Final Coaching Reflections

Today, Thursday, June 26, 2019 is my last day as an Instructional Coach with the Thames Valley District School Board. Tomorrow, I will attend the a Professional Development session at my new school East Carling where, in September, I will be learning with a group of Grade 7's.

Before choosing to write this post, I reflected on the words I wrote 22 months ago - my first day in this role. I can remember feeling tremendously energized. I had just attended a day-long PD session with about 60 colleagues. Some were new, like me, and some were entering their 2nd, 3rd or Final Year. I was immediately struck by the level of engagement. It was clear, these educators were positively invested in both the presentations being led by our leadership team and the self-directed discussion opportunities at each table. 

I don't mean to suggest that it was the first time I have worked with deeply, passionately and connected peers - It wasn't. However, it was the first time that I had attended a PD session where every single participant was "all in".

If you've ever attended a day-long meeting or learning session I am sure you are familiar with the following...

• Negativity Nicky - who can only see opportunity as an obstacle. 
• Tell-tale sentence starter: "Here's the problem with..."
• Tired Terry - who arrives exhausted and then pounds cups of coffee like it is a job. 
• Tell-tale sentence starter: Anything punctuated by an aggressive yawn.
• Darcy Doodler - sure, there is plenty of evidence to suggest to support sketchnoting as a method of focusing attention and retaining information ... but, c'mon, a beer bottle mandala before noon? 
• Tell-tale sentence starter: "What's happening later?"
• Laptop Leslie - who starts the meeting by taking minutes; but, is quickly distracted by Level 97 on Candy Crush. 
• Tell-tale sentence starter: "What did they just say?"
• Chris the Contrarian - Who engages in conversation - only to attempt to "game" the evidence, prevailing wisdom or situation for some mercenary reason. 
• Tell-tale sentence starter: "Interesting, you're saying x, but what about..."

I'll readily admit, I have been guilty of being a Nicky, Terry, Darcy, Leslie & Chris. I only offer these five examples because I wanted to make a point about how great it has been to work with this team for two years. 

Being part of the TVDSB Learning Support Services Crew has been a game-changer for me, but it goes deeper. I have been incredibly fortunate to spend time with both my instructional coaching team and so many exceptional colleagues in the schools I supported. I have connected with people who believe they can make a difference. 

This has galvanized the things I have learned from the work of Hattie, Fisher & Frey in their Visible Learning Series. I am returning to class a believer in Collective Teacher Efficacy. I am also an amplifier, who wants to make this approach contagious. I have taken my Nicky, Terry, Darcy, Leslie & Chris costumes out to the trash and will not be wearing them again. I will also do all I can to engage with my colleagues to remind them of the value of...

Self-Efficacy: “The conviction that one can successfully execute the behaviour required to produce outcomes.”

Tell-tale sentence starter:“I am an effective teacher that can make a difference in the lives of all my students and my work will result in success.”

“I can do it!”

Collective Efficacy

“Characterized by an attitude that, together, teachers in a school can make a difference for students.”

Tell-tale  sentence starter:“I am not alone, I am part of a team that is willing to work with me to maximize the success of our students”

“We can do it!”

Fostering Student Efficacy

“Championing high expectations conveys to students the belief that they can attain high levels of performance based on challenging and appropriate goals.”

Tell-tale  sentence starters:“I believe in you.” “You are capable of more.” It’s okay to be where you are … but where are we going today?”

“You can do it!”

If that's not enough to convince you, try this...

Teaching Transition

Two years ago, around this date, I learned that I had successfully applied for the role of Instructional Coach with my school board (TVDSB). I was excited. It was a change that I needed and it has not disappointed. I have loved working in this role.

• I have been provided with exceptional professional learning opportunities.
• I have been immersed in a collegial environment that is highly-engaged, richly-positive and forward-thinking. 
• I have been given a shelf full of academic texts on a wide range of valuable subjects (literacy, mathematics, visible learning, leadership, etc.) and been provided with time to absorb & discuss them.
• I have worked with dozens of passionate & dedicated educators in every elementary school grade (JK-8). Together, we have discussed pedagogy, created learning opportunities, witnessed student growth and made valuable mistakes. 
• I have worked with 6 different administration teams and have a better understanding of the challenges they face and the different methods they use to approach Professional Development & School Culture.

Most educators will tell you that they get slightly better every year. This opportunity has fast-tracked that experience by at least ten years and I know I am better prepared for my own classroom than I have ever been.

About a week ago, I learned that all teaching members of our board's Learning Support Services (LSS) would be declared "surplus" and would be returning to the classroom. Ontario is going through some changes as the relatively newly elected Progressive Conservative government continues to place it's stamp on education - including budget cuts. Consequently, I have been asked to prepare for a return to a classroom in September.

I am fine with it. I'd be happy to continue as an Instructional Coach for another year but, I am also excited about the prospect of having my own group of students. My seniority level is high, so I am fortunate. I should be able to secure an interview for every available position to which I apply. 

I have been thinking about my priorities so that I can zero-in on a situation that is best for me, and therefore my future students.

• No portable - I want a classroom. My frustrations with portables have been well documented. This is a non-negotiable, I'll give up many of the other priorities to guarantee myself a space in a classroom (with space, cupboards and a sink).
• Good access to technology. I'd like to have access to a class set of Chromebooks for 60-100 minutes a day. I'd also like 6-8 permanent Chromebooks in the room ...and a couple IPads.
• As a one car family, it is important that my school is either walking distance or on a bus route near my home (with no transfers required.) I live near downtown - so this opens many options.
• Air conditioning in the school would be nice.
• I think I want to return to Grade 8 or Grade 7/8.
• Alternately, I think I could make a difference in Grade 5 or 6 particularly in mathematics.

There are so many other factors that might swerve me in a new direction. Teaching with other coaches or former colleagues who I know will make great partners is certainly something that could make me re-think my priorities.

Regardless, I know I need to head into this with a plan. I only have a few years left and I want to maximize my impact. 

IMMOOC - Week 2 - Observe & Report

This is the second post in my continued participation in the Innovator’s Mindset Massive Open Online Course (IMMOOC).  My first, from last week, can be found here.

I’ll admit, I was overwhelmed by the amount of content generated by this Online Course last week. The word “Massive” is a fitting moniker. There were thousands of educators participating through Blog, Twitter and Facebook posts throughout the week. I was fortunate to be available to view the Live YouTube chat  featuring Jo Boaler & George Curous on September 25th while concurrently following an active Twitter feed around the global hashtag #IMMOOC & my own board’s hashtag #IMMOOCTVDSB. It was impossible to keep up with all of it. I did, however reflect on this sound bite from Joan Boaler as an important reminder.

This week, I continued to re-read the book, with an eye toward the following questions that were presented to our group:

• How can you create opportunities for innovation in your leadership? In your teaching? In your learning?
• If you were to start a school from scratch, what would it look like?
• Take one of the “Characteristics of the Innovator’s Mindset” (see below) and write an example of how you exemplify it in your own work.

I am going to start with the final prompt and answer it simply. I will then use the other two prompts to support that answer. The characteristic of the Innovator’s Mindset I want to look at is #5 - the ability to observe.

How can you create opportunities for innovation in your leadership? In your teaching? In your learning?

My new role as an Instructional Coach has taken me out of the conventional classroom setting. Although I am enjoying new opportunities, I miss the familiarity of a high energy Grade 5 classroom. I miss the daily opportunities to spark excitement, support calculated risk, foster meaningful inquiry and promote creativity. Last year, I was genuinely enriched by the progress my students and I made as we embraced a new approach to tackling curriculum.  Bolstered by Trevor MacKenzie’s wonderful book “Diving into Inquiry” and strengthened by numerous professional development opportunities, I had the confidence to take chances.

I want to apply this approach to my new position. However, I know this is going to be a challenge. I am still acclimatizing and building relationships. Intuitively, I recognize that both leaders and innovators need to begin as observers. That has been a challenge for me. I am so excited to get things rolling. Much like the experience George Couros details in Chapter 1, “I took on this position knowing it was a bit of a risk” and, for now I need to learn about the constants before I start to push for change. I guess, borrowing his analogy, I need to spend my time in ground school before “trying to build an plane in the air.”

If you were to start a school from scratch, what would it look like?

When I first read this question, I reflected on the two new schools that were built in my board over the past year. I was fortunate to be able to follow the progress on Twitter and I knew that all the hallmarks of a modern education institution (flexible seating, STEAM-EDU, Project Based Learning, GAFE, etc.) were being embraced by the administrative team that was chosen to open them. In fact, had I not been successful in my application to be an Instructional Coach, I would have applied to teach at Sir Arthur Currie Elementary last May.

As I reflected further, the monumental undertaking that must be involved in starting a school from scratch became overwhelming. I mean, it is easy to point out the flaws in any new undertaking - particularly one as important as a school. Shamefully, I admit that, as a member of a staff who experienced the challenges of a school’s expansion, I have willingly participated in the criticisms...

• “Why didn’t they do that?” 
• “Did they not know that a basketball court needs to be wider?” 
• “Couldn’t they have put more plugs along the back wall for the computers?”
• “Really, two new bathrooms for over 400 new students?”

Like the proverbial "Monday Morning Quarterback" or “Armchair General” it is easy to see the faults when given the benefit of 20/20 hindsight.  So, I guess I would do everything I could to ameliorate the complaints - with the recognition that mistakes will be made and overcome. I would begin by assembling the best possible team I could find. People with experience, foresight, passion, wisdom and smarts. I would draw from as many qualified sources as I could find to make the best possible decisions. Once again, I find myself recognizing the same truth I identified when responding to the first prompt.

Innovators need to be observers first.  

I’ll think about that this week - as I continue to try to build relationships through staff room conversations.

Instructional Coaching Journey - Day 1

Today was the first day of school. This is something I have experienced from both sides of the desk over 40 times. However, for the first time since 1998, I did not begin my day greeting a new group of eager and excited students. Instead, I made a left turn at the end of my driveway and traveled to the Board Office to meet, mingle and learn with an eager and excited group of Instructional Coaches & Math Coordinators. This was the first of many upcoming Professional Development sessions that will help me acclimate and settle in my new role as an Agent of Change for the Thames Valley Board.   

The supervisory team welcomed us with a fun video and a thoughtful treat. In many ways, they demonstrated the collaborative, collegial and professional approach that I hope to present.

Ice Breaker Activity

There was a new twist on an old icebreaker activity. Much like my students, I alternate between liking and loathing these activities. I do enjoy meeting new people and sharing my ideas but, I often find myself caught up in moments of awkward silence at the end of these encounters. More frustrating is being stuck in a veritable "no-man’s-land" between tables and a human log jam, waiting for a chance to move or engage someone else. I know it is in my head - but I always feel utterly graceless and oafish in these moments. I was fortunate today, I was stuck near the snacks and coffee table.

We broke down some numbers from EQAO (The Grade 3 & 6 Provincial Standardized Tests) and solidified our focus as coaches. I summarized it quickly as a personal mission statement and put it at the top of my calendar and into a Canva poster for Social Media. I’m not sure why that works for me. I think it is something about making things concrete for me. It reads as follows “My Focus needs to be intentional & precise, and must be directed toward tangible improvements in Literacy and Mathematics.” I will reflect on it regularly as I begin this challenge.

It is nice to finish at exactly the end of the day. It is also a treat to be able to spend a little time on professional reading & writing. Typically, the first day after school is spent organizing lesson plans and preparing for another frenetic school day. Instead, I did some reading and wrote this reflection. More PD tomorrow.

#BookSnapping my way into Instructional Coaching

On Friday, June 30, at approximately 8:00 am, I got to the end of my driveway and made a left turn.

This is significant because, for the last six years, the start of my work day has always required a right turn, westbound, to Eagle Heights Public School.

As I made this slight kinesthetic adjustment, a cognitive shift occurred. A new reality became tangible and I drove, east, toward the Board Office, reflecting on my new career path.

I began my first day in a new role as a Teacher on Special Assignment (TOSA) working as an Instructional Coach (IC) with a focus on Literacy and Math with Kindergarten to Grade 8 classes for four schools in our Board.

When asked by friends to describe this role, I have had to rely on my own experiences working with the IC's assigned to my schools. Last April, I accessed release money provided by our Federation (ETFO) and had the chance to “shadow” a colleague, @Kylede08, for half a day. This helped me solidify my understanding.

Recently, I was provided with this article by Heather Wolpert-Gawron called “The Many Roles of an Instructional Coach”. I was asked by the supervisory team to read it and ...

• Identify three, very important points.
• Identify a personal “aha” moment.
• Reflect on how I see this impacting our work (as IC’s) moving forward.

I have decided to use this article as an opportunity to do some professional writing and also to explore the idea of #BookSnaps that I had read about on the @TaraMartinEDUTwitter feed and through her R.E.A.L. Weblog page. #BookSnaps make use of Snapchat and Bitmoji to annotate and share ideas from things that you are reading.

So, here are my “three, very important points” using #BookSnaps.

"The position is defined differently...and attempts to standardize (it) can undermine its effectiveness."

TOSA's don't evaluate teachers/ We're teachers just like them. Through a partnership based on trust & respect...(we) help teachers reach their fullest potential."

"Instructional Coaches...have a lot of insight into the daily victories that occur in all classrooms. He or she would know that photos need to be taken & tweeted for all to see."

My personal “aha” moment came here.

"I use all of the walls and don't have a front of the room, per se."

I had no idea that some Instructional Coaches had access to a classroom where they could set up a flexible seating space for students and teachers to visit. That would be a wonderful situation. Many teachers with whom I speak are interested in moving toward a flexible seating/student centered classroom design. Wouldn’t it be great to provide them, and their students, with an opportunity to experiment with the experience, rather than making a bold and sudden transition.

Here is what I will reflect on as I move forward into this role.

Know your role.

Identify your strengths.

Keep learning.

Model learning.

Enjoy learning.

This is what I am going to focus on next.

That Change will do you Good ... or maybe not.

I am in the back-end of a wonderful March Break. I have had time with my wife, family and friends. I have gone hiking, played hockey, taken care of paperwork, had a haircut, eaten royally and slept-in. I am feeling fantastically recharged and I am looking forward to Monday and the final stretch of the school year. I also have a group interview on Monday evening and my first chance to secure a new role next September.

I recently applied for a Teacher on Special Assignment (TOSA) role as an Instructional Coach for elementary students. If successful, I would be assigned to a small family of schools (likely 3 or 4) that are geographically close to one another.  I would then make myself available to work with teachers and their classrooms in a variety of ways:

• supporting teacher development (particularly in literacy & math),
• co-teaching and co-planning collaborative inquiry opportunities,
• helping create meaningful cross-curricular connections,
• differentiating instruction for students,  
• building capacity with new challenges (ex: coding or computational thinking),
• reviewing good pedagogy and research based practices, and
• supporting school improvement plans and board wide initiatives.

At least that is what I think I would be doing based on the memorandum I read and the things I have seen from our school’s instructional coaches - past and present. I will get a deeper insight next Tuesday when I shadow a colleague who is currently in a coaching role. I know I will also learn more about the expectations during my group interview on Monday. I wish I could have arranged those two events in the opposite order...oh well.

I’m not particularly stressed about the interview. Like most teachers, I am an outgoing, Type A personality who loves to talk and share. Additionally, I sincerely believe I have much to offer, and I know I would put my full effort into any opportunity. I guess, if anything, I am being reflective. This is the reason for this post. I need to take a few minutes to organize the main pros and cons that surround this decision.

Pros

1./ I know that new opportunities will invigorate my career.

2./ More Professional Development (PD) opportunities will be available.

3./ Other coaches have raved about the experience.

4./ New colleagues mean new growth.

5./ After 6 years in the same school/division, I should make a change.

6./ Different classes in different divisions sounds exciting.

7./ I am genuinely excited about sharing my passion with other colleagues.

8./ My school is growing (again) and I might be back in a portable….ugh!

Cons

1./ I really like my classroom, school, students and colleagues.

2./ I do not like packing and moving and storing things.

3./ Not having my own class for a year is something I might miss.

4./ I won’t be able to coach sports when in this role.

5./ My current program is sweet, complete and ready to go next year.

6./ This position means more driving and I am currently 2 km from my school.

7./ Additional driving means added wear & tear on my vehicle and greater risk.

8./ A placement out in the county means treacherous winter driving.

Okay, I realize that there is theme “driving” my con list - but these are legitimate concerns that I need to consider and, most importantly, justify to my loved ones.

I’ll also admit that my current grade five group is making this a tough decision. They are among of the kindest, funniest and smartest bunch of kids with whom I’ve ever had the opportunity to work. We are doing so many cool things and I have been part of incredible growth (mine and theirs).  Additionally, they have helped me immeasurably as I continued to explore, and build my comfort with, coding and computational thinking. We launch Genius Hour next week and, as my friends will attest, I can’t stop talking about the great ideas that they are exploring.

Now, I realize they will not be my students next year. I guess it is the recognition that leaving the classroom is something I am afraid I will regret. As ridiculous as it sounds, I would have hated to have missed out on this particular year of teaching - even though I wouldn’t have known what I was missing.

The March theme at Eagle Heights is Optimism and I have try to be a “glass half full” kind of guy. Additionally, I haven’t even been offered the job yet. I do know that I need a change and, if this doesn’t pan out, I will certainly investigate a new school or even grade level. Regardless, I get three more months with my Rockstar Class and lots of new opportunities in my future. Thanks for reading, I hope to share my experiences soon.