Today was an elementary inservice day in my district, which means that while students did not have school, teachers and other staff still came to work. Rather than write a post about this day, I decided to do an update on my personal 2017 Reading Challenge, which I blogged about here about 10 or 11 months ago. (And if you really want to read about elementary inservice days, you can check out this post from way back when. While not every inservice day is the same, this is a pretty good summary of what the days are like. Just exchange “Common Core State Standards” with “Illinois Social Studies Standards” and “Safety Net Skills” with “Restorative Practices” and you’ll be good to go.)
My reading goal for this year was 62 books. So far, I have read 45 books. Here is how they align to my unique challenge to read:
- a book published this year: The Leader’s Guide to Coaching in Schools
- a book read in one day: Conscience of a Conservative
- a book on my To Be Read pile for more than a year: A Snicker of Magic
- a book recommended by a librarian or bookseller: CSS for Babies
- a book I should have read in school: A Nation at Risk
- a book chosen by my wife: n/a
- a book published before I was born: The Conscience of a Conservative
- a “banned” book: The Adventures of Huckleberry Finn
- a book I had previously abandoned: Lost at School
- a book I owned but had never read: Meet the Beagle
a book that intimidated me: n/a
- a book I’ve read at least once before: The Ultimate Hitchhiker’s Guide to the Galaxy
- 5 autobiographies/biographies: The Secret Soldier, Phoebe the Spy (2/5)
- 5 selections of classic literature: (0/5)
- 5 fantasy novels: Castle of Wizardry, Enchanter’s End Game, Frogkisser! (3/5)
- 5 graphic novels: The Tenth Circle (1/5)
- 5 selections of historical fiction: The Cay, Timothy of the Cay (2/5)
- 5 mysteries: (0/5)
- 5 nonfiction books (not related to education): The Five Dysfunctions of a Team, Compassionate Conservatism, The Life-Changing Magic of Tidying Up (3/5)
- 5 picture books: Rocket Science for Babies, General Relativity for Babies, I Love You Stink Face, Love Is, I Wish You More (5/5)
- 5 selections of realistic fiction: Picture Perfect, Class Dismissed, The Pact (3/5)
- 5 selections of science fiction: There Will Be Time, The Host (2/5)
So, I am actually doing pretty well with the first half of my challenge, but I am a not doing so well with my genre challenge. Here’s what I need to accomplish before the end of the calendar year:
- a book chosen by my wife:
- a book that intimidates me:
- 3 autobiographies/biographies
- 5 selections of classic literature
- 2 works of fantasy
- 4 graphic novels
- 3 selections of historical fiction
- 5 mysteries
- 2 nonfiction selections not related to education
- 2 selections of realistic fiction
- 3 selections of science fiction
So it looks like I have 31 books to go, even though I’ve actually read 45 books this year! (I guess that’s what I get for reading a lot of work-related books.) If you have any recommendations, I will gladly accept them. As should be apparent, I read a wide variety of books!
[NOTE: This post has also been published on MiddleWeb, a site dedicated to teaching and learning in the middle grades. This is my fifth book review for them. I had requested to review this book as part of my new role as a new teacher mentor. From my previous post about mentoring, you may recall that new teacher mentors are encouraged to use a coaching approach.]
It was not many years ago that I was first introduced to the concept of instructional coaching. My school district had created several coaching positions at the elementary, middle, and high school levels, with initial funding connected to our participation in the Race to the Top competitive grant program run by the Obama administration. I had vague recollections of other districts that used coaches, but I wasn’t really sure what they did. Even when my district moved several amazing teachers into instructional coaching positions, this new role was somewhat still nebulous. (Ironically, coaching as an instructional practice actually pre-dates athletic coaching, with the term first being used at Oxford University in the early 1800s to describe tutors who helped a pupil move from a place of not-knowing to a place of knowing in much the same way a horse-drawn carriage, or coach, moved passengers from point A to point B. It wasn’t until about three decades later that the term began being used in an athletic sense and the instructional sense faded away until the late 1900s.)
I recently asked some of the instructional coaches I knew how they would define their jobs and most struggled to come up with a concrete answer. The most definite response was that “instructional coaching in classroom-embedded professional development for teachers.” Other teachers chimed in with comments on what instructional coaches had done for them, but being able to identify some of the things that these coaches do is different from having a clear definition of what makes one an instructional coach.
Around the same time as I was trying to understand the role of my district’s instructional coaches, I was asked to take on a new role as a formal mentor to new teachers in my district. During the new teacher mentor training I attended, we were encouraged to use a coaching approach when working with our protégés. This definitely got me thinking: what is an instructional coach and what is a coaching approach?
Fortunately, I am not the only person to ask that question. In fact, it is a hotly debated topic in many educational circles, and so John Campbell and Christian van Nieuwerburgh, two educators on opposite sides of the world who happened to meet and discovered a shared interest, set out to define coaching and describe how it can be used in school settings, both in a formal way through instructional coaching and through a more informal coaching approach.
One of the first things i realised while reading their book is that, even when trying to give a concise definition of coaching, there are still dozens of ways to define it depending on the context of the role. At its heart, the authors define coaching as “a one-to-one conversation that focuses on the enhancement of learning and development through increasing self-awareness and a sense of personal responsibility, where the coach facilitates the self-directed learning of the coachee through questioning, active listening, and appropriate challenge in a supportive and encouraging climate.”
With that definition in mind, Campbell and van Nieuwerburgh layout their view of coaching and how it can be used in different school settings. Starting with the Global Framework for Coaching in Education, they identify four broad areas of interest for coaching: student success and well-being, educational leadership, professional practice, and community engagement. They argue that all of these areas can benefit from coaching skills, the GROWTH model, and establishing a coaching way of being. The GROWTH model is an eight-step process that can be used to guide coaching sessions: after establish trusting relationships, the coach and coachee discuss Goals of the coaching process, Realities of the current situation, Options for change, what Will be done first, the Tactics for accomplishing tasks, and the sustainable Habits needed to ensure success, with a celebration of positive results at the end.
In addition to formal coaching, the authors acknowledge that a coaching approach can be used by school leaders to establish more meaningful discussions among teachers or other staff and for teachers to communicate with families in a way that establishes and reinforces a shared responsibility for student success. Finally, they demonstrate how a school leader can adapt a formal performance evaluation by using a coaching approach so that the employee can work on agreed-upon areas of growth without fear of judgment or negative consequences.
As I read this book, I realised that one common pitfall of school leadership is the urge to present solutions to others instead of guiding them to coming up with their own solutions. This is a key element of instructional coaching: the coach does not identify what needs to be done; that is the role of the coachee. The coach provides resources and guidance once the change has been identified. This is the heart and soul of the coaching approach and the coaching way of being and a mindset that will benefit teachers, students, families, and school leaders.
Throughout the book, the authors provide tips for coaches, QR codes that link to videos to see coaching in action, and questions for reflection. With just ten chapters and approximately 125 pages, this quick read is a great resource for new leaders, new coaches, teacher mentors, and those who have been in any of these roles but are looking for a fresh take on an old idea.
I love data. I know, it is weird. But, seriously, looking at and interpreting data makes me happy. I can look at a spreadsheet full of numbers and make sense of it in a way that I know many don’t. I don’t know if that is because I am not a visualiser (a condition known as aphantasia) or just because I have been around enough data-minded people that it makes sense to me. Whatever the reason, I really, honestly, sincerely, deeply, passionately love data, especially when it comes to my profession.
Oddly enough, my love for data has also had a positive impact on my understanding of genealogy, or the study of one’s family history. While genealogy has long been a mild interest for me, it increased dramatically after my father passed away last February and I realised I didn’t know nearly as much about my family’s history as I would have liked. I have spent countless hours on sites like Family Search and Ancestry, combing through records that list names, dates, and locations. At first, this information didn’t make much sense to me, but once I realised it was just data, it was as if a light went on, and I found that a quick glance at a couple of US Census report from the early 20th century could reveal that my great-grandmother died when my grandmother was in high school and, as a result, my grandmother became the primary caregiver of her family even as she was finishing school.
When that light went on, another light went on for me. I realised that the data I love about my profession is only loved because the numbers and letters have meaning beyond what is on the page or screen. However, that meaning is only valuable if I share it with others or use it in a way that moves my knowledge of my students beyond the initial understanding of the data.
When others look at summary reports of my students, they may only see racial demographics or raw scores on standardised assessments or current levels of learning. I look at these same summary reports and I see stories of children who love and support and respect one another with no regard for racial or ethnic difference. I see students who persevere in the face of great odds, who try their hardest even when they know they don’t quite get it yet. I see the stories of students who know what their strengths are and use those to their advantage, especially when overcoming weaknesses. I see the stories of students who have lived in the same house in the same neighbourhood for nine years and and the stories of students who have lived in ten homes in half as many states in the same period of time. In short, I see the meaning behind the data.
I spent today in training with other new mentor teachers in my district. We spent much of the day discussing how to collect and share data when observing our protégés and how to use a coaching conversation to guide a discussion about what that data means. Just as I look at the data and see the meaning, or stories, behind them, I know that I will need to do the same when I examine the data collected during observations.
Yes, I love data. But that is because the data tell me a story and that story has meaning to both me and to my students.
As mentioned yesterday, I was absent from my classroom today in order to attend New Teacher Mentor Training with 21 other new mentors in my district. While I have informally mentored new teachers in my building for six years, this is the first time that I will be acting as a mentor in a formal capacity. My protégé is our new librarian and I am excited for this opportunity to work with her in an official capacity as she gets used to Wiley and the Urbana School District.
Training today focused on an overview of mentoring. It was interesting to realise how much of mentoring aligns to my responsibilities as a cooperating teacher when working with pre-service teachers (i.e. student teachers) and the goals I have as a future school principal. Of course, the biggest difference between being a mentor for a new teacher and being either a cooperating teacher or a school leader is that this role does not have any evaluative aspect; in fact, my conversations with my protégé are confidential and when I give her feedback, it doesn’t get shared with our principal or entered into any tracking system. In other words, my role is to help and guide and support but not to judge or evaluate.
I am excited about this opportunity to grow as a professional educator and hope that my support will be valuable to our amazing new librarian!