Two Heads are Better Than One

Today's post is brought to you by Jaimie Howe.

I’m a unique case.  I have taught in the same building for all eight years of my teaching career and have only worked for two principals.  Although they are the only two principals I have ever worked for, I would have to say, they must be the two best principals out there.  They get people.  They get education. They get kids.  They get life.  I have been very fortunate to have had the chance to work for both of them.

My current principal is the former district Literacy Coordinator. She has a strong background with classroom experience. She taught  Reading Recovery and just has a solid background with literacy in general.  My task in building a relationship with her was half done before I even started. She already understood and supported everything my job entailed.

Although this may seem like I had it made, I still had A LOT to learn about what my relationship between my principal and myself SHOULD look like.

I have learned more about people and relationships in the last two years in my job as a literacy coach than in my whole life all together. I am working on strengthening and building relationships EVERYDAY.  The top three fundamentals I’ve learned over the past two years as a literacy coach that I feel are crucial in building a positive and effective relationship with an administrator are:

LEARN THE INS AND OUTS OF THE ADMINISTRATOR'S ROLE

• Ask questions.
• Ask to try out some new leadership roles (i.e. facilitating a meeting).

Learning about my administrator's job actually helped me out more than I could have imagined.  My first year as a literacy coach I spent my time asking A LOT of questions.  I needed to know about the “systems” that helped our school run. In doing that, I learned a great deal about the role of the administrator. Understanding the magnitude of an administrator's position and the responsibility they have in creating a successful school for students and staff has helped me build such a stronger relationship with her. I’ve come to know which aspects of her position I can offer more of my assistance and where I know she wants to be the lead.  I’ve realized how crucial it is for us to be a TEAM.

TRUST: Administrators are BUSY People.

• Do what you say you’re going to do . . . and more.
• Have it done and ready on time.

My administrator can trust me to do many important tasks in our building because she knows I am reliable.  I recognize that I need to be that person that she can turn to and not have to worry about the outcome.  Administrators need LESS stress.  Help them in any way you can.  Be their support, colleague, and friend.

COLLABORATION and COMMUNICATION

• Talk to your administrator.  
• Schedule a weekly meeting.
• Ask for help.
• Plan together rather than alone.

My principal and I are very much alike. . . almost too much alike.  We tend to just do everything ourselves. In our first years together, we each spent countless hours planning meetings, sorting through data, etc. It really hit us at the beginning of this year when we sat down one day to talk about what would be happening at our Lead Team meeting that week.  Within fifteen minutes our ideas flowed off of each other’s and our meeting was planned.  My principal looked at me, sighed, and said, “I have been sitting for hours trying to come up with a plan for this meeting and now we just sat down and it took fifteen minutes and we’re done. Amazing!”

My oh my.  It is so true that “Two heads are MUCH better than one.”

Being the Bridge

Today's post is brought to you by Carrie.

As an Instructional Coach, building relationships with teachers is a daily part of the job; as an Instructional Coach, building relationships with the administration is also a part of the job. 

The challenge lies in “being the bridge.”  You know, the thing that links the two together; the person who keeps a smooth flow of conversation going; the one who articulates the other’s viewpoint and reasons for certain actions or decisions; or even more difficult, the one who advocates for the other side even when it is not the popular position. It is through focusing on strong relationships on both sides of the bridge that allows an Instructional Coach to build continuity and success for initiatives.

In 13 years of teaching I’ve worked with five different principals and three superintendents. This means that about on average, I’ve had a new principal every three years, which became a huge challenge. It felt like “Groundhog Day,” repeating the cycle. Year One would be the “feel out” year: “What’s this principal about? What is their vision?” Year Two always became implementation year, as the niceties were over, and the act of putting the ideas into work got started. And then Year Three… the year when we should be hitting a stride and ironing out all creases. Instead, Year Three would start the cycle over with a new face, new ideas, new changes. As a teacher, it was a lot to get use to and eventually I started investing in the motto that the least they noticed me the better because it meant I wasn’t making any waves. But when I took my Literacy Coach position, I had to step up and be a leader and build the connections. And if experience taught me anything I had to build the relationships quickly because I didn’t know how long the administration would be around. So here are the three big lessons I live by to help build administrative relationships:

3-Advocate don’t argue. 
As a coach, teachers expect you to “have their back,” and administration expects you to voice opinions based on your expertise. Argumentative tones, voices, and body language will never work; open communication and advocacy is the best way to open the lines of conversation.

2-Let your passion show through. 
Even if it makes you seem a little “out there.” No one, administrators nor teachers, can ever question your motives if they know your actions stem from pure passion.

1-Spread the good word. 
Be the person who spreads a positive message. It doesn’t matter what message you choose, but pick a district initiative that you can support whole-heartedly and use your ability of reaching a ton of teachers in the district. Your administrator will notice and appreciate the support and your conversations are based on positives, which feels good.

In my years of coaching and teaching, building the administrative relationship helps promote feelings of respect, trust, and community within the district. Working on these relationships makes everyone’s job a little easier!

The Coach-Administrator Relationship

Today's post is brought to you by Penny Antell.

Principals are concerned about the atmosphere in their buildings as much as they are about the bottom line –test scores and school report cards.  In order to be an effective literacy coach, building a relationship with the leader of the school is important.  The principal needs the assurance that your views and plans with the classroom teachers are indeed worthy of the change that will be created.  They need to be able to trust in the coach’s plans and believe in the person the coach is.  In order for this to happen, they need to have an understanding of who the coach is. What they believe in.  How they will go about helping the classroom teacher improve his/her practice.  For the classroom teacher, with the principal’s support of the literacy coach, s/he will feel confident about creating changes within the classroom.  

Having a relationship with the principal allows the coach to highlight the great learning opportunities students have experienced within the classroom setting. Through the time spent together the coach is able to discover concerns and compliments the principal has about the building and staff within as well.  Together, the discussions afforded through weekly meetings strengthens the coaching situation.  Through creating relationships one is able to structure change in a positive forward manner.  

Fortunately, I’ve only lived through one situation in a school district where a leader came into the district and rather than honoring the building of relationships to allow for change to be embraced, plowed forward changing the way things are done.  As you can well imagine this was disastrous.  Once change is created in this manner, trust is difficult to rebuild.  

When first establishing oneself in the role of literacy coach, it is critical to insist upon a weekly session with the building principal to allow for discussion of the good, the bad, and the ugly portions of the position and to lay out or develop plans together to improve situations and strengthen the incredible learning opportunities occurring within the building.

Heed caution though. Move forward slowly.  Get to know the person who holds this role.  Listen to what is being shared by those under the principal’s leadership as well as the principal him/herself.  Attend these meetings with the positive effects flowing freely through praises for all that has happened.  The coach takes care not to judge or complain about teachers being worked with.  The coach is the teachers biggest cheer leader in the school.  If a problem solving conversation does need to take place this is done through suggestions for improvement – not bashing or complaining.  Attending a session with the principal in a negative mode will benefit no one.

As a coach, this weekly session with the principal can act as a catalyst for further change as the principal is able to take the information learned and use it to further boost the change that has begun by looking for opportunities to notice specific actions and comment in a supportive manner.  The principal also has the opportunity to watch for missing actions and call for these in a way that can create forward movement.

What's Your Vision?

Today's post is brought to you by Julie Schwartzbauer.

What’s Your Vision?:

Building a Partnership with Your Principal

I titled this post What’s Your Vision? because I think that is one of first questions a literacy coach should ask their principal.   A principal and coach must support one another. A partnership can form when a coach understands the principal’s vision for school improvement and the principal understands the coach’s role.

I think that one of the greatest ways a principal can support a coach is by becoming involved in any professional development the coach provides for teachers.  It’s not only about the principal being present but also about being a part of the planning.

I recently held training at one of our elementary schools and handed out an article for the teachers to read.  The principal was sitting in the back of the room and I noticed him get a highlighter and begin to read.  I was so impressed that he was fully engaged as a learner.  Later on I had staff commented on how their principal is always so involved in what the staff is learning.  The following day I ran into that principal and he pulled me aside.  He told me that the article was long and that he needed to bring it home to finish it.  He then said that it was an excellent resource and gave him a better understanding of the subject matter.  What a great thing for a coach to hear.  I felt not only a sense of accomplishment but also a sense of partnership with that principal.

I really think that it is the coach’s role to help build the capacity of their principal.  Without strong leadership and a knowledgeable principal, school improvement is nearly impossible.  

I have found that principals understand how important it is to get into the classroom, but often times don’t know what to look for.  A coach can demonstrate what to look for through modeling.  As a principal becomes more knowledgeable, teachers will welcome them into their classroom.  

Wouldn’t it be wonderful for a principal to be seen as a coach?

Note: For those of you wondering, "What did the staff read?!". . . It was a chapter 2 from Lucy Calkins's Units of Study.

The Coach-Administrator Role

Today's post is brought to you by Heather Zimmerman.

Producers know that storylines about a boss/employee relationship can lead to good drama and comedy.  If you watch The Big Bang Theory, you have seen the far from ideal relationship Sheldon and Dr. Gablehauser’s shared, though Sheldon’s mother would not argue about it.  Miranda Priestly in The Devil Wears Prada was far from an easy boss to work for.  And then there is the world of Sterling Cooper and Partners in Mad Men, which highlights a whole business world of people trying to be in charge and work with each other.  

In the real world of work though, employees would rather leave the drama out of their job.  Having a strong relationship with principals is key for literacy coaches.  I was lucky when I started this role, because I knew both of the principals I work with.  Here are a few tips I find important for literacy coaches:

• Clearly define role- When I was hired I made sure I had a good grasp on what my role included.  I wanted to make sure that not only the teaching staff understood my role, but also the principal and I were on the same page.  I also wanted to be clear that I am not an evaluator.  I do not think this issue would ever come up with the principals I work with, but I feel it is important that teachers do not see me as an evaluator.  To continue to be welcome in classrooms as a teacher and a coach, it is important that teachers feel they can trust me and that I am not there to judge.  That is what keeps the classroom doors open, and both of my principals understand that.
• Honesty- If I am not sure of something I make sure to be upfront about it.  But, if I do not know something I make sure to find answer.  This also includes being honest if there is an issue not agreed upon.  It is important to have that conversation together right away, so issues can be addressed.  
• Prioritize and Step up- Literacy coaches sometimes get the freedom to plan and prioritize their schedules.  This should be done thoughtfully, so coaches are always working in the best interest of students, teachers, and the school’s goals.  Also, if there is something that needs to be done, stepping up to help out is important.  It is necessary that literacy coaches play an active role in the school.  But it is also important to notice how full the plate is getting.  I would not want to take something on that I cannot follow through on.
• Teamwork- Working together on projects is important.  That way everyone can share input and be apart of the goal.  I think it is important that even though something might be literacy focused, the principal and others on the team, all work together.  One important side note is that the principal and literacy coach are a team.  Sometimes, literacy coaches might feel they are the only one on their team, but literacy coaches are actually on a lot of different teams in the school.  It is important literacy coaches do not put down any of their team members.  That can quickly burn a lot of bridges.   

Both principals and literacy coaches play an important part in schools.  It is essential that both are working together and pulling in the same direction, and the drama can be left for the storylines.  

The Coach-Administrator Relationship

The topic for the next two weeks is the coach-administrator relationship. Below are a few quotes to get you thinking about this pivotal part of a coach's success.

"Literacy coaches are powerless without the direct support of the principal. Some principals 
find it effective to include the literacy coach on the school’s leadership team so that he or she sees the big picture and begins to understand schoolwide decision making. Regular 
communication provides an opportunity for the coach to share updates on successes or challenges with the principal so he or she can provide needed support (p. 25)."
"Three Techniques for Successful Literacy Coaching"
Rosemarye T. Taylor, Dale E. Moxley, Carol Chan Ter, and Don Boulware

". . . the coach needs to be seen a supportive resource for teachers. To support the coach as a resource, knowledgeable other, and ally, administrators cannot ask the coach about an individual teacher’s performance. If coaching is to be accepted as a school improvement initiative, administrators cannot assign coaches to teachers who have experienced trouble or difficulty. And administrators cannot interfere with the development 
of collegial relationships between the teachers and the coach (p. 3)."
Coaching Considerations: FAQs Useful in the Development of Literacy Coaching
Douglas Fisher, Professor

Supports for Literacy Coaching Success:

• Clear, detailed job description
• Commitment to developing a school literacy team and a vision for literacy learning
• Assistance in building trust
• Assistance in using time, managing projects, and documenting their work
• Assistance in organizing study groups
• Assistance in planning effective professional development for teachers
• Assistance in helping teachers analyze data
• Access to instructional resources
• Opportunities for professional development
• Feedback on their work

What Supports do Literacy Coaches Need from Administrators in Order to Succeed?
Nancy L. Shanklin

How Do You Build Relationships With Teachers?

Today's post is brought to you by Bobbi Campbell.

Image taken from this source.

Find a Role Model:

Some of you sports’ fans might remember John Wooden. I am not a sport’s aficionado, but I am interested in what makes a good coach.  John Wooden was a good coach. He was one of those coaches who inspired his players to be better, work harder, and achieve more.  He did this by listening to his players, providing numerous instructional lessons. He always gave feedback, a heck of a lot of his time, a clear vision to his players, and he did this with more patience than I could ever imagine.

Coaching - whether it is for sports or for teaching, is complicated business.

So what does John Wooden have to do with Literacy coaching and building relationships with teachers?  I believe he had the secret formula for success, and it all began with his great relationships with his players built by his great listening skills, and his ability to respond to his players’ needs.

Imitate Your Role Model:

       

Listening is not second nature to me, but rather is something I have developed over time.  It is what I believe drives the foundation of good coaching. Wooden new this and he was a master at it.  I spent my entire first year building relationships by listening.  It was no easy task and was quite exhausting.  Sometimes you have to listen to conversations repeatedly that one might consider to be counterproductive, (Or at least I thought some of them were).  Sometimes these conversations were aimed at you directly, and sometimes it was about circumstances beyond your control.  Instead of screaming, “I am not a Teflon pan!” like I  would like to some days, I remind myself to be patient and listen – let them verbally process their angst, concerns,  or  opinions.  My job is to listen, and I spent an entire year doing just that.

Choose a Goal and Reflect:

So I spent a year listening – that was my goal.  I asked myself, what did I really do as a listener, and did listening build the strong relationships I wanted to build?  The simple answer is yes and here are some of the reasons. I listened and it allowed me to collect information and ask good questions. Listening well helped give me the pieces to the instructional puzzle, it allowed the coach or teacher to feel heard; it helped me to determine our next steps so we were constantly moving forward.  By the end of my first year, I was in sync with the needs of each individual I coached.

Continual Reminders:

Listening to teachers and other coaches is an art to do it well – a skill not to be taken for granted or ignored.  Teachers’ time is sacred, and if you do not listen carefully for those coachable moments, then you have missed an opportunity to build confidence, trust, and capacity in your teachers.  I did this, but I need to remind myself every day to listen with the end goal in mind.

Why I Need the Reminder:

One of Wooden’s attributes was his ability to be patient while listening and watching for the coachable moment – a personal nightmare for us Type A’s, we always want to jump five steps ahead and do not want to wait for anyone to catch up. I am not sure if I would consider myself completely Type A, but I really do not have a whole lot of patience.  The problem with people who struggle with listening, often struggle with patience (me).  Hence why it is something I remind myself to do EVERY day. I also have to keep telling myself, building strong relationships through listening takes time. Trust does not happen overnight, and iImpatient people who coach (me, again) struggle with the time it can take to build the relationships that ultimately, if developed properly, have a strong impact on student learning. It is really a simple formula:

Listen+Time+Lessons+Trust = Student Achievement  

Of course, it is not that simple, but over time, the relationship a coach has with a teacher matters.  If you listen, and respond to targeted needs, you will build trust.  Over time, you will improve practice. John Wooden new this formula and was quite successful because of it. I, on the other hand, am a work in progress.

Tools to use to Collect Data and Target Needs:

The tools I developed are designed for new coaches, but could also be used as a reflective tool for more experienced coaches.  I used Step One with fourteen coaches from my district.  We, as a district, are redefining the roles of coaches in all of our middle schools, so many are beginning the role of coach in their school building. Step Two was designed to be used as a planner for professional development.  Our district has a train the trainer model.  Once the coaches have been given professional development, they are then expected to deliver  the same professional development at their individual schools. The tool takes into consideration individual school data aligned to their school improvement plans (SIP).

Self Reflective Tool

What is the intended professional development topic? What essential learning will be accomplished?

How can I personalize the professional development for my building/my teachers? What data should I include?

What evidence will I see as a result? What are the “Look Fors” I will use to see if the  intended outcomes are transferred to classroom practice?