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READ|Reflective Supervision and Leadership for Infant and Early Childhood

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READ|Reflective Supervision and Leadership for Infant and Early Childhood

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by Mary Claire Heffron

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Reflective Supervision and Leadership for Infant and Early Childhood

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Reflective Supervision and Leadership for Infant and Early Childhood [Heffron, Mary Claire] on Amazon.com. *FREE* shipping on qualifying offers. Reflective Supervision and Leadership for Infant and Early Childhood

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Developed by QFA

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RESOURCE|SKills of the Reflective Supervisor

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RESOURCE|SKills of the Reflective Supervisor

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Developed by QFA

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Developed by QFA

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Developed by Quality First Academy

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Created by Quality First Academy

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Created by Quality First Academy

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From Simon Sinek Leaders Eat Last

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Created by Quality First Academy

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Developed by Quality First Academy

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Developed by Quality First Academy

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By Dan Sullivan - Ideas adapted by QFA

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By Instructional Coaching Group - Sharon Thomas

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Teachers make between 800 and 1,500 decisions a day. With the constant bombardment of students' personal and learning needs (plus unexpected early dismissals, server problems, and parent calls), teachers often feel as though they live continually in the moment, bouncing from one metaphorical fire drill to another.

This "pressure cooker" feeling is a key factor in teacher resistance to professional development. "You expect me to sit here for an hour to listen to a new reading approach when I have 15 grades due tomorrow in PowerSchool on the old approach? Seriously?" This difficulty in seeing beyond the issue of the moment is typically not intentional negativity or sabotage; rather, it is a sign of the cognitive overload of an extraordinarily stressful job.

If we want meaningful change in instruction, the ability to reflect is critical. In the latest video clip on the Partnership Principles, Jim Knight examines the necessity of reflection in both partnership relationships and in change. When we take the time to look back at what we have done in the past, look at what we are doing now, and look ahead to the changes we hope to see in the future, we make better, more deliberate decisions. We understand our own path and how to navigate barriers that may loom ahead. But amid all of the daily pressures of teaching, reflection can feel like a luxury.

One of the strengths of instructional coaching as professional learning is the ability of the coach to prompt reflection through conversation. In helping the teacher to think through the goals and strategies they want to work on, the coach examines various aspects of the classroom in partnership with the teacher. When the teacher is overwhelmed by a million competing demands, the coach can help the teacher to move beyond those stresses and into a plan of action.

The first time I worked with an instructional coach, perhaps the most valuable part of those interactions was Sherry compelling me to reflect merely by asking me questions. "What has this looked like with students you've taught before? Describe what students are doing now and what concerns you about that. What would you like to see students doing instead?" Because that problem concerned student behavior, I was flustered and emotional, wondering why my old "schtick" wasn't working. Sherry helped me to move into a more logical and problem-solving mindset by helping me to place student behaviors in context and to be clear about what I wanted. That reflection helped me to move forward in a student-focused way, not a "These kids are driving me crazy!" way.

Margaret Wheatley said, "Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful." The feeling of moving from crisis to crisis, troubleshooting from moment to moment, can give one a false sense of adrenaline-fueled competence: "I handled it all!" But it also gives us a lingering case of myopia, the perception that the only thing that matters is the thing in front of us, not the big picture. Reflection is the key to long-term change because it forces a focus on that big picture, beyond the fire drills, beyond the bombardment.

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Jim Knight examines the necessity of reflection in both partnership relationships and in change.

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WATCH|Jim Knight Partnership Principle 5: Reflection

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WATCH|Jim Knight Partnership Principle 5: Reflection

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Developed by Quality First Academy

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RESOURCE|5 Ideas for Dialogical Communication

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RESOURCE|5 Ideas for Dialogical Communication

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Rewind, Do Over

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Five Ideas for Dialogical Communication

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Focal Reflection Tool 5 Ideas For Dialogue

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A resource shared in a COL2 by a TAP. This is a document to support adult relationships in a classroom (Teacher to Teacher)

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READ|Life as a Farmworker in Yuma's Lettuce Fields

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READ|Life as a Farmworker in Yuma's Lettuce Fields

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Article related to the COL2 Land and Labor Acknowledgment

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The lettuce seemed to glow in the moonlight. Thirty-two men and women flashing knives, folding boxes, bagging hearts: chewing up a Yuma Valley lettuce field. It was Day 55 of the romaine harvesting season, just after five in the morning, and the 32 cutters, sleevers, sealers, stickerers, boxers, drivers-the team of lechugueros -had already been up for hours. All of them crossed the border from San Luis Río Colorado, Sonora, between 1 and 2 in the morning, and boarded the crew bus (a converted, white-painted Blue Bird school bus hauling a trailer with two portable toilets and a hand-washing station) that ferried them to this moonlit lettuce field. During harvest season, both San Luises (in Sonora and Arizona) come alive just after midnight, where 10,000 agricultural laborers cross the border to pick enough produce to send, every single day, 1,000 fiber-filled semi-trailers streaming out of Yuma.

Agricultural technology, utilizing GPS, drones, lasers, and sophisticated machinery, is changing the way America farms. But getting vegetables from the field to the fork still largely depends on manual labor. Manuel (who declined to give his last name) has been working in the fields all his life. A great-grandfather, at 62 he's still working on the front side of a romaine team, bending at the waist, cutting and defoliating romaine hearts, tossing them onto the outer conveyor belt of the harvesting machine. He works six days a week with fluctuating hours, depending on how many boxes of lettuce the shippers order.

The day I met him his knife was flashing so fast that I had trouble making out exactly what he was doing-each romaine in the ground was cut, plucked, stripped, and tossed onto the belt in about two seconds. This is the pace of modern American farming: a Mexican-American great-grandfather dipping at the waist and brandishing a lettuce knife like a musketeer. In about a minute, each romaine heart Manuel cut out of the ground would be bagged, boxed, and stacked on a flatbed truck-ready to be whisked away to a cold storage warehouse and then sent to your local grocer. Manuel is an early link in the long chain of food production; he may also be the most vulnerable link.

There was a celebratory atmosphere in Yuma in late February. The annual Ag Summit drew dozens of exhibitors and nearly 1,000 owners, farmers, marketers, scientists, social workers, politicos and lobbyists (basically everyone other than the laborers) who help keep the agriculture engine chugging and the veggies on our tables. The tony Harvest Dinner was the marvel of the week, where local chefs, using mostly local vegetables, whipped up gourmet dishes for the cream of the Yuma farming community. The auction raised more than $150,000, which will fund scholarships for local agriculture students or be donated to area high schools.

The Yuma Valley grows, on more than 90,000 acres of land, as much as 90 percent of America's leafy greens in the winter months. Yuma farms cultivate enough iceberg lettuce (among 40 other crops) to be able distribute annually one iceberg head to every man, woman, and child in the United States, Mexico, Canada, and the United Kingdom, combined. That's about a half a billion heads of lettuce a year. The farmers at the Harvest Dinner certainly had something to celebrate. But, as the night wore on, and even as a new Ford Fiesta was awarded to some lucky farmhand, I couldn't help but think that it was almost time for Manuel to wake up and head to the fields.

Five cutters in front, four behind, working nine rows at a time. Between the two groups of cutters is the unyielding, stainless steel, $300,000-dollar, slowly marching Ramsay Highlander Romaine Harvester/Field Pack Machine-on and around which 32 lechugueros sweat, chop, sleeve, seal, fold, sticker, and toil. I watch as Manuel, standing in the machine's path, picks the top of the lettuce with his left hand, pushes it slightly to one side, and then reaches down with his lettuce knife (a tool with a daily-sharpened blade that broadens from base to tip, where it is beveled), chops it off at the stalk, and then gives the heart a few deft whacks, shaking away the outer leaves (which may be blistered or ice-damaged) and tossing it on the exterior conveyor belt. The lettuce hearts fly little parabolas through the sky and land on the first of the numerous conveyor belts. The nearly 10-ton machine cuts, at the pace of about one step every 10 seconds, a 50-foot wide swath through the field.

On this crew, only men cut. They cut and toss the hearts onto the wing belts. The wing belts convey and dump the hearts onto the inner belt to "centralize the produce," moving the lettuce from the outside and into the central aisle inside the machine. On either side of the aisle, where dozens of romaine hearts are constantly zipping along on the inner packing belt stand the men and women who sleeve and seal. There are three sleevers and two sealers on each side of the aisle. The sleever stuffs-rather brusquely, in a process called "orientating the produce"-six hearts into a stainless steel sleeve, a squat U-shaped device which acts like a shoehorn: the hearts are the feet, the plastic bags-into which the hearts are thrust-are the shoes.

The sleever then puts the heart-filled bags onto a tray at either side of the sealer. The sealer grabs the bag and slips the opening underneath a thin, wide iron, which heat-seals the bottom side of the bag-the topside, where you will access your lettuce, has a resealable zip lock. The sealer sticks the bag back on another belt, which is at head level. The sealed bag of six romaine hearts will ride, vertically, down the line to the packer, who stuffs seven bags into a cardboard box, lifts and then drops the box into a chute, where another belt conveys the boxes to the outer platform of the harvester. A stacker then takes the boxes off the machine and stacks them-a process called "side offloading"-on a trailer and into towers of eight.

Meanwhile, three men are riding on an upper platform of the machine. Two of these men are making boxes; and one of these two is also "driving" the harvester (he usually has to make adjustments just at the end and beginning of each row). The third man is using a sticker gun to put a small, fluorescent-orange sticker (which numerically identifies the harvest day, the crew, and the grower) on each bag and each box that will be filled with lettuce. One crew member (who was not a stickerer) said that stickering is the cushiest job.

It is a highly engineered, super-efficient, field-to-bag, human-geared lettuce machine that turns glowing green fields into neatly stacked boxes of cleaned, zipped, and sealed bags-and leaving lettuce-littered tracks of field looking like a tornado has ripped through. I had to stare at the thing for about an hour, and-like a school kid on a Tinkertoy-monkey around for a long while before I made sense of the craft of it. With the aid of the machine, the team of lechugueros usually packs about 1,500 boxes, or around 63,000 hearts, each day of harvesting season. This season, in about 110 days of harvesting, they will stack about 130,000 boxes, which is about 5.5 million hearts of romaine. That's a lot of lettuce, and also a lot of sweat.

One of the agricultural ironies of Yuma (and there are a few) is that you can eat local and eat large in the same bite. Though there are familiar companies like Dole operating in the Yuma Valley, most of the farms, even the big ones, are family-run. Bill and Vicki Scott are the vice president and director of quality assurance, respectively, of the family-run Amigo Farms, which manages about 7,000 acres in the Yuma area.

On an early morning in February, the couple picked me up at my motel at 4 a.m. to show me one of their lettuce crews, where I met Manuel, at work. The Scotts, both University of Arizona educated, and with decades of experience in the fields, are a down-home, caring couple. They stopped at a Circle K and insisted on buying me a coffee. When they picked me back up hours later, we stopped for eggs at the local restaurant, Burgers & Beer. Bill speaks fluent Spanish and has a chummy rapport with Amigo workers. He sat on the crew bus with me and chatted with the field hands as we were ferried toward the farm.

The immediate conditions of these workers, as far as I witnessed, were not oppressive. They work hard, no doubt, but they are paid above minimum wage-$9 an hour, as well as a piece-rate of $1.85 a box, which can translate, depending on the weekly order from shippers and how quickly they slash through the lettuce fields, to as much as an extra $60 a day. They are also offered lunch breaks, water breaks, and shade cloth to work under when it's hot enough-basic needs that are not always granted on other farms. Life in general, however, is not easy for these workers, and their aches don't stop when they leave the fields. The Association of Farmworker Opportunity Programs describes farm work as "extremely low-wage work ... Most farmworkers earn less than $10,000 per year from what is often backbreaking and dangerous labor."

Emma Torres is the CEO of Campesinos Sin Fronteras, a nonprofit organization in the Yuma area whose mission is to promote self-sustainability for farmworkers. I asked Torres if life for farmworkers is better now than it was 20 years ago. She hesitated to answer, explaining that it was better in some ways, and worse in others. Only some of the workers have year-round jobs. Many of them have to " seguir la corrida " or follow the crops, migrating with or without their families from Arizona to either California or Colorado. To save money on rent, workers often cram into small apartments.

For the farmworkers who don't, or can't, seguir la corrida, they may only have stable work four months of the year. In the off-season, they either try to collect unemployment (not always successfully) or find odd jobs. "The farmworker population has always been at the bottom of the pole," Torres said. The Arizona Daily Star reported that Yuma had a "nonseasonally adjusted unemployment rate of 23.3 percent." Seasonally, unemployment numbers, according to Torres, can be as high as 78 percent. In July and August, San Luis becomes "a very depressed community," she said.

Campesinos Sin Fronteras, which Torres helped found, fills a gap in basic services for farmworkers that otherwise would not be filled. She said it was "very unlikely" for those who work in the fields to receive any benefits at all, including health insurance. They have no sick leave, and often live day-to-day. "There are no fringe benefits," Torres said. (Amigo Farms offers health insurance to their workers through a provider in Mexico, which is often preferred by the workers who live in Mexico.) Other dangers and vulnerabilities include pesticide poisoning, workplace injury, family separation, minimum job security, and high stress.

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Life as a Farmworker in Yuma's Lettuce Fields

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The lettuce seemed to glow in the moonlight. Thirty-two men and women flashing knives, folding boxes, bagging hearts: chewing up a Yuma Valley lettuce field. It was Day 55 of the romaine harvesting season, just after five in the morning, and the 32 cutters, sleevers, sealers, stickerers, boxers, drivers-the team of lechugueros -had already been up for hours.

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Above is a photo taken in Yuma Arizona. The Yuma Valley which is on the ancestral land of the Cocopah and Quechan, grows, on more than 90,000 acres of land, and produces as much as 90 percent of America’s leafy greens in the winter months. Yuma farms cultivate enough iceberg lettuce to be able to distribute annually, one iceberg head to every adult, and child in the United States, Mexico, Canada, and the United Kingdom, combined. Thousands of migrant farmworkers who harvest this lettuce are Mexican citizens who pass into the U.S. to harvest including Trique people. The Trique are an indigenous population originating in the southwestern part of the Mexican State of Oaxaca.

In COL2 QFA would like to recognize, not only land and labor but also where our food comes from. The Association of Farmworker Opportunity Programs describes farm work as “extremely low-wage work … Most farmworkers earn less than $10,000 per year from what is often backbreaking and dangerous labor.”

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READ|The Definitive Guide to Instructional Coaching: Seven Factors for Success

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READ|The Definitive Guide to Instructional Coaching: Seven Factors for Success

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Even under ideal conditions, teaching is tough work. Facing unrelenting pressure from administrators and parents and caught in a race against time to improve student outcomes, educators can easily become discouraged (or worse, burn out completely) without a robust coaching system in place to support them.

For more than 20 years, perfecting such a system has been the paramount objective of best-selling author and coaching guru Jim Knight and his team of researchers at the Instructional Coaching Group (ICG). In The Definitive Guide to Instructional Coaching, Knight offers a blueprint for establishing, administering, and assessing an instructional coaching program laser-focused on every educator's ultimate goal: the academic success of students.

Organized around ICG's seven "Success Factors" for great instructional coaching, this book offers

* An in-depth guide to the Impact Cycle, ICG's research-based and field-tested model for coaching teachers through issues that matter most to them;
* Detailed guidance on how to create a "playbook" of instructional strategies to share with collaborating teachers--and how to model those strategies under different conditions;
* Practical advice on preparing for and engaging in substantive, reflective, and teacher-centered coaching conversations;
* Best practices for gathering, analyzing, and responding to data for improved teaching and learning; and
* Real-life anecdotes and testimonies from educators and coaches who have reaped the benefits of the Impact Cycle in a diverse array of schools.

In addition, each chapter of the book contains a learning map to help orient you and a list of valuable additional resources to complement the text. Whether you're new to coaching or well versed in the practice, The Definitive Guide to Instructional Coaching will no doubt prove a cornerstone of your coaching library for years to come.

Product Details

ISBN: 9781416630661
ISBN-10: 141663066X
Publisher: ASCD
Publication Date: November 19th, 2021
Pages: 224
Language: English

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Related Editions (all)

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The Definitive Guide to Instructional Coaching: Seven Factors for Success (Paperback)

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Even under ideal conditions, teaching is tough work. Facing unrelenting pressure from administrators and parents and caught in a race against time to improve student outcomes, educators can easily become discouraged (or worse, burn out completely) without a robust coaching system in place to support them.

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READ|From Survive to Thrive: A Director's Guide for Leading an Early Childhood Program

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READ|From Survive to Thrive: A Director's Guide for Leading an Early Childhood Program

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This book was recommended by a TAP during COL2. During the session a colleague shared they were struggling with a director who's leadership style was affecting a program's retention. The TAP who recommended the read shared they had a similar situation and had used self-reflection exercises in this book to support a director.

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With so many demands and limited time, being an early childhood program leader is more challenging than it's ever been. This guide, grounded in current research and based on the experiences of the authors as well as directors from across the country, blends theory with practical tips you can implement immediately. Each chapter provides the building blocks you need to:
-Develop effective policies and procedures that work for your program
-Manage a healthy budget
-Build a strong staff
-Forge robust home--school partnerships with children's families
-Handle confrontation and conflict
-Achieve and maintain full enrollment in your center

Plus, each chapter recommends additional resources you can explore to take your knowledge and professional development to the next level. Use the guidance and strategies contained in this book to go from surviving in your role as director to thriving in it.

Product Details

ISBN: 9781938113369
ISBN-10: 1938113365
Publisher: National Association for the Education of You
Publication Date: July 31st, 2018
Pages: 176
Language: English

Categories

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From Survive to Thrive: A Director's Guide for Leading an Early Childhood Program (Paperback)

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With so many demands and limited time, being an early childhood program leader is more challenging than it's ever been. This guide, grounded in current research and based on the experiences of the authors as well as directors from across the country, blends theory with practical tips you can implement immediately.

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READ|The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever

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READ|The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever

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The Coaching Habit: Say Less, Ask More & Change the Way You Lead Forever (Paperback)

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Developed by QFA

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by Elena Aguilar

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RESOURCE|Questions that Encourage Reflection and Problem Solving

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RESOURCE|Questions that Encourage Reflection and Problem Solving

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By Quality First Academy

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Questions the Encourage Reflection and Problem Solving

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WATCH|Partnering Principle 4 Dialogue: Turning Contact into Connection

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WATCH|Partnering Principle 4 Dialogue: Turning Contact into Connection

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Partnership Principle 4 Dialogue: Turning Contact into Connection

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By Jim Knight

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Check out The Better Conversations trailer: https: //youtu.be/y3FrWTXC8Uw

"I thought I knew how to have a conversation; I've had millions of them. Some were good, others not so much so. But I want to have GREAT conversations, and Jim Knight has taught me how. The proof is in: better conversations are possible and the results are worth the investment."
--DOUGLAS FISHER
Coauthor of Rigorous Reading and Unstoppable Learning

Because conversation is the lifeblood of any school
You don't want this book--you need this book. Why this confident claim? Think about how many times you've walked away from school conversations, sensing they could be more productive, but at a loss for how to improve them.

Enter instructional coaching expert Jim Knight, who in Better Conversations honors our capacity for improving our schools by improving our communication. Asserting that our schools are only as good as the conversations within them, Jim shows us how to adopt the habits essential to transforming the quality of our dialogues.

As coaches, as administrators, as teachers, it's time to thrive. Learn how to:

Coach ourselves and each other to become better communicators

Listen with empathy

Find common ground

Build Trust

Our students' academic, social, and emotional growth depends upon our doing this hard work. It's time to roll up our sleeves, open our minds, and dare to change for the better of the students we serve. You can get started now with Better Conversationsand the accompanying Reflection Guide to Better Conversations.

Product Details

ISBN: 9781506307459
ISBN-10: 1506307450
Publisher: Corwin Publishers
Publication Date: November 11th, 2015
Pages: 256
Language: English

Categories

Related Editions (all)

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Better Conversations: Coaching Ourselves and Each Other to Be More Credible, Caring, and Connected (Paperback)

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Check out The Better Conversations trailer: https: //youtu.be/y3FrWTXC8Uw "I thought I knew how to have a conversation; I've had millions of them. Some were good, others not so much so. But I want to have GREAT conversations, and Jim Knight has taught me how.

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Developed by Quality First Academy

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from Elena Aguilar and Bright Mornings

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Developed by Quality First Academy

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For use during the COL2 Session

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From Jim Knight's Better Conversations

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Adapted from Elena Aguilar's The PD Book for the Quality First Academy Community

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Adapted from Elena Aguilar's The PD Book for the Quality First Academy Community

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From Social Emotional Workshop

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By Elena Aguilar and Bright Mornings

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RESOURCE|Strength or Weakness Focus: Effects on Job Performance

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RESOURCE|Strength or Weakness Focus: Effects on Job Performance

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From the Corporate Leadership Council

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Updated 10/17/22

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Adapted from Elena Aguilar

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WATCH|The Making of COL1 FY23 Highlights Reel

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WATCH|The Making of COL1 FY23 Highlights Reel

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From Elena Aguilar

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Created by QFA using the Principles of Strenghts-Based Practice

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RESOURCE|Conversational Styles to supplement WITC form

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RESOURCE|Conversational Styles to supplement WITC form

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Adapted from Hannen

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Find Protocols in the drop down bar titled Protocols and Resources.

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Protocols By Tag | New Protocols | Spanish Protocols | Portuguese Protocols | Protocols For Youth Engagement

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WATCH|Want to Bring Out the Best in People? Start with Strengths

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WATCH|Want to Bring Out the Best in People? Start with Strengths

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Watch the full length TED talk featuring Chris Wejr

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Want to Bring Out The Best in People? Start With Strengths | Chris Wejr | TEDxLangleyED

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From the Resiliency Initiatives

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from the Resiliency Initiatives

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RESOURCE|Transferring our Knowledge "Curse of Knowledge"

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RESOURCE|Transferring our Knowledge "Curse of Knowledge"

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By QFA

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Adapted from Elena Aguilar and Bright Mornings

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By QFA

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RESOURCE|Mind the Gap Possible Questions

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RESOURCE|Mind the Gap Possible Questions

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Adapted from documents by SWHD QF Coaching

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READ|Mind the Gap: The Key to Working with Adult Learners

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READ|Mind the Gap: The Key to Working with Adult Learners

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By Elena Aguilar and Bright Mornings

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READ|Asset-Based Coaching: Focusing on Strengths

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READ|Asset-Based Coaching: Focusing on Strengths

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By Elena Aguilar

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Elena Aguilar.Asset-Based Coaching Focusing on Strengths