I don't often dwell in regret.  It's not a great feeling to hold onto and can easily transform and grow into something else entirely.  This is not to say I don't make mistakes every single day- things that I would have done differently in hindsight.  And these mistakes are usually easily addressed and simply make for a better future ahead.  In those instances, the regret is short lived.  I leave the situation feeling grateful to have learned from it.  But there is one thing this year that has stayed with me... something that I think about often... something I wish I could go back and have a "do-over".  Let me paint a picture for you.

It's the end of the third nine weeks.  Students have recently finished their nine-week benchmarks.  As an instructional leader, I have decided to meet with teachers to take a brief look at the data and see what their thoughts are instructionally for the nine weeks ahead as I work to support them.  I walk into the classroom to visit with the next teacher on my schedule and notice there are a few students in the classroom.  These students are working to finish some assignments before heading off to the next part of their schedule.  I offer to come back another time, but the teacher (that I adore), so graciously invites me to stay and visit with her at the back of the room while the students work.

We move to the back of the room to a table in the corner.  As per usual, I ask, "So what's on your mind in regard to the nine-weeks assessment?"  We visit about what went well for students, what skills may need to be retaught, and what commonalities we notice in the data based on standards.  (Seems harmless, right?  No foreseeable regrets, right?)  Looking at the data is not a problem.  But we all know that behind each set of data is the face of a child- a child that the teacher so adamantly wants to support as a learner.  And so naturally, the teacher begins sharing about specific individuals.

The teacher shares about some students that surprised her, both positively and negatively.  The few students completing assignments in the classroom continue on, seemingly uninterrupted by us... seemingly unaware of our conversation that's becoming more personal... seemingly uncaring of the data we're discussing.  And then one of those students and his data, specifically, becomes the topic of conversation.  

The student seems oblivious to our talk of him.  The teacher continues, we wrap up our conversation and consider next steps for her instruction in the weeks to come.  I move on to another classroom.  

I'm heading to the cafeteria to visit with a colleague on lunch duty.  Students from this teacher's class are lining up as they have finished lunch.  The aforementioned student, the one whose data became part of the conversation while he was in the classroom working, is at the front of the line.  I nonchalantly ask him how things are going and we engage in easy small talk.  I ask if he was able to finish the assignments he was working on in said teacher's classroom a few days back.  He simply says "Yes", and then he pauses for a moment, clearly contemplating what he wants to say next... and this is the replay of that conversation that has stuck with me so closely that I couldn't even begin to pry it off with the jaws of life:

 I share this story and paint this scene not to simply confess my regrets to the world.  Rather, I hope that my attempt at being so completely vulnerable leads to better practices ahead for myself and for anyone that has happened upon this post. 

It's a moment that should not be forgotten and dismissed.  This moment tells us as instructional leaders that students are always listening.  And yet somehow, we believe that they are incognizant of our conversations, or that they are unable to discern meaning from our coded teacher language, or that they even care about what we are saying.  Perhaps the opposite of that is also true.  Perhaps some educators believe that our students should be hearing what we are saying, even those negative comments, in an attempt to spur motivation in them to work toward "success" (which we know is not an effective approach).  

Regardless, it is our duty as instructional leaders to provide adequate professional learning that addresses these kinds of situations- professional learning that not only focuses on instructional practices, but that which focuses on supporting the whole child.  Because the pure fact is the teacher in this situation is completely unaware of the effect she had in that moment on this child.  This teacher didn't know any better...  and that's completely my fault.  What could have been a learning moment for the both of us simply turned into regret and an unchanged situation.  I end by saying this:  don't let this regret become your reality!!  Support teacher understanding of how our nonchalant and perhaps unconscious habits and behaviors must be monitored so that we are instead creatures of intentional and positive habits that support ultimate student growth.

Learn more about how our language affects children's learning with this fantastic book by Peter Johnston (linked in the picture).

AND WHAT TO DO ABOUT IT!
Guest Post Author:  Michelle Ruhe

We educators go through some definite phases.  The first year, we think we know far more than we do, and we just know we’re going to change the world.  Years 2 and 3 we realize how much there is to learn, and we grow.  A LOT.  Years 4-7, we feel like we have a pretty good handle on things.  We refine our practices, get better at things, and really start to feel comfortable. This is when many of us try our hand at different grade levels or entirely new practices.  After year 10, we feel confident and ready to get creative, and because we’ve learned so much, we can begin to really think outside the box.  We start to hone in on specifics, and begin to “own” some things.  Getting to this stage takes years of deep reflection, untold amounts of time spent learning, and a tremendous amount of trial and error.  Getting to this level is hard-won.  Getting to this place took a fair amount of sweat and many tears.  It’s at this later stage that we begin to take on more, to share our expertise, and often when find ourselves acting as support and mentor to many.  ​

Unbeknownst to us, someone is watching all of this.  Usually, that someone is in a position very close to yours.  You notice that this person shuts you out.  They keep you at arm’s length--sometimes through their actions, sometimes their words.  Sometimes, you’re even outright snubbed. 

I know how this feels, because there are three distinct times in my 20+ years in the field that I have found myself here, and it’s awful.  It weighs you down and sucks the joy out of your day.  It’s heavy on your mind and heart and leaves you feeling alone.  And deflated.  All. The. Time. 

It hurts.  

You feel lost, because you have absolutely no idea what you did to deserve it.

But I’m here to tell you:  It’s not you.  It’s them!
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There’s even a term for it.

I first heard it this year, 21 years in,  from Gerry Brooks, that hilarious YouTube principal with the overly-exaggerated southern drawl.  He was a keynote speaker at this year’s National Reading Recovery conference.  When he explained it, it hit me hard.  I realized, in that moment, that it wasn’t ever me.   Then, because the world works in very mysterious ways, I heard it again, a couple months later, when Steve Barkley alluded to it on his podcast (posted at the end of this blog post!).  And I read about it some more, serendipitously at about the same time period,  in  Brene Brown’s Dare to Lead.  

So as it turns out, it wasn’t me.  Because, as I’ve learned from Angela Kelly Robeck, principal-turned-life coach, our feelings are created by our own thoughts.  Our thoughts are completely controlled by ourselves.  But the reverse, then, is also true--we cannot control those thoughts, and therefore those feelings, in others.  It’s completely, 100% out of our control.  The way other people feel, which is driven by their own thoughts, is completely on them.  
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So stand tall, friend.  Know that your hard work, your growth, and your devotion to students is worthy.  It’s BIG.  So big, in fact, that at some point, someone who feels insecure will be jealous.  Let them. It’s on them.  And then shift your thoughts.  Remind yourself that because of all that you’ve accomplished and learned and experienced, because you are in that hard-earned place, others will look to you.  How they handle their own feelings is not your concern.  They have some growing to do, and hopefully in time, they will.  Forgive them for not being there yet, and gracefully move past it.  Because you definitely will.  

And that phase is the best phase of all. 
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MEET THE AUTHOR:
Michelle spent 15 years as an elementary teacher in multiple grade levels across several states before becoming a reading specialist for an additional five years.  She now happily serves as literacy coach in a K-5 building in South Carolina.  As a literacy coach, she connected with Casey via the New to Coaching Facebook Group and The Breakthrough Circle, and enjoys frequently thinking and learning about all things literacy with her.  

If you've kept up with me the past few blog posts, then you've gotten a deeper look into collaborative studies!  You maybe have even tried them out for yourself!  Today's post is for that person that just needs a printable go-to.  This one-pager holds the four steps to launching a collaborative study.  Print it, screen shot it, or bookmark this page for future reference.  

Psssst!!!  Don't forget to check out my session preview on collaborative studies below!!  And then REGISTER for the Simply Coaching Summit!!  See you soon!

And so you've made it to the end- that's all there is to it!  If you've gone through the first three parts of this blog series, you know all there is to know about implementing collaborative studies!  

This last post on the blog series is SUPER fun!  This is where we get to think about all of the possibilities of topics and modes of delivery.  The only problem is that the possibilities are actually ENDLESS!!

Have more ideas?!  Share away and let us know how it goes!  ​Together, our ideas are limitless.  Any of the possibilities listed above can be combined, tweaked, stretched, and arranged in a way that makes the collaborative learning experience one that attendees LOVE and remember!  

The first collaborative study is CRITICAL!  It is the first impression teachers will get of this new initiative that you are attempting to get rolling.  In the first meeting, what you choose to do and how you choose to do it will set the stage for future studies... No pressure... HA!  Let's take a look at the what and how of the first meeting that will set you up for success in future collaborative study meetings!

​Of the four parts to this blog series, this is quite possibly the easiest and least complex piece.  Now, it's important to state here that following the first steps that are listed in this blog series is extremely important.  Once you have done so, and have gotten the word out about collaborative studies, it's time to settle down and plan your collaborative study events! This can be done many different ways.  You may decide to host collaborative studies monthly, bi-monthly, or quarterly and pre-plan the topics across the year.  You also may choose to host collaborative studies sporadically based on patterns noticed across the classroom.  To make this decision, think about the culture and climate of your school, the initiatives of administration, and the current teacher workload. No matter the case, be sure your teachers know what to look forward to as the year goes on.  *Side note:  My first time implementing collaborative studies, I decided to host them monthly.  It did have its benefits, but I suggest hosting them bimonthly or quarterly so that you might illicit better teacher turn out.*

You now have a broad plan for the year, you know your first topic of study (more on this in a future blog post!), and now you're ready to get teachers signed up!  This will require you to take a step on the bridge of vulnerability.  You're essentially giving teachers power to say "yes" or "no" to what you are proposing.  And, let's face it, a "NO" kind of hurts, even if you've vowed to yourself not to take it personally!   This is how a carefully written sign up form can be super helpful to both you and the teachers completing the form.  So let's visit the secrets to building the form and then we'll jump into the logistics of getting it out to teachers and, more importantly, completed and submitted!

Secrets to Building the Form
The easiest way to get teachers signed up is by sending out a Google Form.  You can also use Sign Up Genius, but I find that Google Forms are much more user friendly and can easily be customized.  And, of course, I have a great form template ready for you to download.  Simply scroll down to get your copy!

You'll notice in the template that there is space for all the details of your collaborative study and topic of choice.  These details are much like a session description you might find on any conference pamphlet.  Make it as enticing and intriguing as possible and cater to the unique personality of your campus.  This should be what teachers see first on the form.  Whether they are interested or not, I request that all teachers complete the form.  Therefore, they will include their name, email address, and grade level (if needed). 

The next part is where you can allow them to "let you down easy" and also can give you a ton of great information about where the teachers are in relation to the content being studied.  Include only positively stated options for involvement.  Not only does this ease the pain of the "no's" for you as the host, but it also encourages a positive attitude toward collaborative studies, even if the teacher chooses not to participate. 
Here are possible participation options to include:

• YES!  I want to learn more!
• YES!  I want to learn more AND feel comfortable leading parts of this study!
• I'm interested in this topic, but am unable to join this time.
• No thanks, but I look forward to joining another study in the future!  (You can even include a portion with this statement that encourages teachers to include a topic they WOULD be interested in studying!)​

Logistics of Getting Forms Completed and Submitted
Got the form done?!  Ready to hit "send"??  HOLD ON!!!  First and foremost, have a dear friend or colleagues proof read it.  And then let your administrator know that you're going to send it out.  If you're not completely comfortable with sending it out, or you believe it will have more weight coming from an administrator, you could ask them to send it on your behalf.  Ideally, you'd want it to come directly from you.  The best option, if you're using Google, is to email it using the option through Google Forms.  This will allow you to see who has responded and who has yet to respond.  

You won't simply email the form and await responses.  The primary way to gain the most responses is by visiting teachers or striking conversation about it in passing:  "Hey, have you seen the email about the upcoming collaborative study?  Be sure to respond soon.  I can't wait to find a way for us to partner and learn together!"  Another way to gain responses is by including information about the collaborative study and the form you're expecting them to complete in multiple formats and outlets.  If you send a weekly newsletter, include the Google Form link or QR code on the newsletter.  Post a few flyers at various locations throughout the school (perhaps the bathroom- as was the case for this flyer!).

Remember...
These collaborative studies are meant to be more casual than formal and are optional.  Make it enticing, relevant, and professional, but never underestimate the power of FUN!  As you are marketing this idea of collaborative studies, show your enthusiasm and interest in the things that are on the teachers' minds and seek out their expertise. 
After all, to collaborate is to partner with others in the quest to better ourselves collectively for the sole purpose of supporting the broader audience:  our students.

Until next time, when we dig into WHAT to do when teachers attend the collaborative studies, grab this free Google Form template and get your teachers signed up!

Before digging into "the one where invitations are sent", let me include a little anecdote to share how collaborative studies came about.  When I began working as an instructional coach at a new district, I asked about PLCs and how they were implemented on each campus.  The answer:  PLCs were non-existent.  My first thought in hearing this was, "Sweet!  I can bring PLCs to life and implement them in the way they were originally intended."  Of course, I wasn't considering that, in a year interrupted by COVID mitigations, nothing would be implemented as intended.  In fact, grade levels of teachers didn't even share conference times, and even if they did, conference times were somewhat abbreviated and overridden with teachers' never-ending to-do lists.  Pretty quickly I realized that PLCs would not be a happening thing for the time being.  But I wasn't content with the idea of letting professional learning go by the wayside, even in a year where obstacles would be highly present.  ENTER:  Collaborative Studies!

Quite simply put, collaborative studies are a time for colleagues to meet, collaborate, and study a topic of particular interest.  You can catch my interview with Allison Peterson in her New to Coaching group on Facebook here!  These studies vary just a bit from traditional PLCs (as you'll see below).  First, collaborative studies are completely optional.  Yes, teachers are encouraged to attend, but are definitely not required.  This is especially important if you are new to the district or new to the instructional coaching role and plan to implement collaborative studies.  Second, collaborative studies are generally short in session length, but span over the course of three to four weeks.  Finally, collaborative studies may or may not follow a specific framework, depending on the content being studied and the goal of the participants.  Now, let's get to the nitty gritty of it all- the fun part- where invitations are created and sent!!

Setting the stage and building interest in collaborative studies is a MUST!!  There is a series of steps that is crucial to follow in order to get the results you desire.

1. Send out an invitation (via email or printed on flyers or cards) to teachers to introduce "Collaborative Studies".    If you're adventurous enough, you can even create a promotional video!  (If you do this, PLEASE send it to me so I can oooh and aaah over it!)
2. Meet with teachers to verbally share about collaborative studies.  This could be very casual and happened in passing, in team planning meetings, or briefly at a faculty meeting.  Here's a bit to get you started if you're not sure what exactly to say:  "You may have noticed the invitation I sent out about collaborative studies...  Here's what that will look like for our campus...  I can't wait to partner and learn with you...  What questions do you have about collaborative studies?"  During these verbal encounters, you may decide to ask questions that help you determine what topic to study first.  (Pssst... more to come about study topics in this series!!)
3. AFTER you've talked it up yourself, have the building administrators fan the flames of encouragement.  It is likely that your administrators won't know exactly what you mean by this, so be ready to explain to them exactly what it is you're looking to accomplish.  You also may want to have a set of phrases/ words to use, or actions to take when encouraging teacher participation.  I have to be honest here- this is not a step I took when I first implemented collaborative studies.  As time has passed, I have realized the cruciality of this piece.  Administrators set the goals and targets for the campus and are ultimately the ones holding their employees accountable.  Below are some possible statements and actions that administrators can use to build interest in collaborative studies:

Now that the word is out and your teachers know about and (hopefully, somewhat, kind of) understand the gist of collaborative studies, it will be time to send your first google form, as promised on the invitations!!  Come back soon to see the next blogpost on getting teachers signed up for collaborative studies!  Don't forget to get your free google templates before you wrap up this read and share your thoughts and comments below!!

If you're asking yourself (or the screen), "What are Wonder Walks??", then you definitely need to find out more by seeing my last blog post.  It is there that I explain all of the logistics to Wonder Walks.  So...  click here...  go read the post.... 

And now you might be asking, "And what does the debrief look like?"
Great question!  Remember that the debriefing portion of the Wonder Walks is likely the most important part of the whole process, not only because it holds teachers accountable for their attention to instruction during the observation time, but also because it can encourage deep, thoughtful discussion about quality teaching.  And HOPEFULLY great practices will be replicated across the campus.  This is the best kind of professional development you could ask for:  in-house, student-based, and actionable!   So let's get to it:

Part 1:  Setting Norms
When you begin your meeting, it will be important to set some norms with colleagues.  This should be simple and brief so that you can move on to the "meat" of the meeting.  Begin with the goal of the Wonder Walks.  It might sound like this, "Remember that our goal from wonder walks was to peruse classrooms to glean wonderful instructional strategies and determine ways to replicate or modify these strategies across classrooms."  After the goal has been restated, ask teachers what three or four things the group can agree to as you begin a deep dive into the data collected.  Be sure teachers are stating only positive norms.  For example, "We will share only positive statements", or "We will remain kind and respectful toward colleagues," or, "We will have an open mind..."  Setting norms in this way can help build collective efficacy among staff.

Part 2:  Deep Dive
And now it's time for the MEAT of the meeting!!  There are so many ways that a team can go about diving into the data collected from Wonder Walks.  Any of the instructional strategies from Jim Knight's The Instructional Playbook, or other strategy lists, can be used during this time.  (If that's the case, your deep dive benefits teachers two-fold:  a discussion on practices observed AND experience with modeled instructional strategies that can be used with students!)  No matter the structure or format you choose, this time is spent allowing colleagues to converse and collaborate with partners or teams in an interactive and engaging way.  The best way to get teachers to truly dig deep is to ask the right questions that keep them focused on INSTRUCTION.  Those might sound something like this:

• How do the instructional strategies noticed in other classrooms relate to what you practice in your own classroom?  
• How did these Wonder Walks energize you as an educator?  
• In what ways did you notice students actively engaged in the work they were doing?  How did the teacher make this possible?
• What instructional ideas did you gain from Wonder Walks?  How can those ideas be implemented in your classroom?  What ideas have these instructional practices sparked for your own classroom?
• What is a tool the teacher used that made his teaching more effective for students?
• What language did you notice being used and how did students respond to this language?

You'll want to be certain that you don't leave it up to the questions to do all the work, though.  Migrate, facilitate, and push teachers to dig deeper.  You might even noticed yourself pushing the conversation by simply asking, "And what else??"

Part 3:  Call to Action
While the Deep Dive is the heartiest piece of the meeting, the Call to Action is the most  important piece.  For it is here that teachers decide what it is they will add to (or take away from) their teaching practices.  Just as you asked questions during the deep dive, you'll ask questions as you probe teachers to bring action to their thoughts and ideas.  The questions suggested below stem from the work of Michael Bungay Stanier and promote growth both professionally and personally.

• What's on your mind now that you've taken a deep dive into the data from Wonder Walks?
• What do you want for your own classroom instruction?
• What is at least one thing that you think you will immediately implement in your own classroom?
• What was most useful for you here today?

Pure bliss???  Why, YES!  That is, of course, IF YOU take the next steps to coach teachers to keep doing the great work.  In order for the coaching to naturally take place, you'll want to know what teachers' are taking from the Call to Action.  How could they jot their take-away ideas down in a way that is visible, not only to themselves, but also to you as an instructional leader?  Perhaps you include a form that allows them to request support from an instructional leader before they even leave the meeting.  In this case, get to the teachers that DO request support as soon as possible and begin some coaching conversations with them.  For others that do not immediately request support, give a good portion of time for them to put some of their new ideas in place.  Then make a point to check in with teachers, casually and individually, to see how their new practice has been going.  

I can't wait to hear about how 3+3 equals pure bliss in your schools and classrooms!  Reach out to share how you've found this to be effective!

Oh, the wonderful WONDER WALKS strategy!  Chances are you've heard about something similar to this strategy.  Several schools implement a tool called "Pineapple Charts" as informal PD between and among teachers.  You can find out more about this method HERE!  This method allows teachers to observe colleagues and gain ideas about specific teaching tools and strategies.  "Wonder Walks" are similar in that teachers spend time observing and learning from other teachers.  The difference is that they can go into any classroom, observe any content area, and are expected to walk away with something wonderful they noticed and something they are wondering about for their own instruction.

And when the wonder walks are over?
Great question!  You'll want to be sure that teachers hold on to the notes they take!  This is likely the most important part of the whole process.  After the open period of observations, you'll want to have teachers debrief as a whole.  This is so important, not only because it holds teachers accountable for their attention to instruction during the observation time, but also because it can encourage deep, thoughtful discussion about quality teaching.  And HOPEFULLY great practices will be replicated across the campus.  This is the best kind of professional development you could ask for- in-house, student-based, and actionable!   Wondering what the debrief looks like??  Be sure to check out next week's blog post to learn about 3+3 Debriefing AFTER Wonder Walks!

Did someone say "SMORES"?!  Why, yes!  But it's not what you might be thinking.  When I first heard of this site, I was kind of confused about its purpose.  Was it supposed to be a virtual campfire?  A virtual kumbaya of sorts?  A place to learn about outdoor activities?  But Smore actually has nothing to do with any of the aforementioned categories.  So what IS it and how can it be effectively used by educators or educational leaders?  

To quote the website, "Smore makes it easy to design beautiful and effective online newsletters."  What I love about that statement is that it is, first of all, true and second, it makes use of the word "effective".  The words in the statement the website creators use to tell about their site were certainly carefully chosen.  So, let's see how:

• This term is fairly enticing all on its own.  As educators and leaders, our time is spent ticking off that endless checklist and, unfortunately, can't devote a ton of time to creating the amazing designs that we covet on Instagram, Facebook, and Pinterest.  But Smore helps make the creation of newsletters a simple process.  You can choose from a large variety of templates or begin with a blank slate.  The site allows you to insert a plethora of media components so that you can make each newsletter unique to your purposes.  Simply drag and drop your media of choice!

• And who DOESN'T want a beautiful design?  The first step in piquing a reader's interest is by creating something visually beautiful.  Think about your trips to the bookstore, or window shopping, or a drive down the road.  Your eyes are drawn to the things in which you find beauty, regardless of the contents or details that are included.  Visual marketing is a real thing and should be practiced, even in the field of education.   If you're sending a newsletter on a regular basis to the same audience, it might be important to adjust the graphics and design so that your readers remain curious.

• And here's what's most important about digital newsletters:  they are effective!  There's no point in creating an easy and beautiful design if, in the end, it's not effective.  But effective can mean lots of different things, and that's okay.  What matters is that your newsletter is effective in the ways that you want it to be:  Is it effective at gaining attention of the audience?  Is it effective in getting accessible information out to viewers?  Is it effective in holding an audience accountable?  Is it effective in getting readers to come back again and again?  Does it have a way for readers to interact?  In considering your end goal, you can create a newsletter that is most effective for you and your audience.

Of course, absolutely anything can be included in your digital newsletter.  Obviously, it depends on your audience and purpose.  As an instructional coach, I send out a newsletter every two weeks to share about current school events, professional resources, and more.  Here's what I usually include:

• Every newsletter includes a snippet of professional development.  It could be a new professional read, a brief video on a topic of particular interest, or a website link with a blurb included.
• Each of my newsletters also includes any pertinent information about upcoming events with me as the instructional coach.  For example, last month I had teachers sign up for a "Happy Breaks-Giving" that allowed me to provide them a 30 minute break the week before Thanksgiving.
• Specific schools, classrooms, or teachers are highlighted in every edition.  It might be a few pictures and captions from various classrooms, or a resource that a teacher has created and has provided permission to share in the newsletter.
• Finally, I always embed the google form for my coaching services.  It can be completed within the newsletter.  

There are SO many different things that can be included in a digital newsletter.  While I do believe that variation in design elements is important and can affect the appeal of newsletters, readers also enjoy consistency.  A predictable pattern allows your audience to know what to expect.  Therefore, I prefer to keep my broad content topics relatively the same, but take as much creative license as possible with what is posted and how it is presented.

Share your digital newsletter designs!  Let us know if you use Smore and what makes it easy, beautiful, and effective for you!

Honestly, if you were to put into every professional development session what you would your best session with teachers, you’d be spending ALL of your time doing nothing but prepping for PD.  As amazing as that would be, instructional coaches simply don’t have the time (or resources) to create bang up, incredible PD sessions every time BECAUSE sometimes, a PD session or event happens with very short notice or no notice at all.  And then there are other times when you simply forgot about professional development you were leading (or it was unclear that you were, in fact, the one leading it). Yes, it’s a stressful situation to find yourself in.  But thankfully, there is a way to be ready for professional development in a S*N*A*P!
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Have a handful of no-prep structures in mind.  ​We all know that the BEST PD sessions are those that encourage active responses and conversations among participants.  Thinking about how to make this happen to its maximum potential can take a lot of thought and planning.  But having a variety of no-prep structures in mind can make this possible in any PD session.  The most common (and simple) structure presenters use is a "Turn and Talk".  While this is an easy go-to, there are several others that can provoke the depth of conversation and participation you so  desire.  Even better?  These require NO PREP and can all be found on my TPT store

• Four Corners​​:  Participants move to one of four corners that represent a theme, topic, idea, or interest.  Once in these groups, participants work with or discuss the content being presented.  Each group should share out new ideas, questions, or thoughts with the whole.
• Hostess:  The presenter calls for "Table for (two, three, four, etc.)".  Participants gather in groups of that many people and discuss the topic.
• Take Sides:  This can take many forms!  It may be that you're having participants take sides based on some "would you rather" phrases.  You might ask participants to take sides based on the topic at hand and their agreements/ disagreements.  Once they have physically moved to a side that represents each of two choices, participants turn and talk to discuss their thoughts on the topic.
• Inside Outside Circle:  Some of your audience will formulate an inner circle facing out, and the remainder of the audience will formulate an outer circle facing in.  Each person should have a partner they are facing.  Either the inside circle, the outside circle, or both can move in a clockwise or counter clockwise direction to move to a new partner and continue discussion.
• Snowball:  This structure is great for sharing what participants plan to take away from the session.  Simply have each person take a scratch sheet of paper or sticky note, jot their take-away, and join in a large circle or group.  They will have a minor "snowball fight" by tossing their crumpled paper into the mix.  Each participant then picks up a nearby "snowball", opens it up, and reads the statement allowed to the group.
• Connect Cards:  This is one of my favorite structures and really encourages critical thinking.  Either the speaker or participants take 6 to 9 cards, sticky notes, or pieces of paper, labels each with a word or brief phrase related to the topic presented, and sets them out in 2 rows of 3 or 3 rows of 3.  Participants think about how to create a complete statement using connecting cards, but they can only create statements for cards that touch sides or corners.

Consider your niche. Think about how can you fit the PD topic on the agenda into your niche. Are you great at delivering mini lessons?  Structure it as a mini lesson with a connection, teach point, active engagement, and link.  Are you particularly talented in leading conversations?  Make it a conversational session and provide talking points on the topic.  Perhaps you love ice breakers and team-building activities.  Incorporate these into your PD.  Chair Tag, Count to Ten, or Edu-Charades are a few that come to mind.  Is technology your jam??  Have some go-to tech tools with which you're familiar and enjoy using.  After all, your participants most likely will all have devices on hand.  Some easy and quick-to-use favorites are Mentimeter, Jamboard, and Padlet.  Regardless of the topic for the PD session you're leading, find your niche and use it to your advantage.
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Get in the mainframe of your audience and find ways to capture their attention with a matching narrative.  We are all naturally drawn to stories and their metaphorical and analogical nature.  When a presenter uses a story to match, in one way or another, our situations, we are more likely to engage in the presentation, be more receptive to the message, and hold on to the information for a longer period of time.  But before you throw any old story out there, you first have to analyze your audience and the PD topic.  My suggestion is to have a running list of personal stories (that may be yours or borrowed) on your handy-dandy phone.  Sift through them and think about what story might make for a great analogy to the topic at hand.  

Here's an example:  

• PD Topic:  Class Management during Whole Group Lessons
• Personal Story:  "I'll never forget my last year teaching first graders.  I loved my job.  I loved the kids.  But I had my hands completely full and although I had been teaching for 10 years, I felt like I just wasn't doing things right.  There was one day that the students met me at the rug after independent reading.  As we sat there in a large circle, I attempted to teach... but nothing came out of my mouth.  I simply started looking around the circle.  At least three kids were laid out on the floor, two were sitting like frogs on their feet, one was making spit bubbles and wiping them away with the back of his hand, several others were making as many random noises as possible.  A teacher friend sat with us on the rug and I glanced at her smiling face and, with crocodile tears begging to spill from my eyes, said, "I can't."  Then I left the room while she so graciously took over."
• As Stored in My Phone:  "The time I couldn't handle first grade anymore"

Does that story fit every PD topic?  Absolutely not.  But I have several other stories logged in my Notes app that hopefully do fit each PD topic I present.
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Make the teachers (or your audience) the presenters.  I can't lie... this is something I turn to quite often, but what a great thing to turn to!  Chances are that, a lot of the time, your audience can come up with so many great thoughts and ideas that you hadn't even considered in relation to your topic.  Allow for opportunities for your audience to collaborate and then present their findings.  In order for this to work well, you WILL need a broad agenda mapped out in your mind.  This could be mapped out in the form of questions the audience will consider, talking points you want them to discuss, or action steps to take collaboratively.  Using "structures", as mentioned above, can support this method of delivery as well.  What's great about this method is that your audience will feel empowered as they take ownership of the material!
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I learned early on from Chrissy Beltran, at www.buzzingwithmsb.blogspot.com, that formal introductions as a coach are CRUCIAL!  It goes deeper than simply giving a hello with a handshake and a, "Yes, I'm the new instructional coach, it's nice to meet you."  Otherwise, you go into the year with assumptions laid upon you.  And even when you do implement formal introductions, people may still confuse the aspects of your job.  In fact, after the first month or two of the introduction process (that I'm detailing in this post) and time building rapport with staff, some people still said, "Oh, so you help teachers with SeeSaw...," or, "Yeah, you're So-and-So's assistant...," or, "Now what do you do, again?"  While this introduction process doesn't solve all of the problems that come with assumptions, it DOES provide a streamlined way of getting out all of the important information about your position to the people that matter most:  teachers and students.
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As you might imagine, introducing yourself to teachers is definitely much more challenging than introducing yourself to students.  But, the more jovial, kind, and direct you can be, the easier it is to clarify your role.  Just about all of my ideas for introducing myself as an instructional coach to teachers came from Chrissy Beltran, as aforementioned.  She has a great podcast and blog focused on all things related to Instructional Coaching.  Her blogpost, How to Introduce Yourself as a Coach has loads of great information and tools that can be downloaded for your own personal use!   After perusing all of her materials, here is the process I developed for my situation (disclaimer- my position was new for my district and I was completely new to my district- this process will look different for different situations):
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1.  Share a Brief Intro:  When the principals of each campus planned their first inservice with teachers, I ensured I was on the agenda to briefly introduce myself to everyone.  And this is what that sounded like:  Name, summary of immediate family members, brief statement about educational experience, and role as instructional coach (to support students by supporting teachers).  The teachers are there to gain information about the school year from their principal, so it is highly unlikely that they are going to be truly invested in what you share about your role.  That's why it's important to keep this introduction concise.  At the end of this brief intro, I passed out this double-sided card.  

​2.  Get the Word Out:  As soon as these cards are in the teachers' possession, it's time to talk up the event!  Go door by door to introduce yourself and personally invite teachers.  Post it on your school's social media outlets.  Email teachers a day or two ahead of time as a reminder.  And finally, have your school's office staff announce the event over the speaker system on the day of!  
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​3.  Host the Event:  While my invitation says "Coffee with the Coach", I ended up changing it to "Cookies with the Coach".  This was a come-and-go event.  On the screen in the room I stationed myself, I posted what a coach IS and what a coach IS NOT.  I provided a rolling cart of cookies for teachers to grab and take with them.  On that bag, I stamped the phrase, "You've Got This" and also taped a coaching menu of my services to the back.  Teachers could take a small bottle of water as well.  In addition to giving them all the information about my role as a coach, this gave me an opportunity to get to know them better as professionals.  
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Yes, all of this took TIIIIMMMMMEEEE!!  (That's "time" in forever terms.)  But it was time well spent and something I'll continue to do each year from here on out.  Even though some teachers still didn't quite understand what all my job entailed, they knew who I was and my ultimate intentions.  
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OF COURSE this is the best part!  I wanted to be sure that students weren't confused or overly distracted when I came into classrooms.  Here are the steps I took for this:

1.  Send a Sign-Up:  After a couple of weeks with students in classrooms, I sent out a link for teachers to sign up for a 20-25 minute "teaching break" that would allow them a much needed breather and me a chance to introduce myself to their students.  I provided a plethora of dates and times from which teachers could choose.  The schedule filled up quickly!  
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2.  Choose Your Lesson:  Keeping in mind that it was only 20-25 minutes, I decided that I would do just a few things:  introduce myself, introduce a "teacher time out", and do a brief activity.  Just about every lesson was the same, but the activity was a little bit different depending on grade levels.  My lesson went something like this:

• I introduced myself:  name, a few pictures of my family and animals, and an out of school hobby
• I shared my job title, "instructional coach", and asked students to turn and talk about what they know about "coaches" and the things coaches do.  I heard things like PE, soccer, sports, football, etc.  I also heard students say that coaches help people get better and cheer players on.  This allowed me to share with students exactly what I do as an instructional coach.  We even made the connection of a football coach in action to an instructional coach in action and "on the field".
• After clarifying my role, I told students that sometimes the teacher and I might take a "teacher time out" as we work together.  (More about this technique can be seen here.)  As I taught a pretend lesson, we practiced what this teacher time out would look like and sound like.  Because I was giving the teachers a little break, I invited a student to be the pretend co-teacher with me, which they thought was hilarious.
• I finished up my time with the students with a brief, fun activity.  For older students, we did Chair Tag (5th and 6th grade) or, the favorite, Woosha Warrior (2nd and up).  For younger students (PK-1st), we did a Mirrors Up challenge, where students mirrored my silly shenanigans.  (See Responsive Classroom for these and many more energizers!)

3.  Leave them with high expectations.  Before it was time to go, I invited students to consider their job when they see me come into their classroom.  Each class set similar expectations:  Stay on task.  Keep working and learning.  Listen to the teacher.  Etcetera.  I also told students that they were welcome to say hello or greet me at appropriate times.  
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As you can imagine, introducing myself to students was much more entertaining and a lot easier.  In all honesty, taking this step helped in building relationships with teachers.  When the students see me as a learner among learners, the teachers can better see me as a teacher among teachers.  
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If you have a great way of introducing yourself to teachers and/ or students, let me know!  Everything in this post is FREE and accessible!  Scroll back up if you didn't already get your freebies!  

I recently read Cal Newport’s best-selling book, Deep Work:  Rules for Focused Success in a Distracted World (2016).  In this book, Newport describes Deep Work as the ability to concentrate on important work without distractions.  He suggests that the results of such work benefit producers in a way that provides a competitive edge and a deep sense of pride.  Implementing deep work requires individuals to develop habits of motivation, dedication, and concentration.  While it is not a book specifically related to educational practices in the classroom, it definitely has its place in the educational world.  In fact, I would go as far as to say that it would highly benefit all teaching practitioners, regardless of one’s level of expertise, as a required professional development text.
 
When we use the phrase “deep work” in schools, it can be misconstrued as simply studying or memorizing boring content.  Instead, the process of doing deep work, while likely difficult at first, should prove fulfilling, even for children.  Unfortunately, we are, as a people, mostly accustomed to a shallow mode of working, from creating a grocery list to completing a detailed project.  It’s easy to see how creating a grocery list is shallow work- it takes little effort and mental capacity to create a grocery list.  In fact, I could easily create a grocery list while surfing the internet, talking to my kids, and listening to music all at the same time.  Sadly, this is often how we go about completing tasks that require greater mental stamina, patience, and time, such as completing a detailed project.  We live in a world where distraction is frequent and almost welcomed.  We think we are training ourselves to become highly intelligent and collaborative individuals, but maybe instead we are curating a life of mediocre learning and quasi-amazing productivity.  What we fail to realize is that deep work is highly valuable in an economy where “low brow attention” is ever increasing (Newport, 2016, p. 211).  If this is the case, then why aren’t we teaching students how to work deeply?  In this blog, we’ll take a look at six ways deep work, as described by Cal Newport, is directly related and beneficial to the work of educators and their students:

1. Deep work is rare.
2. Deep work increases productivity.
3. Deep work causes individuals to thrive.
4. Deep work both takes AND improves concentration.
5. Deep work creates a sensitivity to time.
6. Deep work fosters authentic learning.

Deep work is rare in the educational setting and even more rare in the working world.  As previously mentioned, we are a people accustomed to shallow work.  But the great intellects of this world are people that have employed deep work habits.  Theodore Roosevelt, J.K. Rowling, Peter Shankman are among the many examples Newport describes in his book.  This is still only a handful of individuals in our massive population.  It is also true that, when we take a look across our schools, only a handful stand out as students that will thrive in the present and future.  Perhaps only a few are naturally gifted as intellectuals.  But couldn’t it also be true that students are continually missing opportunities to learn how to do deep work?  What if educators were to spend more time teaching deep work strategies versus pure content?  We would most likely notice more than just a measly handful of students learning at an elite speed and producing high quality work.
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​Great workers “think like artists and act like accountants”, says David Brooks (2014) in a New York Times article “The Good Order”.  What a great quote to help us wrap our brains around what deep work looks like in practice.  Deep work, when implemented well, increases creativity (like an artist) and productivity (like an accountant).  What more could we want from our students?  What else will promote success in the working world as much as creativity and productivity?  Let’s try this on for size:  A teacher has instructed students to complete a book project.  Whether the students are required to work collaboratively or independently makes no difference in this scenario.  Each student has a list of the requirements for the project.  The teacher lets loose and the students begin.  The intention here could be extremely purposeful, and still, only a handful of students will work toward perfection exceeding all requirements.  If, though, the students had been instructed on what it means, what it looks like, what it sounds like, and what it feels like to do deep work, not only would more attain quality products at an impressive speed, but those handful of gifted students would surpass even the highest expectations.  We should be instructing students in a way that entices them to create their best product, not just finish a product.  We should be providing instruction on, and time for, the process of deep work.
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When I consider the way in which many, dare I say most, educators instruct students, it’s no wonder that very few students who venture into the working world thrive.  Instead of teaching students how to learn, educators are primarily focused on teaching content.  To that point, and this might come as quite a blow, if you can’t learn, you can’t thrive.  J.K. Rowling, author of the Harry Potter series, is an easy example of someone who has thrived due to the deep work habits she implemented when writing these best-selling, world-renowned books.  But when I think more simply, my dad comes to mind.  He is no J.K. Rowling, but he is a successful salesperson for a dental company.  He has thrived as a salesman, and part of this is due to the deep work he put in over the years.  I can recall the many mornings my dad sat in his home office studying manuals, figuring numbers, and taking notes.  Imagine the number of students that would thrive if they learned HOW to learn.  With deep work strategies on their side, students would be able to quickly master hard things and produce high quality products at an elite speed. 
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​Even while writing this article, I have picked up my phone to check the weather.  The fact is, the weather doesn’t matter right now.   It affects me in no way since I have no plans to do anything remotely related to the outdoors today.  As Newport explains, at the slightest hint of boredom, we seek out distractors- a conversation with a friend, a wondering about an unrelated item, or a quick peek at our devices, which inevitably leads us down a rabbit hole.  The youth of today are growing up with these distractions and then some.  While today’s generation of children may be apt multi-taskers, the statistics of ADD and ADHD are on the rise .  Unfortunately, I think educators are too easily coming to terms with this instead of considering our duty to teach students HOW to concentrate, or work deeply, in an age of constant interruptions and distractions.  We often believe multi-tasking to be a great asset in the work world.  But much more imperative is the skill of concentration.  In fact, Newport suggests that breakthroughs occur only when one reaches maximum cognitive capacity.  Imagine the greatness a student could achieve when he learns to push his brain to its limit.  Habitually employing deep work can promote concentration.
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I’m sure you can recall, or even have used, that familiar phrase, “I work best under pressure”.  Now, I have to be clear here:  I DO NOT mean that we should be formulating a climate of pressure and stress.  More can be read about ‘working under pressure’ via Alfie Kohn’s blog.  What I DO mean, though, is that when we are in a state of deep work, distractions are limited and we can place full focus on the task at hand.  I am guilty of providing deadlines, due dates, and time frames for completion of work.  However, if I have not provided strategies for implementing deep work, how can I expect students to be mindful of, dare I say even care about, due dates?  Furthermore, how can I expect students to produce quality work within those timeframes?  If we are fully invested in a task, without the demise of distractions, we are more likely to “produce at an elite level, in terms of both quality and speed” (Newport, 331), promoting a sense of pride and accomplishment.

​What I find most compelling about Newport’s ideas on deep work is that it promotes authentic learning.  Since having completed the book and reflecting on my notes, I have found myself analyzing my own use of time and effort.  I am not at all where I’d like to be as an employer of deep work strategies, but I am progressively working toward this by forming deep work habits.  What pains me is to know that I have gone a lifetime only having modeled deep work a few times, and probably without even knowing it.  But in only the short time I’ve considered my work through a lens of deep work, I have felt more creative, productive, time conscious, and intellectually stimulated.  If we could teach students how to become a people that utilizes deep work strategies, we would be growing a population of learners that can out-produce, out-learn, and out-thrive their peers that are being held back by the lack of knowledge of HOW to learn and learn well.

What’s to come next…
The direct relation Cal Newport’s book, Deep Work:  Rules for Focused Success in a Distracted World (2016), has to education is, I hope, evident.  But what do we do with this information?  How can we promote deep work strategies in students?  Over the next several weeks, I’ll be collaborating with fellow educators to develop “Deep Work Strategies” that could possibly be taught in classrooms with the needs and abilities of our students in mind.  Check back soon, and in the meantime share your ideas for deep work strategies in the comments below or on twitter with #deepworkstrategies!
 
Notes and References
Newport, C. (2016). Deep Work: Rules for Focused Success in a Distracted World. Grand Central Publishing: New York, NY.
 
“[Great workers] think like artists and act like accountants”:  from Brooks, David.  “The Good Order.” New York Times, September 25, 2014, op-ed. http://www.nytimes.com/2014/09/26/opinion/david-brooks-routine-creativity-and-president-obamas-un-speech.html?_r=1
 
Bluth, R. (2018).  The Washington Post:  ADHD Numbers are Rising, and Scientists are Trying to Understand Why.  Retrieved from https://www.washingtonpost.com/national/health-science/adhd-numbers-are-rising-and-scientists-are-trying-to-understand-why/2018/09/07/a918d0f4-b07e-11e8-a20b-5f4f84429666_story.html?noredirect=on&utm_term=.c86218386f5a
 
Kohn, A. (2017).  Do We Perform Better Under Pressure:  Exploring Unexpected Complications and Hidden Value Judgments in a Common Question. Retrieved from https://www.alfiekohn.org/blogs/pressure/

I will be the first to say that changing one's mindset can be a daunting task!  It is much easier said than done.  Unfortunately, and fortunately, many teachers have a way of holding themselves to very high standards- sometimes so high that they often feel as though they've failed more times than not.  This shouldn't be the case.  And if we can train our brains to think intentionally, we can better accept when things don't work out as planned or when we do actually fail.

All it takes is one small step at a time.  This week, that first step we'll discuss is "Determining Purpose".  This sounds like an obvious thing to do when you're practicing the art of intentionality.  But how often do we find ourselves thinking about the PURPOSE of each thing we do in the classroom- each activity, each conversation, each line up time, and the list goes on and on and on?  If educators can take this first small step in changing our mindset and transform into intentional THINKERS, the other steps will easily fall into place.

Here is what I propose to begin:

• Take just one simple part of your day- maybe even the easiest part (for me, this would most likely be lining up to walk in the hallway, or recess, or perhaps read aloud)
• Each and every day, for at least one week (two, if you're ambitious), before this piece of the day begins, think about these questions: 
  • What is my purpose behind this?  
  • What do I want the students to be able to do?
  • How do I want the students to feel?​

... and that's it!  You don't even have to take steps to ensure follow through!  (Say whaaaaaatttt???)  Remember, the whole purpose is to BEGIN adjusting your mindset to THINK intentionally.  Building this habit with small pieces of your day will inevitably filter into other, more meaningful, parts of your day.  

Here is an example of what my thoughts might go when determining purpose as students line up:

• What is my purpose behind this?  "My purpose for students lining up is to get them safely, calmly, and quickly to the next place/ activity."
• What do I want the students to be able to do?  "I want students to be able to line up efficiently and successfully so that we can get to ___ in a timely manner."
• How do I want the students to feel?​  "I want students to feel proud of themselves and confident that they can move from one place to another in a mature, calm way."

All of those thoughts came to mind in less than one minute, most likely because it's a very simple, seemingly meaningless part of the day (although we know that every moment counts!).

Will you accept the challenge and train your brain to begin thinking intentionally?  No, it won't be easy to be a full-fledged intentional educator from the start.  But the smallest steps, like determining purpose, can lead you there!

It's true.  Anyone could teach.  My dad, who is a dental sales representative and comments on my "summers off", could absolutely implement a lesson in my classroom, albeit not well.  My substitute, who jumps from one grade level and classroom to another on any given day, could show up and implement a scripted lesson.  What makes these truths hard to hear is that we don't want to be just "anyone".  ​Because if that's the case, then what is all this hard work, day in and day out, all about?  What am I spending all of my time doing???  

We are working toward not being just "anyone", but instead toward being intentional.  You see, intentionality makes the difference between simply teaching versus providing authentic learning experiences for children.  Intentionality changes everything and everything is affected by intentionality. 

But it's HARD to be intentional, especially in every part of a long, mind-consuming day of instruction.  However, if we start small, intentionality can become second-nature.  It can slowly feed into each and every piece of our day, both inside and outside of school, through forces of habit.

In this series, you'll be thinking about what it means to be intentional in the classroom.  You'll read about a formula that encourages intentionality.  And you quite possibly will hear the word "intentional" repeat in your dreams.
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Take a look at these pictures.  What do you see?  Which might model simply teaching versus teaching intentionally?

 Yes, these are simple images from a Google search, but they paint a clear picture of what we might idealize as simply teaching or teaching intentionally.  The problem is, even though we may immediately identify the first picture (of the girl raising her hand) as the model of "simply teaching", there really is no indicator that the second picture exemplifies intentional teaching.  Sure, students may seem interested, maybe even fully invested, in this activity.  But who's to say it's anything more than just an activity.

Therein lies the heart of being intentional in the classroom.  Merriam-Webster provides these definitions for "intention" and "intentional":

Part of practicing intentionality in the classroom is keeping its meaning at the forefront of our minds.  Every single word or phrase listed in these definitions should provide the motivation behind every decision we make, in every part of our day.  I would go as far as to say that intentionality transcends every teaching tool and strategy known to the education world.    For it is only by intent that we truly affect academic, social, and behavioral growth in students.
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As we prepare to delve into the next three parts of this series, you'll want to take time to reflect on the definitions for "intention" and "intentional".  Perhaps you decide to create a sticky note (or several) that remind you of these definitions.  Maybe you discuss the meaning of intentionality with co-workers or friends.  You might even participate in the Twitter discussion on this specific topic Thursday evening (01/24/19) at 8:00pm (EST) #INTENTedchat !  One way or another, begin meditating on these definitions so that they are continually present in your mind.  I promise, you'll immediately begin to notice a difference in your teaching!
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