Thursday, April 26, 2018

So you want to be an instructional coach? Now what?



Two days before the IHSA State Competition, which happens to be the most exhausting point of the school year for me, a posting crept into my email for an instructional coach in my district. This position, which was created unexpectedly, did not have an official description attached. I had two days to apply, and interviews would be the following week. Good luck! Without a concrete description, I was hesitant to apply. Like my students, I rely on boundaries and guidelines (maybe even some sort of rubric) to guide my academic choices. This role, however it would manifest, would certainly push me outside of my comfort zone, encourage me to collaborate in new ways, and challenge me to create connections outside of my small and simple world in D15 (my classroom number). 

I  am fortunate to work in a sincerely remarkable building with teachers who work each day tirelessly to provide quality instruction to our students. The staff as a whole is exceptionally student-focused and prioritizes relationships with students first, which in turn, leads to substantial academic results. In spite of countless successes, this building like so many other well-run organizations could continue to progress further. As author James Collins states in his novel on organizational leadership, Good to Great, “Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of conscious choice, and discipline.” Even the extraordinary can be stretched and made stronger. To become even better, we must actively choose to rethink the possibilities and expand experiences for our students, and it is with these sentiments that I begin to formulate my understanding of the role.

Image result for good to great quotes

Integrating any change – whether it be changes related to the district or building policies, technology tools (such as a functional update from Google to a creation of a new tech tool), or minor changes in student culture and climate – comes with resistance or misconceptions. As creatures of habit, we need to allow ourselves time to process and understand what change means. As the semester begins next year, I do believe that my initial obstacle will be to establish clear communication regarding what my role is and indeed what it is not. Being a tech-curious person naturally, my desire to inquire and glean an understanding of new concepts in technology, implications for my students and methodologies to use have led me to be viewed as a tech-forward person. But I will hold true to the idea that “technology” is not my strength. I have a Master’s Degree in Communication, I have coached high school speech for over a decade and have helped students earn some trophies to show for it. I value face-to-face communication dearly. I also highly value a detailed handwritten Thank You card and love having a full and boisterous classroom – even when my class is not in session. My relationships with my students come before instruction – and certainly come before using a flashy or “fun” tech tool.



In reflection with my division leader today, I concluded that success in this role is not my ability to demonstrate a certain level of proficiency with instructional technology but rather my choice to challenge myself to think outside of the metaphorical box and my willingness to fail forward. As learners, we cannot reach our full potential if we do not stumble and make mistakes along the way. I am not afraid to implement a new tool or technique that I discover even if it means appearing foolish in front of my students. I am not afraid to admit that “I simply don’t know” an answer, and when I do not know – I am stubborn enough to find the solution to how a tool works or how I can best use a strategy to achieve the desired learning result or achieve an objective.

We live in a society in which we are taught that it is not acceptable to fail. Our students feel this pressure and have attempted to process those emotions far too often this year with my students. When they experience anxiety caused by attempting to fail, they cannot reach their full potential. I ask myself, how can we stretch our students and ourselves further? How can we encourage them to wonder? How do we cultivate a love of learning that leads to life-long discovery? How do we encourage them to inquire, experiment, create, and share? How do we foster these feelings? By embracing a growth mindset and accepting our need to be mentored and coached.



So as I embark on a year of failing big, a mantra I have ingrained in my Speech Team students, what exactly is my role? How do I interpret my new half-time TOSA title?

1. My goal is to celebrate greatness. 

As mentioned, I consider myself so fortunate to bear witness to greatness every day that I walk down the halls at CG. Yesterday, my daughter was spelling her name because she attends the preschool lab here and was taught her letters. Our Family and Consumer Science department does fantastic work! Students just returned from New York, where they competed in a national business competition. Students are taking pictures of acute angles in the hallway so that they can identify the real-life application of geometry. The list of remarkable projects and activities students talk about is incredible. These lessons stem from great teachers doing great work in our classrooms. My goal is to investigate and learn how to tap into showcasing how we can encourage and share what we do well with one another beyond a fun tweet using the district or school hashtag.



2. My goal is to help teachers stretch themselves and meet/achieve goals. 

As the end of the year comes, evaluation season is upon us. One of my duties will be to help teachers to put their instructional goals into action throughout the school year – whatever they might be. Whether that be talking through ideas and lessons with them, providing resources, problem-solving, observing, modeling, or a combination of all those techniques, my job will be to provide teachers with resources that will help them grow. We can all always be reaching and improving our crafts. Our students are continually changing, society is evolving, and our goals can help us to progress our crafts beyond what we previously thought imaginable.

Image result for alone we can do so little

3. My goal is to continue to search for what is new. 

As individuals evolve, so does the world. Trends in education can often be frustrating. Fads matriculate quickly, and as time is one of the most precious commodities we have, teachers often don’t want to invest their time in topics that will trickle away quicker than they came. As such, my job will be to learn how to sift through the fodder and find what strategies, trends, lesson ideas, curriculum, and tools can be beneficial in delivering various content to students. Saving teachers time, energy, and providing them with information succinctly can make change a little more palatable, can make embracing new ideas engaging again – instead of a SIP day dread.

4. My goal is to support departments, groups, and individuals as needed. 

The need for professional development arises every school year. Different departments and areas of study will have questions, concerns, or needs, and as such, I want to be prepared to be a tool that can be used to help fill in gaps as they arise. In years past, I have collaborated with departments for literacy coaching, helped with tech tools, and shared different writing strategies. I want to continue to be that resource and support. I look forward to working with disciplines that differ from my own, too. Branching out into other worlds, particularly in the STEM field, could provide teachers with a fresh perspective and will certainly teach me a new skill or two!

Image result for success isnt about

5. My goal is to empathize, provide positivity, be emotional support, be a cheerleader, etc.

I strive to be a positive person. Naturally, I smile when I am joyful, content, nervous, frustrated, etc. You name the emotion, and I am most likely smiling. My job will involve cheering others on and encourage them to meet new goals. Whether it be working with a younger teacher experiencing frustration or a seasoned teacher looking for an ear to listen to an idea, I am eager to be a sounding board. I am a resource here to listen first and provide empathy as needed. Teachers are more often relational beings who seek to connect with others. On a professional level (and personal), I can give the teachers an empathetic and understanding ear, a critical eye, a curious lens, and of course, an encouraging smile.

As for the rest of my position, what is exciting is that there are still plenty of unknowns. Tasks will present themselves and challenges will arise. What I am most eager for is embracing the gray – embracing the ever-adapting definition of this position and the “other duties as assigned” category that will surely be filled with unforeseen and intriguing challenges ahead.

My goal is to continue being me and to continue to reach for greatness. I am a creator. I am an innovator (or at least I pretend to be one on various social media platforms). And I am not afraid to fail.



Sunday, April 15, 2018

Social and Emotional Learning and A Little Bit of Empathy


This year, I was fortunate enough to participate in a cohort of teachers from my community that focused on Trauma Training and Social and Emotional Learning. Taught by the NEA, this six-week course provided information on Adverse Childhood Experiences (ACEs), building resilience, and restorative practices among other topics. While I have always considered myself to be empathetic and relational with students, this experience has opened my eyes and challenged me to rethink my interactions with students - especially students who seem to be exhibiting stress, struggling with social and emotional issues, and/or are not completing tasks as assigned. In a world with infinite pressures, the obstacles and backstories that students face before entering the hallways of the high school in which I teach are often unknown, and their effects remain unseen.

All trauma is relative to the person experiencing said trauma. Every student and every person will struggle at times, which may lead him or her to carry out choices that may not add up. For example, a student may have a parent who is sick at home and feels overwhelmed with anxiety for said parent or has to take on more responsibilities to keep life functioning at home. Unfortunately, there are too many struggles in this world. Young people are learning to navigate the situations presented to them, while trying to attend classes, complete homework, participate in the school community, work toward pursue post-secondary educations, and determine the roles in society that they will obtain when they officially leave high school. With numerous demands pulling them in countless directions, of course, their level of stress and anxiety are high. Their pressures can seem insurmountable, which can cause students to shut down and leave them uncertain with how to cope. 

Redirecting my focus with students this year, I now stop and question what has caused them to act in the ways they are acting and assess their coping skills. Acknowledging and validating their feelings - no matter what they are experiencing - is a priority for me. When students feel validated, they are far more open to having conversations about their situations (and about the work that needs to be completed in class). After students feel supported, we can begin to discuss grit and build resilience, time-management, and other executive functioning skills. We all need to develop and continue to develop these skills in our lives. Promoting social and emotional skills is essential. When students understand how to face their obstacles, they will learn to problem-solve, critically think, and apply critical literacy skills to their lives. In addition, they will learn how to navigate the adult world and how to work toward making their dreams and goals realities. What I want most for my students mirrors what I want for my own children. I want my students to recognize their strengths, discover their passions, and pursue goals. As they work toward individual goals, I hope they learn to work hard and exhibit kindness to everyone they met. While I know this is idealistic, I do believe that emphasizing life skills, demonstrating empathy, and focusing on being the best teacher I can for my students can make a small but tangible difference. I do my part in hopes that maybe they will believe in themselves, known that someone cares, and want to work fervently for the destinations that will bring them joy. Happiness and contentment are attainable, and amazing occurrences can happen.





I have been humbled by the love and support shown for sharing our experience with cystic fibrosis and Jordan's condition. I have been grappling with the meaning behind his diagnosis and what this means for our lives. Every doctor's appointment has been incredibly positive. The research that I continue to read (in small doses because my heart can only process so much in a given sitting) continues to provide me with reasons to hope. The CF Foundation is committed to finding a cure for CF. As a mom of a child with CF, I will be more than content with therapies and medicine that will allow Jordan to live a full life. We can work through this disorder together. While I am not a doctor, what I can glean from the research is that if the CF Foundation finds a cure for CF by cracking the genetic code, this research could mean hope for countless other people who suffer from genetic disorders. Could life become better for thousands of families? I hope for that.



I am a person of faith, and I do not believe that God wants his people to suffer. My heart is heavy for all people who face illness, poverty, depression, abuse, war, and every other hardship this world holds. There are innumerable obstacles placed before us in a given lifetime. What I do believe, however, is that we can choose to accept these challenges to create a more beautiful world in which to live. 

Today's sermon profoundly pointed out the beauty in our wounds - in the heartbreaks and aches that we have faced. Our scars, both physical and emotional, have shaped us into the people we are. They can be used to teach us and bring us closer together. My pastor used the analogy of Kintsugi, a Japanese art form in which artists take shattered pottery, reconstructs the pottery and fills the cracks and crevasses with gold dust - taking what was once broken and making it more marvelous than before. Whether it be my students and their struggles or my own struggles, perhaps this is what life is truly about. From our brokenness, we can work to fill in the cracks together. We can choose to give our lives meaning and beauty by filling it with empathy and love.

kintsugi Japanes art broken pottery


No matter what life has in store for us, I continue to believe there are blessings in the imperfections.







Tweets by @Steph_SMac