Hi Jen! When I was a literacy coach/instructional coach I had the same desire to make people happy and sometimes that meant avoiding certain conversations. I also found that when I came in as a fixer things often did not go the way I pictured. I think in my current role as a literacy interventionist I can use the wondering stance when I meet with teachers to help deepen our conversations.
Rhonda, your comment reminds me of the movie Wreck it Ralph (in a good way :-).
Fix-it Felix was always making others happy but created dependent relationships. Ralph was constantly making a mess because he didn't know how to express himself more thoughtfully. Both had good intentions but need to change their thinking and actions to get better results.
I think most of us are on the spectrum of leadership personalities, somewhere in between Wreck it Ralph and Fix-it Felix.
Jen, I appreciate the way you wrote your post from the "Glow and grow" lens. Acknowledging things that are going well before those that might need adjusting just feels better. I really like your idea for the sectioned notebook in which to jot your notes during conversations with teachers. It reminds me a bit of a conferring notebook one might use with students. Helpful information to reflect and think about, but also to use as a springboard for the next conversation. I think most teachers will appreciate the pausing to "wonder and think deeper conversations" over the "Fixer" conversations. It may be a bit of a learning curve for those that don't have a lot of autonomy in their teaching, but I have no doubt they will be more appreciative in the long run. It's not just children that need a village. We educators need that too.
As a leader, providing feedback continues to be an area I need to consciously work on. Feedback conversations take a lot more time than a laundry list of suggestions. I agree that approaching teachers with curiosity and wonder seems like a good way to build a positive reciprocal relationship. It also opens us to continuously learning from and with those we work with. I am imagining the conversation is where the most learning and progress would occur. Your post and Matt's chapter book given me some ideas on how to improve my classroom visits and follow up conversations. Thanks for sharing!
I am exited to see how much deeper conversations can go!
Hi Jen! When I was a literacy coach/instructional coach I had the same desire to make people happy and sometimes that meant avoiding certain conversations. I also found that when I came in as a fixer things often did not go the way I pictured. I think in my current role as a literacy interventionist I can use the wondering stance when I meet with teachers to help deepen our conversations.
Rhonda, your comment reminds me of the movie Wreck it Ralph (in a good way :-).
Fix-it Felix was always making others happy but created dependent relationships. Ralph was constantly making a mess because he didn't know how to express himself more thoughtfully. Both had good intentions but need to change their thinking and actions to get better results.
I think most of us are on the spectrum of leadership personalities, somewhere in between Wreck it Ralph and Fix-it Felix.
That's a perfect analogy! Love it!
I love the analogy Matt!
Jen, I appreciate the way you wrote your post from the "Glow and grow" lens. Acknowledging things that are going well before those that might need adjusting just feels better. I really like your idea for the sectioned notebook in which to jot your notes during conversations with teachers. It reminds me a bit of a conferring notebook one might use with students. Helpful information to reflect and think about, but also to use as a springboard for the next conversation. I think most teachers will appreciate the pausing to "wonder and think deeper conversations" over the "Fixer" conversations. It may be a bit of a learning curve for those that don't have a lot of autonomy in their teaching, but I have no doubt they will be more appreciative in the long run. It's not just children that need a village. We educators need that too.
As a leader, providing feedback continues to be an area I need to consciously work on. Feedback conversations take a lot more time than a laundry list of suggestions. I agree that approaching teachers with curiosity and wonder seems like a good way to build a positive reciprocal relationship. It also opens us to continuously learning from and with those we work with. I am imagining the conversation is where the most learning and progress would occur. Your post and Matt's chapter book given me some ideas on how to improve my classroom visits and follow up conversations. Thanks for sharing!
Thanks, Heather!