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listen to teachers ideas, encourage creativity and enthusiasm.
Recognize teachers for taking risks and provide a judgement free zone for teachers so they are willing to make mistakes.

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This makes me think that there is no room for rigidity as a coach. One must be agile and flexible to learn new strategies and structures for both the classroom and student needs as well as teacher needs. We adapt on a constant basis to the needs of our teachers, administrators, students, and families. We move from administrative meetings to co-planning meetings to data meetings to working in classrooms on the floor with students. We adapt based on the needs of our clients - from those teachers who are ready to be pushed to the next level to those that are in need of a listening ear. We are movers, counselors, cheerleaders, and models with a growth mindset that is ready to evolve as the world of education and society evolves.

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As a coach, we need to block the reaction of viewing certain teachers as incompetent... just as working with students, we need to block our belief that they may be behaving poorly because they are deviant little beings. :-)
In both instances, we as educators need to analyze/infer WHY they are behaving the way they are and find an entry point to slowly facilitate change over time.

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As a new coach it is hard for me to give not so much negative feedback, but feedback that encourages a more veteran teacher to change, even though I know it must be done. I work with great teachers that have taught for so long, but are resistant to any change in their practice because it worked well before and now they think people are telling them they "stink". I need to be more courageous and frank in my conversations because change is a good thing, and needs to happen, while still be compassionate to how they are feeling.

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This makes me think about my own professinal reading and content knowledge as  coach and teacher.  A part of being a math coach is being the percieved content expert in math and I need to make sure I am continuing to grow in these competencies.

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I believe that learning or relearning is easier than unlearning.  Oftentimes in the coaching role we must guide teachers to unlearn some past practices.  This is extremely challenging.
Personally, I reflect on my practice continuously and am immersing my self in new learning all the time.

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1. Two big elements that are tied together: Session 1 of Math Workshop PD and lesson structure in Eureka.  During the PD, I now realize I was asking the teachers to look at the obvious - the structure of each Eureka lesson - and rethink the evolution of lesson to attend to needs of our students and the standards.

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Back to thinking about relationships, we need to be very self-aware and aware of our teachers when challenging others. Some teachers have felt "attacked" by admin and coaches in the past. We need to walk more lightly around some teachers than others. Some teachers will ask for feedback and ways to improve, others ask but do not listen and some do not want to hear it at all. I find myself trying to continuously challenge myself as a coach, but know that I can be pushed even further. I almost think some teachers are afraid to challenge the coaches and admin, but how will we grow on that level if they don't? The ones who do challenge, often do it in a defensive manner. We can all grow and learn, and need to do this together, especially as we roll out the workshop model.

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We owe it to ourselves and to our students to constantly seek improvement- to grow and learn together. This is scary because it means that you have to accept that you DO NOT know everything.

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Years ago, the district provided a workshop/training in the 9-10 Tenants of High Performance Team characteristics. I still have them posted in my office! One of the tenants is "solve problems analytically, not personally." This reminds me of being open and non-defensive when receiving feedback. This also makes me think about honestly. Another high performance team tenant is have "open, honest, and direct communication." We have to be honest to be fully open. We want this for ourselves and all stakeholders who work in our buildings. When we are full open, ready to accept honest feedback, and solve problems analytically, we can really LISTEN to and internalize the feedback given.

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I think that when we (ourselves, teachers, etc.) immediately have the thought of "I already know/do this" we have put a barrier up to our own learning. We are not fully present, we are not actively listening - rather, we have already mentally "turned the page" (so to speak) and moved on. I think it is important to build awareness of this in ourselves - and have our teachers/admin build awareness in this of themselves as well. I think think that this happens all too often.

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2. Sometimes the most obvious answer/response/reaction is not the best - as a coach, a teacher, a human.

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2. Sometimes the most obvious answer/response/reaction is not the best. Thinking about

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2. Sometimes the most obvious answer/response/reaction is not the best. Think

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2. Sometimes the most obvious/a

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2. Some

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Listening is a huge part of receiving feedback. I know I can be guilty of this as well, but sometimes I think we only hear bits and pieces of what we are told. When that happens we can shift the message, from positive to negative, or vice versa. It is a tool that should be helping us, but sometimes our past experiences around feedback can affect how we take it. 

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Listening is a huge part of receiving feedback. I know I can be guilty of this as well, but sometimes I think we only hear bits and pieces of what we are told. When that happens we can shift the message, from positive to negative, or vice versa. It is a tool that should be helping us, but sometimes our past experiences around feedback can affect how we take it. 

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This makes me think of flexibility and openness - not getting "stuck in a rut." I truly try to do this each day and think this is a strength for me; however, we all can use work in pushing ourselves outside of our comfort zones. I think one of my job's as a coach is to model this openness to new ideas/possibilities/etc. to teachers and demonstrate enthusiasm and positive energy as well.

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It is so true often we have ideas that work and are reluctant to change.  Teaching is not a competition, it should be a team activity!

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FLEXIBILITY! I just wrote about this on #7. Being able to adapt as well as the willingness to TRY (even that feels uncomfortable) is hugely important. Willing to take risks in order to adapt can be scary, but also create the opportunity for growth.

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I love the description of "courageous" comments... these are best received when you are in an accountable team.

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I love the description of "courageous" comments... these are best received when you are in an accountable team.

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One thing I love about our coaching team is how we challenge each other (non-defensively) and do push each other to dig deeper.  Our team has been a critical part in molding me as a coach.