate that promotes learning. When teachers first design lessons instead of planning them and second manage a classroom instead of student behavior, the foundation for true student engagement is created. This means it is essential that teachers leaders help teachers set up live and behind-the-scenes structures to operate within so that the opportunity for students to truly engage is available.

The same is true when it comes time to implement engagement strategies. Teacher leaders can help classroom teachers set up time, space and structure for students to move from interaction to engagement. It requires planning, intentionality and follow-through.

Planning for How to Engage Students

It is no longer enough to ask students to interact with each other. As educators, we have to provide the structure and support to encourage engagement. Instead of head nods, eye contact, or asking and answering questions, we have to help teachers create time and space for students to move beyond the superficial in the learning experience. When teachers take time to plan for specific ways for their students to contribute to their peers’ learning while also digging deep into their own processing, student achievement soars.

Teacher leaders can provide a professional development session or quick exercise during a planning period to note which actions they use regularly fit under the “interaction” or “engagement” category. This eye-opening experience helps teachers notice the missed opportunities to go deeper with students as they learn.

After an introductory activity deciphering interaction from engagement, teacher leaders can meet individually or in small groups with teachers to talk through their upcoming lessons using the lens of engagement. By turning up the dial in how students engage with each other and the content, it will translate to higher rates of learning. But teachers need the time to plan for them as well as a partner to talk through potential pitfalls and work through rolling out the new requirements to students.

This preparation ensures teachers better understand how to engage students while giving them the support to bring it to life in their classrooms.

Intentionality in How to Engage Students

Attention to detail is what separates good teachers from great ones. Teacher leaders can demonstrate intentionality when providing the initial professional development opportunity. This is a way to showcase how to think through a lesson from the mountain top down to the ground floor. By zooming in and out of a lesson, teachers have a better idea of how every engagement builds on top of the one before it, increasing in rigor and deepening in understanding.

No longer can we just place interactions back to back and hope it helps students decode their new knowledge.

[bctt tweet=”We have to intentionally create engagement opportunities, layering them in such a way that it supports students from the obvious to the inference.” username=”gschultek”]

Teacher leaders can provide examples and practice opportunities for classroom teachers as they learn how to sprinkle engagement throughout a lesson while stretching students’ thinking.

Follow-Through for How to Engage Students

Engagement is not just something a teacher plans and students do. It’s a three tier system: teacher offering, student engagement, teacher follow-through. The follow-through is essential in providing feedback to students, guiding their thinking out of dead ends or troubled spots, and praising students for going deeper and wider than ever before. The follow-through is what celebrates growth and motivates students to continue doing the challenging cognitive work.

Teacher leaders can provide sentence stems or prompts for teachers to use as they begin to follow- through on various engagement opportunities with students. As the new habit forms, teacher leaders can provide feedback to classroom teachers on other ways they can follow-through to build a varied tool kit of support for students.

As a reminder, student engagement is not the same as student interaction. Teachers need support from teacher leaders to implement these changes into their instruction. It is not an overnight change, as the way teachers plan and deliver lessons are very much ingrained in muscle memory. Teacher leaders can provide the latest knowledge, practice opportunities and personalized feedback to increase awareness and skillset in classroom teachers. Overtime, teachers will strengthen their muscle memory and develop new habits in designing, delivering and maintaining authentic engagement strategies in their lessons.

Resource Suggestions

• Help teachers plan for authentic engagement in the classroom (Grab those materials here).
• Provide the necessary support to guide teachers towards achieving their goals with student engagement (Grab those materials here).
• This freebie on “The Top 5 Ways to Drive Authentic Student Engagement in the Classroom” is helpful too in getting teachers to plan for what they desire in their classroom with engagement.

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.

How do you help teachers engage students?

The post Coach Focus: How to Help Teachers Engage Students appeared first on Always A Lesson.

But, this growth opportunity doesn’t exist in the education realm. Why not? Educators are movers and shakers. They are go-getters. They are life-long learners, dreamers, and doers. Unfortunately, there is not a support network like a mastermind to give educators the ongoing support they need to grow into their fullest potential.

As a business owner, serving teachers and teacher leaders nationwide, I have had the opportunity to participate in a mastermind with other business owners. I have grown tremendously personally and professionally as I learned from my peers and mentor.

Since the mastermind experience was a catapulting force in my own professional growth, I decided to provide that same type of learning opportunity to teacher leaders. (Who is a ‘teacher leader?’ Anyone who leads other teachers in growing their craft (ie. instructional coach, cooperating teacher for student teachers, peer mentor, etc.)

Why do Teacher Leaders Need a Mastermind?

• The PD out there for us is limited.
• The feedback we receive is slim.
• The idea bank and camaraderie fountains are dried out.

 The Teacher Leader Mastermind is going to be a pivotal moment in the career of teacher leaders. They will be able to look back and realize how much they grew as a person and a professional. Plus, masterminds create long-lasting friendships!

What will Teacher Leaders Get Out of a Mastermind?

 The Teacher Leader Mastermind will help educators:

• Recognize patterns that keep them stuck in operating at the same level achieving the same results
• Be inspired to take action in new ways, from new angles, and discover new ways to reach those they serve
• Get better organized and more intentional with their time 
• Discover talent and skillsets that were once hidden
• Develop a diverse strategy bank from which to operate from
• And become more aligned to their personal vision of how they desire to serve those they lead

[bctt tweet=”Sometimes we have to get out of our own way to grow into a better version of ourselves.” username=”gschultek”]

How a Mastermind Changed Me

I was tired of teaching myself how to get better. There was only so far I could get on my own. I wanted to be a better leader, a more knowledgeable educator, a more invested individual in the collective initiative at the school.

The best thing I ever did was surround myself with people who knew things I didn’t know, who had perspectives beyond my own, and who loved and cared for those they served above all else.

Next Steps for Teacher Leaders

It’s time to operate at a new level. You don’t have to wait for the answers you’ve been wanting in how to better your craft and grow the stash in your tool belt. Investing in yourself is scary, but the better version of you is so worth it.

Take the plunge and let’s do the work together. Take your seat in the Teacher Leader Mastermind because you deserve to be here.

Click photo above to join!

If you’re not sure if the mastermind opportunity is right for you, shoot me an email at: gretchen@alwaysalesson.com. I’ll be happy to answer all of your questions!

GO BE GREAT!

The post What is a Mastermind? appeared first on Always A Lesson.

Control is not the same as manage. To take it a step further, to manage a CLASSROOM is more effective than to manage student BEHAVIOR.

When teachers focus on what they can control (structuring the learning environment) rather than what they cannot control (someone’s behavior), they avoid frustration and loss of time on task for students. What a win-win!

How a Teacher Leader can Help a Teacher Manage a Classroom

This is the second post in the Coach Focus Series. (Catch up on the first post here.)  Also, a recent post for teachers entitled, Classroom Management: Moving Beyond Compliance, is a helpful read for teacher leaders to pass on to those that they support.

Managing a classroom has more to do with putting structure in place so students can successfully operate within those parameters. Teachers need to think through their expectations, routines, and habits. By being intentional and specific with every moment of instruction allows teachers to focus on operating the classroom rather than trying to control student behavior.

Classroom Management Support Process

The following process is designed for teacher leaders to best support teachers in how to successfully manage a classroom:

Pre-Observation

Stop by the teacher’s classroom at various times of the day to observe classroom instruction, student interaction, and overall classroom climate. Gathering a sample of snapshots provides a more reliable data set. This will create a baseline to begin supporting a teacher from how to manage behavior to how to manage a classroom. (Click here for an example.)

Debrief

Meet with the teacher 1:1 to discuss observation aha’s, findings, trends, etc. By laying data on the table, the teacher will be able to see their classroom from another perspective. This conversation is honest and hopeful. Being objective ensures the teacher feels motivated to make changes instead of defeated before they even begin. (Click here for an example.)

Teacher Reflection

Allow the teacher time alone to take the information you shared about your observation and create some goals for what they want to accomplish with their classroom management system and style. A few hours or days should be sufficient to reflect and goal set. (Click here for an example.)

Planning Meeting

Meet 1:1 with the teacher again to help them take their goals and turn them into reality. This meeting is mostly lead by the teacher who shares what they like and dislike about their current classroom management style.  Prompt with questions and make suggestions, but the ownership in on the teacher to decide the plan of attack. It is helpful to walk through a typical day and lesson from start to finish and note areas that require, or could benefit from, structure (ie. where to turn in homework, what level of voice to use during turn-talk, what route to take to transition in centers, etc.).

[bctt tweet=”Misbehaviors are less likely to creep up when the environment is structured in a way for student learning success to occur. ” username=”gschultek”]

Follow Up Observation

Observe the teacher’s classroom management strategy after a few days of them implementing changes to reach their goals. This increases accountability that the teacher will actually put their ideas into motion. It also builds trust as you partner together to establish a strong classroom management approach.

Follow-Up Conversations

To ensure long-lasting change, continue to meet with teachers 1:1 on a consistent basis (ie. monthly, quarterly, etc.). Feedback, encouragement and additional planning will occur during these conversations. The follow-up is essential in tweaking the classroom management strategy so that it increases teacher proficiency and student achievement.

When teacher leaders support teachers in this way, classroom environments become breeding grounds for learning and success. This process empowers the teacher to envision the classroom they desire, create the change required, and be fully in charge of their own transformation. The mental and physical change that occurs because of this process is long-lasting, sure to impact generations of students.

When a teacher begins to manage a classroom instead of behavior, they open up the possibility for students to operate at their full potential. Teacher leaders have the opportunity to impact change school wide by implementing this process with those that they lead.

Teacher leaders, it might be helpful to share the “How to Successfully Manage a Classroom” Guide with teachers. Or if you need further help supporting those you serve, grab a slot on my calendar to talk it through. Sometimes we need more than just tips; we need specific guidance in the unique situations we are facing. If that is you, don’t hesitate to reach out!

Go Be Great!

How do you help teachers better manage their classrooms?

The post Coach Focus: How to Help Teachers Manage A Classroom appeared first on Always A Lesson.

• Accuracy refers to teachers being able to deliver correct information to students in a lesson. They are able to take complex information and break it down into easy-to-understand snippets without losing any accuracy in the facts.
• Alignment refers to teachers being able to locate the appropriate standards to teach while also using those standards to create daily lesson objectives. The internal alignment between the lesson components is essential is designing an effective lesson (ie.standard, objective, assessment, and activities).
• Impact refers to teachers being able to design a learning experience for students that is memorable so that the new knowledge can be easily referenced in the future.

(A recent post for teachers entitled, 5 Tips for Designing a Memorable Learning Experience, is a helpful read for teacher leaders to pass on to those that they support.)

The tips below provide clarity for teacher leaders in how to help teachers design lessons with accuracy, alignment and impact.

Design Lessons with Accuracy

Teachers need to be masters of their craft. The first step is to ensure they are able to internalize the information they are teaching. When they understand the content they teach on a deep level, they are able to deliver it in a variety of ways for their learners. When their understanding is limited, so is the way they deliver it. That means not only will they struggle to deliver accurate information, but they will struggle to say it in a multitude of ways because of their lack of understanding.

Therefore, teacher leaders need to help teachers digest the content they are teaching while providing room for them to collaborate on methods of delivery.

• Prior to a unit, sit with teachers to talk through the major concepts
  • Role Play sticky parts by having teachers deliver a mini lesson with the content with you or their colleagues to help build comfortability with the content
• Pop in for informal observations and listen to the words the teacher uses to convey the information
  • Share feedback on thorough explanations and/or confusing sections

Design Lessons with Alignment

Many teachers deliver accurate lessons, but their lesson flow can still lack alignment.

Backwards design will help teachers start at the finish line and work backwards to the start line. When they know what they want students to know and be able to do at the end of the lesson, it is much easier to create a learning experience that guides the students towards that end goal. This requires teachers to plan in a new way and build new habits for how to design instruction.

• Run a professional development session on backwards design so that teachers get plenty of practice with:
  • Locate the appropriate standards
  • Pull key skills out of the standards to create objectives
  • Create assessments that determine how well students understand the new concepts
  • Plan activities that allow students to grapple with the new content while also working towards the end goal
• Set expectations for how to plan a lesson using backwards design
  • Leave examples in the planning room or provide a template to follow
• Provide feedback on lesson plans with specificity on which parts are or aren’t aligned and why

Design Lessons with Impact

Then there are the teachers who deliver accurate and aligned lessons but lack the impact necessary for students to be successful with the new knowledge in other capacities. This means students learn it and do not apply it in other situations or they forget it altogether once it is learned.

Being intentional with how the lesson will impact students’ future success is important. Teacher leaders can help guide teachers through the transformation of just writing lesson plans to actually designing them. This is how a lesson becomes effective.

The questions listed below will help any teacher think through how to maximize the impact of their lesson.

• Will the uniquely designed student experience help solidify the newly learned knowledge or skills?
• Is the lesson material presented so that students do the heavy lifting in thinking and applying?
• Are students making connections without the teacher explicitly presenting them?
• Can the knowledge and skills obtained help students in other disciplines or outside the classroom?
• Will the lesson help students grow as individuals and collectives?

If you need additional lesson planning materials to assist teachers in designing memorable learning experiences for their students, click here.

Teacher leaders, if you need further help supporting those you serve, grab a slot on my calendar to talk it through. Sometimes we need more than just tips; we need specific guidance in the unique situations we are facing. If that is you, don’t hesitate to reach out!

GO BE GREAT!

The post Coach Focus: How to Help Teachers Design Lessons appeared first on Always A Lesson.