The Power of a Team

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

I consider myself very lucky.  It is not all that common to find an educator these days that can actually say mostly positive things about their position, administrators, colleagues, and/or school. Times are hard politically and financially, and to be honest, some days I can hardly believe that public education still functions. School morale is probably at an all-time low in public education. Most teachers are worked way too hard, are battling severe stress, pushed too hard, and implementing one new initiative after the other.  How is it even possible to keep the students at the center of our focus when teachers are barely treading water?

I have been fortunate enough to have worked in the same school from the start of my career until now and can honestly say, “I wouldn’t want to be anywhere else.”  Though the last few years have been tough and we, like any other public school, have been forced through change after change and initiative after initiative.  We continue to smile, push harder, and teach our students day after day.

So why, do you ask, is the morale in our school still so positive?  Why are students still learning and why are teachers staying put?

We build relationships.

We reach out to each other and ask for help.

We work together and we take one thing at a time.

We are a team.

My role as a literacy coach is huge in this process.  I need to model all of the behaviors above every day in order to move forward.  I am an advocate for change and change is HARD.  Nobody likes change, but it has to happen. I am “the messenger” most of the time and most of the time “it stinks.”   I am the one that brings more and more to the teachers every day.  In the last two years I have been a lead in bringing them a new curriculum, PLCs, intervention blocks, Common Core State Standards (CCSS), formative assessments, “I Can” Statements, and the list goes on.  From the get go I have always said that we will do this together; that I am here as a support and someone to help them through the process.  I am one of them; I just get to put all of my energy into literacy and supporting teachers.

The best thing I did when I became a literacy coach was plan monthly collaboration meetings with each grade level at my building.  I meet with each grade level team at least once each month.  Our meetings range from professional development on the CCSS to developing monthly common formative assessments to reflecting on a lesson I had recently modeled in one of their classrooms.  My collaboration meetings are so different at each grade level because they are differentiated.  I build my coaching on the needs of each grade level and each individual teacher.  I take them where they are at and support them with what they need and what they are ready for.  I know that everything I bring to them needs to happen, but I know it cannot happen all at once. We take our time and do one thing right.  Doing that one thing right, leads into the next and before you know it everything is fitting together.  The teachers understand that I am not an administrator.  I am not telling them what to do, nor is my intention to be punitive.  I am giving them back time they don’t have by supporting them, helping them, and working WITH them.

The minute a teacher thinks you are “watching them” or “forcing them,” that is the minute when you’ve lost them.  Coaching is about being a team, working together, and learning from each other. Understand that it takes time to build yourself as a coach just like it takes time to push through each new initiative.  I don’t think I modeled one lesson for a teacher my first year as a coach.  My second year, I worked briefly in one third grade classroom modeling a few lessons and now in my third year as a literacy coach, I have teachers asking to meet with me weekly rather than monthly and am modeling lessons in almost all classrooms.  Needless to say, my schedule is booked. I have built these relationships over time and have gained the teachers’ trust.  They understand that I am on their team.

Listening is an Act of Love

Today's post is brought to you by Lisa Weiss.

I have a friend who jokes that I could make friends with wallpaper. Building relationships has always come easily to me, and for a long time I believed that this might not be something you can teach someone. However, quite recently I had a mind shift when thinking about building relationships as they relate to coaching. Through some reflective writing I began to think that there are things that I am quite intentional about, as a coach, that unintentionally have helped in fostering relationships—happy accidents, if you will.

Here is a list of some of mindsets and behaviors I am aware of, in myself, when doing the work of a literacy coach:

1. I try to listen more than I talk.
2. When I talk, I am genuinely myself, talking to my colleagues in ways I want to be talked to in return.
3. I approach everything as though it is a problem we can solve together; there’s no need for me to think I need to have all the answers. What a relief!  
4. I’m comfortable saying “I don’t know” but I hate not knowing, so I will find out and follow up with the teacher as soon as I possibly can.
5. The first few times I work with a teacher I leave with a to-do list that is longer than that of the teacher I am coaching.
6. I honor my commitments. If I say I am going to create a rubric for you, I will. If I say I will be in your classroom at 2:15, I will. I do what I say I am going to do.
7. I make light of heavy situations, but I do not avoid the heavy issue; I address it and treat it with gentleness and kindness.
8. I am consistent—my behavior, my actions, my demeanor, my approach. My colleagues need to know what to expect from me, and because I am my genuine self, it’s easy to be consistent. I’m not playing a role; what you see is what you get.

While there is much to be said about each one of these, it is my opinion that listening is the single most important. Listening. It’s seems like such a simple, automatic act but it is no such thing! There’s nothing simple, nor automatic about it. It’s a choice to truly listen, and a choice to determine to what extent we are going to listen to someone. I choose to be an attentive listener when my colleagues are talking. Listening with purpose provides an opportunity for me to understand all the different kinds of thinking (the good, the bad, and the ugliest of the ugly) that revolves around literacy and the complexities of teaching it well. Listening allows me to gain multiple perspectives, and it broadens my understandings. It is through those understandings that I can empathize with my colleagues—especially when there are not easy answers to the problems that arise. It is because of those understandings that I can begin to work through complicated issues. It is because of those understandings that I stand on common ground with the teacher I am coaching. If teachers do not feel as though I understand their perspectives and issues, the budding relationship will wilt before I have a chance to water it. However, if I choose to listen well, I am beginning to build the foundation for a meaningful coaching relationship that will benefit everyone—students, teachers, and myself.

A few years ago, at a Fox Valley Writing Project meeting, the leadership team listened to a NPR StoryCorps recording called “Listening is an Act of Love.” I’ve never thought of listening as an act of love, but I’ve thought about that title often. Think about what you are “saying” to the person to whom you are offering your listening ear…

Without saying a word, through the focused act of consciously listening, you are communicating that:

1) You are/Your issue/Your great news is important to me.

2) I am completely devoted to you/your issue/your great news, in this moment.

3) I want to understand (you).

4) I am willing to give my time (which is valuable and rare) to you.

5) I care enough to silence myself and think about what you need.

Those statements hold a lot of power. In looking at listening through this lens, it is clear that listening is a gift we give throughout they day. I acknowledge that “normal” people do not ponder what it means to listen with your head and heart, but if they did, I wonder how conversations would change. What if every person I talk to in a day knew that when I make the time to listen, it is because they and/or their concern is important to me? What if they knew I chose to listen because I want to fully understand the problem--because I want to be able to fix the problem? While I may not be able to provide the responses they are looking for, I am choosing to listen because I care about teachers, kids, literacy, and education. I wonder if knowing that would change the tone of some of the conversations I have in a day…

Coaching is not about me; it about my colleagues, and ultimately about the students in their classrooms, so in order to keep the coaching focus where it needs to be, I needed to be a purposeful listener. I think it is Stephen Covey who calls it empathic listening—the act of silencing ourselves and attending to others. When I read that I immediately thought that I was someone who could do less talking and more listening—especially when it came to coaching. I realized that when I was the one talking most, I wasn’t coaching; I was consulting. When the teacher and I spent equal times talking, I saw that as collaboration, and the best case scenario was what I needed to strive toward…coaching. Coaching--where I was facilitating the thinking of my colleagues through purposeful talk and questions.

As I became aware of my talk time, and made the decision to listen and listen well, I saw the changes in my coaching conversations. It was fascinating! I started to record whether I consulted, collaborated, or coached on my monthly coaching logs, and I had that evidence as a way to gauge my goal of coaching more. It was scary, but it was a smart coaching move.

As a coach, listening was an act of love that arose out of necessity. Students needed me to be listening to teachers. Teachers needed me to be listening to most effectively help them. Selfishly, I need to be listening myself in order to foster the kinds of relationships I value, as well as to effectively navigate my way thorough all the messy learning we find ourselves engaged in on a day to day basis.

Listening is a great way to open the door to a coaching relationship, and it vital for that relationship to grow.

Building and Growing Friendships

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

I remember the first (and only time) I was ever sent to the principal’s office.  I was in second grade.  A fellow classmate was missing his hat.  This happened to be the same hat that me and my friends thought we would take and play a game of keep-away with.  We were not trying to be mean to the kid.  We actually just thought this was the best way to get his attention and show him we wanted to play with him.  I think we even tried to see if the hat would stick to the brick wall.  Our teacher called out each of our names and told us to “march to the principal office.”  I remember trying to hide how nervous and embarrassed I was by picking up my feet in a sassy, eight-year-old way to actually march out of the classroom.  I do not recall exactly what the principal said to us.  I am sure though, she found out the main cause of the problem, and taught us how to actually show someone we wanted to be friends with them.

Learning how to build and grow friendships as a child is something that follows us into adulthood.   I am lucky that my eight-year-old self learned that a good ol’ game of keep-away is not the best way to show people you are interested in getting to know them.

As my first year in my literacy coach role, I am fortunate because I still work with people who I taught with.  Some of these teachers I have known and collaborated with for the past six years.  There are other teachers though, who I am just getting to know.  I am a people-person, so when it comes to building relationships with other people it just happens for me.  Since this is a new role, I know I will continue to learn, experience, read, and learn some more.  But, when thinking about what I would share in this post, I decided to share what I naturally started to do as I began this role.  

• Defining my role: I started off the year defining my role as a literacy coach.  I wanted to make sure everyone knew what my role is and all the different ways we can work together.  

• Being involved: I am very excited to see what is going on in classrooms.  I want to be apart of the classroom life as a literacy coach.   I look forward to visiting classrooms, so I can get ideas I can share with teachers.  When I was teaching, I appreciated resources that were ready to use the next day in my classroom.  I plan to offer resources that are relevant and applicable.  I also want teachers to feel that I am a resource that they can come to.  By having ideas and being knowledgeable about their classes, I can offer useful tools.  Also, by being apart of the classroom we can easily plan lessons where I can be a co-teacher or be apart of small groups with their classes.

• Follow-through: I am a very organized person.  Timely follow-through and follow-up is important.  I found this calendar I think will help organize that process.  http://www.literacycoachingonline.org/briefs/tools/tool_weekly_calendar_1.11.09.pdf

• Listening: The people-person in me loves to get to know people.  I truly care about how other people feel.  I am also a positive person.  I like to listen to what others have to say.  I find myself usually asking questions too, so I can make sure I correctly understand what they are sharing.  I do feel the need to throw in the obvious here, by saying that maintaining confidentiality is critical.  I know people feel they know this one, but it’s too important to not include.  I made sure to stress in my intro letter that I am not an evaluator or a reporter back to the principal.  

Building relationships with teachers is the most important part of a literacy coach’s job.  Without relationships with the staff, the literacy coach will not be a useful resource.  A big part of building relationships with teachers has to be what works naturally for you.  But, what will certainly help in the process is sharing with teachers how you can help them, being aware and involved with what is going on inside the classroom, timely follow-through, and listening.  One thing I can tell you for sure is though, taking their hat did not work in elementary school and it certainly will not work now.

Building Teacher Relationships: A Constant on the Literacy Coach’s “To Do” List

Today's post comes to you from Carrie.

Early in my career as a Literacy Coach, I found myself in the last place a Literacy Coach wants to be (other than a Math classroom); I was stuck in the middle of a meeting that had quickly dissolved into a round of “the Blame Game.” It was a multi-level team meeting where a well -respected, veteran teacher spontaneously aired out a laundry list of grievances about the school- wide literacy philosophy including, but not limited to, problems with: rigor, scope and sequence, standards, materials, expectations, interventions, assessment, and time. In short, her exact words in regards to literacy were “NOTHING is working.”  As the Literacy Coach, who had worked to implement numerous new literacy initiatives for the district, I was obviously, in her eyes, a) the person to blame for these problems and b) the person who needed to FIX these problems.  I left the meeting feeling like a failure. Logically, I could name the positives of the literacy initiatives our district had adopted: increased student motivation and achievement, alignment to new standards, utilization of research- based best practices, but it didn’t feel like enough. After reflection, I was able to pinpoint the root of the feelings of dissatisfaction still surrounding the climate of literacy. I needed to continue to build my professional relationship with the teachers in the building. I had student buy-in, but the gap in teacher relationships was skewing the lens in which the building viewed (and ultimately measured) literacy success. No numbers, data, or test results would change that perception if I didn’t change the climate. In that moment, I tirelessly focused to build strong teacher relationships, as it proved to be the ultimate backbone of the success of my position as a coach.

So…I did what all literacy people do; I started pulling books off my shelf and began to read. Jennifer Allen, Cathy Toll, Peter Johnston, Heather Rader. Some books were written for coaches, some for teachers, but I gathered all I could on building relationships. Next, I put my learning into action. I started by examining my own coaching values; I truly believed all kids can learn but did I believe the same about teachers? Was I doing all I could to build a climate of trust, service, respect? I worked to put in the extra mile: I ran the back-up copies during benchmarking time so teachers could just grab and go, I wrote individual notes for teachers’ mailboxes, I brought little treats to meetings and door prizes to inservices. I narrowed my feedback to include more positives and only one area of continued development. I knew I couldn’t guarantee change in other’s actions or behaviors, but I could control mine! Anyway, it was a lot more fun to do nice things rather than walking around feeling resentful.

Additionally, I worked to find my “ins.” Who would let me work in their room? How could I demonstrate to those other teachers not willing to let me in their rooms quite yet, that I was knowledgeable about content and teaching? Those teachers who let me work in their room, I was able to quickly connect with and I hoped they would spread the message to their colleagues, as a peer recommendation is the best advertisement! To reach the other teachers I tried to connect in meetings and inservices. How could I provide the absolute most meaningful professional development? I planned with teacher needs in mind. I used the opportunity to demonstrate best-practices in teaching. I got rid of “sit and get” development. I used new strategies teachers could take and apply in their own room. I had teachers practice the strategy, hold collaborative discussions, and participate in setting the agenda. Feedback on development improved as meetings became more engaging, and more teachers began trusting my input after they saw I could actually “walk the talk.”

Ultimately, four years later, I continue to work on building relationships. It is the constant on a Literacy Coach’s “To Do” list. Through examining my own beliefs, finding my “ins,” and using the most of the chances I get with reluctant teachers, I feel that I have built more positive relationships than ever before. I attribute much of our district’s literacy success to these relationships and I strive to continue to build stronger and better ones!

Relationships: Lessons from Glinda & Elphaba

". . . I find that knowledge is to coaching like a car is to driving. It's what propels the activity forward, but it won't happen successfully unless the person behind the wheel is skilled in steering it. A literacy coach who knows a great deal about literacy instruction  but cannot develop relationships, build trust, and work with the non-knowledge-related issues of teaching will fail." (Toll, 2005, p. 53)

Over the next two weeks, the coaches of The Booth will share their thinking about what is arguably one of the most important elements of coaching - building relationships with teachers. 

Fostering relationships is the area I've grown and changed the most since I started coaching. A dear friend and colleague who supported, challenged, and tolerated me during my first rough years as a coach affectionately says she is Glinda to my Elphaba. 

Make no mistake - I did not come to my job with an army of flying monkeys, and she certainly did not come with glitter or a magic wand. Looking at the two of us, though, I was certainly not the, um, smiling, friendly, and graceful one. 

I wanted to impact student learning right away and in a big way. I came into a conversation (walking - not flying on a broom) with a strong knowledge of literacy and helpful tools. I was all business all the time.

I didn't take the time to ask about someone's weekend or kids or life outside of work. I didn't share much of myself or leave time for others to share much about themselves. I dreaded time in meetings spent on connections and cringed at the idea of team building activities. (Ice breakers still make me shudder a little now.)

I'm embarrassed to say that it took me longer than it should have to realize my deep knowledge of developmental word study wasn't what was going to get teachers to open their classroom doors and practice to me. I needed to take the time to listen - really listen. And, not just listen to colleagues talk about literacy - listen to colleagues talk about their lives.

With my very own Glinda giving me constant reminders from the office next door, I deliberately put myself in situations where I could learn more about my colleagues as people. I took the time to ask questions and have conversations about more than work. I left notes of encouragement and gave compliments. 

At the same time, I worked to develop the relationship-building skills needed in coaching conversations: listening, summarizing, paraphrasing, and reading body language, to name just a few. I provided teachers with data about their practice and allowed them to draw their own conclusions. I asked questions instead of providing answers.

The friend I mentioned earlier will always be more Glinda than I am. It's part of who she is. Over time, though, it has become more natural for me to be at least a little less Elphaba. I could still use a nice pair of ruby slippers, though. . . 


















Sources:
Toll, C. (2005). The Literacy Coach's Survival Guide. Newark, DE: International Reading Association.

Bio: Heather Zimmerman

Heather Zimmerman is starting her first year as a literacy coach at the middle school level in the Oshkosh Area School District.  She taught sophomore English,  mass media, and journalism at the high school level for three years.  She then spent three years teaching eighth grade literacy.  Heather received her bachelors from UW-Green Bay and is currently finishing her masters at UW-Oshkosh.  She lives in Appleton with her husband, who is a principal.  They both feel strongly about the importance of a quality education so all children can succeed.  When they are not working they enjoy traveling and sporting events.  Heather also loves to find time to enjoy a good book, go to a yoga class, or complete one of her many sewing/crocheting/craft projects.

Hello, My Name is _______________: Heather

We are currently introducing ourselves via narrative writing inspired by a 1999 Ann Landers column. For more information, visit this post: Hello, My Name is _______________.

I lay next to the chair.  I am a little frayed in areas, maybe lost a little color.  My stitches are loose in a few places, but I am still intact.  It has been an exciting adventure.  I survived years of being the bag of resources.  The bag of notes.  The bag of ideas.  And, I survived those years.  I am now near work tote retirement.  I can only hope I am lucky enough to be turned into a beach bag.

Looking back I have fond memories of living the life of a work tote.  In the factory rumor had it I might be used as a grocery bag, but gross food juice on me was less than appealing.  I also heard I could be a diaper bag- no thanks.  I was grateful when I was given as a work tote.   What could be wrong with carrying books?  

I was given to a woman who was about to leave the classroom.  She was a bottle of mixed emotions.  She absolutely loved teaching 8th grade literacy.  When she switched from teaching high school to middle school she was so excited.  Something about those middle school students hooked her.  She enjoyed diving into the world of young adult books with her students and sharing her passion for reading.  She loved coming up with new ideas to keep her students engaged in literacy, and most importantly she loved seeing the group of new faces that entered her classroom each year.  The bonds that developed over their nine months together were irreplaceable.  The excitement as they prepared to go to high school and the tears and nervousness on the last day of 8th grade were always milestones she embraced for the connections that developed between her and her students were unmistakable.  

As she finished her masters in reading she knew she wanted to be a literacy coach.  She loved working with other teachers.  She enjoyed sharing her ideas and listening to other teachers’ thoughts.  She hoped she could share her knowledge to help students in all subject areas.  An opportunity came up to be a literacy coach in her current building and another building.  This was what she wanted- a middle school literacy coach opportunity.  The opportunity was there and she had to go for it.  When she found out she got the job she was so excited. This was what she wanted  The nervousness, the fears, and the sadness of leaving the classroom were mixing in her bottle of happiness though .  But she knew this was what she wanted to do.  She wanted to make a difference in new ways.

And this was when she started filling me with books, notes, ideas, hopes, and goals.  This was where I started my job with her as she entered her new role as a literacy coach.   

Biography:

Heather Zimmerman is starting her first year as a literacy coach at the middle school level in the Oshkosh Area School District.  She taught sophomore English,  mass media, and journalism at the high school level for three years.  She then spent three years teaching eighth grade literacy.  Heather received her bachelors from UW-Green Bay and is currently finishing her masters at UW-Oshkosh.  She lives in Appleton with her husband, who is a principal.  They both feel strongly about the importance of a quality education so all children can succeed.  When they are not working they enjoy traveling and sporting events.  Heather also loves to find time to enjoy a good book, go to a yoga class, or complete one of her many sewing/crocheting/craft projects.

Bio: Lisa Weiss

I joke that I cannot hold a job. In my 18 years in education I have had many opportunities. I’ve been a second grade teacher, a middle school teacher, an elementary reading specialist/Title I teacher, a middle school literacy coach, and a high school literacy coach. It’s been a fascinating journey—one in which, at some point I remember saying to myself, you need to settle into one role. All this moving is crazy! It’s good crazy because I learned a lot moving to new buildings and levels, but crazy none-the-less. Looking back, the journey seems to be a bit of a happy accident. All of these experiences were critical in preparing me for my current role, but I was unaware of the endpoint as I worked my way through the system. I am currently a K-12 literacy coordinator. In addition to my day job, I co-direct the Fox Valley Writing Project, providing professional development for teachers in the area. The work of the Project is much like coaching: it is exhausting and simultaneously energizing! I credit the FVWP for the development of my professional life--bursting with gratitude over all of the opportunities and learning National Writing Project has offered me. I am a National Board Certified Teacher in the area of reading: three year olds to adolescence. I credit the FVWP and UWO Reading Department for providing me with the knowledge, insights, and self-reflection abilities that the Boards require. This was an interesting endeavor, and one that I am glad I pursued. It was not a collaborative for me like it is for some people, but rather introspective and reflective. It required a very different type of writing than I prefer, but it was a good challenge at the time. Speaking of writing…I want to be a writer when I grow up. I’m a magnet for odd occurrences so I have a few memoirs in me. If only I had the time to write them… Who knows? Perhaps one day, I can add that to my list of credentials. A girl can dream.

Hello, My Name is _______________: Lisa

We are currently introducing ourselves via narrative writing inspired by a 1999 Ann Landers column. For more information, visit this post: Hello, My Name is _______________.

Who is this literacy coach who made herself at home in my office? I have no idea who she is, or when she arrived here, but I know this: I did not invite her. I want to be mad that she has taken over my space, especially because we are so different, but the truth of the matter is that I like her; she’s everything I am not.

She is bold—surprisingly bold. Her appearance, that I catch reflections of in my window, would not suggest she’s courageous, but sometimes I cannot believe the things that come out of her mouth! Since I have been getting to know this stranger, I can say that I think this boldness is a disguise for passion: passion about her work, passion about student learning, passion about professional development for teachers, passionate about literacy and it’s crucial place in our ever-changing world. I suppose, at times, bold thinking is needed to make necessary changes.

I wouldn’t dream of raising my voice at a meeting or shaking my head when I disagreed with a colleague. I’d listen and wear my stoic pants. I’d reveal my true feelings to Tracy when we talked after school, but I wouldn’t dream of publically disagreeing with anyone, and I certainly wouldn’t be taking an opposing view from my boss! This new coach, however, she seems to think she can advocate for kids and teachers in a daring way, because she has “right” on her side. She’s fascinating, but I do worry for her.

The new coach exudes such confidence. I want to believe she is capable of everything she envisions. She seems to operate in a way where I want to be on her side, to ride her train because I think I will be led to a land where the complications of teaching children to be literate fade away. She’s common sense. She speaks with authority, is articulate, and always thinking about how to develop teachers and leaders.

I wonder where she gets that confidence. She went through the same Masters’ program I did, she has had the same teaching experiences I have had, the same coaching experiences, so why is she so confident when I’m scared to go to my meeting with the 8^th grade teacher who I am going to need to tell that he must quit teaching Shakespeare?

Speaking of courageous conversations…this new coach is something else! I overheard her telling another literacy coach what she needed to improve upon. The nerve! I think someone has crossed a line. Although, as I ponder on my eavesdropping, it was the coach who asked the new coach for feedback. The coach told the new coach that she trusted her and that if she had any feedback to offer, she’d accept it. How did that happen? How did this new coach get another coach to ask for her HONEST feedback? How did she establish that kind of trust? How can it be emulated? I wonder if that was just a happy accident, or if this is a regular occurrence.

I would never be able to tell someone else how to do their job, especially my friends, people I’ve worked with for years. It seems so rude, even inappropriate, but she spoke in such a thoughtful, kind, respectful manner that the coach didn’t even seem upset. The coach took notes on what was said, the coach asked questions to the new gal, the coach thanked her for her honesty. They looked like a team, two peers having an important, critical conversation. They had a difficult conversation and parted friends, smiling and laughing…

That has never happened to me. I don’t want to risk any relationship by having the tough, honest conversation. I avoid those altogether. I can see how an honest conversation can take place without hurt feelings, having viewing this coaching session, but I’m not ready yet. Someday…maybe.

I’ve seen her in action, this new coach, leading a group of geometry teachers through the process of narrowing their vocabulary scrolls. She doesn’t know anything about geometry—trust me on this. And yet, she sits with this group of teachers, leading a process, where she cannot predict the outcome, nor the challenges that will come her way, yet she appears calm. No shaky hands, no nervous stumbling over words…

I can only hope to feel that calm when I am standing in front of my peers. When I’m in that situation, my left eye starts to twitch weeks before the presentation, I can’t sleep the night before, my stomach flips the day of, and I am generally a hot mess! Sweaty, fidgety, and continually tongue-tied when leading the professional development. I am lost in thoughts over what people think of me. Believe it or not, that is how I feel when things go well. When someone challenges me, I can feel the blood rushing to my cheeks, 50,000 thoughts run through my head, my chests pounds in my ears, I stammer out an answer, hoping to say the right thing—rarely, if ever responding intelligently. The worst part about this scenario is not that it happened, but that I replay that moment over and over, taking the question or comment personally, formulating a better response now that I am out of the spotlight, feeling angry about what I cannot change.

This new coach told me that she doesn’t take things personally. When people challenge her, she feels fine with a moment of silence, thinking about whether or not to respond; she feels no pressure or obligation to answer on the spot. She has learned to table the challenges she cannot, or isn’t ready to, address in the moment. She doesn’t go home and stew about what went wrong; she told me she reflects on what went well and not so well, and then thinks about how to problem-solve what went wrong. She believes that there may be a way to rework the problem when she has time to think without 20 sets of eyes on her. She assumes positive presupposition—people are asking or challenging simply because they do not understand; it’s about meaning-making, not embarrassing her. And…get this, she doesn’t worry about what people think of her because she knows she’s advocating for kids to be taught in meaningful ways—she has research, and an incredibly intelligent network of colleagues, on her side.

We’ve all been there. We’ve been told that we will need to share our space. I wasn’t overjoyed when this new literacy coach moved into my little corner of the world, but I can see I have a lot to learn from her. I hope I can reciprocate, after all, I provided plenty of mistakes for her to learn from over the years.

Biography

I joke that I cannot hold a job. In my 18 years in education I have had many opportunities. I’ve been a second grade teacher, a middle school teacher, an elementary reading specialist/Title I teacher, a middle school literacy coach, and a high school literacy coach. It’s been a fascinating journey—one in which, at some point I remember saying to myself, you need to settle into one role. All this moving is crazy! It’s good crazy because I learned a lot moving to new buildings and levels, but crazy none-the-less. Looking back, the journey seems to be a bit of a happy accident. All of these experiences were critical in preparing me for my current role, but I was unaware of the endpoint as I worked my way through the system. I am currently a K-12 literacy coordinator. In addition to my day job, I co-direct the Fox Valley Writing Project, providing professional development for teachers in the area. The work of the Project is much like coaching: it is exhausting and simultaneously energizing! I credit the FVWP for the development of my professional life--bursting with gratitude over all of the opportunities and learning National Writing Project has offered me. I am a National Board Certified Teacher in the area of reading: three year olds to adolescence. I credit the FVWP and UWO Reading Department for providing me with the knowledge, insights, and self-reflection abilities that the Boards require. This was an interesting endeavor, and one that I am glad I pursued. It was not a collaborative for me like it is for some people, but rather introspective and reflective. It required a very different type of writing than I prefer, but it was a good challenge at the time. Speaking of writing…I want to be a writer when I grow up. I’m a magnet for odd occurrences so I have a few memoirs in me. If only I had the time to write them… Who knows? Perhaps one day, I can add that to my list of credentials. A girl can dream.

Bio: Julie Schwartzbauer

Julie Schwartzbauer is beginning her third year working for Appleton Area School District as a K-2 District Literacy Coach.  She completed her undergrad work at the University of Wisconsin Milwaukee.  She first received her Bachelor Degree in Psychology, knowing she always wanted to work with children.  Julie was later inspired by professor to pursue a career in teaching.   She received her Master’s Degree in Reading from the University of Wisconsin Oshkosh. After staying home to raise her family, Julie became employed by the Menasha Joint School District.  It was there that she received training in Reading Recovery and began working as a Literacy Coach.   Now in Appleton, Julie still remains a strong advocate for Reading Recovery.  She services 16 elementary schools as a Literacy Coach and loves supporting the staff.  She could not do it without her coaching partner and supportive administrators. When Julie does not have her nose in a professional resource, she is biking, hiking and watching her three children play soccer.  Her husband is her biggest cheerleader and best friend.

Hello, My Name is _______________: Julie

We are currently introducing ourselves via narrative writing inspired by a 1999 Ann Landers column. For more information, visit this post: Hello, My Name is _______________.

A Passion for Learning

When I first walked into your kindergarten classroom, I was sure that the district had made the right choice in hiring you.  Even though you were a brand new teacher, you were always telling me about the latest professional resources you had read.  I was shocked to see how full your classroom library was, considering you were just starting out in your teaching career.  I began to wonder were that passion had come from.  It was apparent that you had a love of literacy – it seemed like everything you did in your classroom revolved around reading.

Since your classroom door was ALWAYS open I was able to observe you over the next few years, I noticed that you never seemed to let your coworkers or building morale deflate your high expectations for yourself as a learner or for your students.  You were always asking questions and never afraid to admit you didn’t have the answer.

Sometimes I would get tired hearing you talk about “what’s best for kids.”  I would watch you come in on weekends and take work home.  I would wonder how you did not get burned out.  I decided it must be a passion for learning.

I will never forget the day you resigned from teaching to stay home with your new baby.  I recall you telling me that you would be back soon…

Ten years later – YOU WERE!!! 

Though I must admit, you have aged a bit, there is something in your eyes that has remained.  I believe it to be that passion for learning.  After all those years, it is still there.

Now in your role as a District Literacy Coach, I find your bookshelves overflowing with professional resources.  Every time I pass you in the hall you tell me about this great new book and how I should read it.  The next day, your copy is on my desk.  I feel like your passion for learning is infectious.  Your colleagues seem to really trust you, sometimes enough to let you into their classrooms.  That is amazing!  I often hear other teachers ask you how you know so much.  You always reply by telling them “I am a learner and I love to read.”  It seems so simple, but I believe it is part of who you are.  I hope that you are proud of the professional you have become, but most of all I hope that as you continue to learn, your passion will remain.

Biography:

Julie Schwartzbauer is beginning her third year working for Appleton Area School District as a K-2 District Literacy Coach.  She completed her undergrad work at the University of Wisconsin Milwaukee.  She first received her Bachelor Degree in Psychology, knowing she always wanted to work with children.  Julie was later inspired by professor to pursue a career in teaching.   She received her Master’s Degree in Reading from the University of Wisconsin Oshkosh. After staying home to raise her family, Julie became employed by the Menasha Joint School District.  It was there that she received training in Reading Recovery and began working as a Literacy Coach.   Now in Appleton, Julie still remains a strong advocate for Reading Recovery.  She services 16 elementary schools as a Literacy Coach and loves supporting the staff.  She could not do it without her coaching partner and supportive administrators. When Julie does not have her nose in a professional resource, she is biking, hiking and watching her three children play soccer.  Her husband is her biggest cheerleader and best friend.

Bio: Carrie

Carrie is a Literacy Specialist for the School District of Mishicot. Her job role includes part classroom teacher, part interventionist, part literacy coach, which in her mind is the best of all worlds. Her work with literacy includes a unique passion for the incorporation of technology, which has led to numerous speaking opportunities around the state. In 2012, as a credit to the incredible literacy work of her district, Carrie was awarded the Herb Kohl Fellowship Teaching Award. Her three most powerful reading moments were: the day her high school English teacher introduced her to e.e. cummings, the first time she ever read Freak the Mighty with her seventh grade students, and watching her two young boys discover Charlotte’s Web this summer.