I love your line, "Like a book, you can't read a reader by their cover." So true and well stated! This is a powerful newsletter. You clearly demonstrate--through your thoughtful professional growth model--how our beliefs can expand and/or limit our thinking, teaching practices, and learning. Demonstrating how you helped a teacher to shift his beliefs about homework and whether or not it should be graded, was an excellent example.
I like the way you used your story from your bookstore to connect to the coaching session you shared.
Coaching was my favorite part of my different jobs.
I still try to use my coaching skills in my conversations with my student teachers.
Pulling them into setting their own next step goals and evaluating their own learning using the University rubric has been helpful to them and allows me to engage with them more as a coach than an evaluator which I believe is more productive and powerful in impacting their learning.
I agree that coaching can be more productive. As a principal, I did find the rubrics and evaluative part of the job helpful when supporting teachers on plans for improvement. The accountability element gave us an objective point of reference when discussing minimally effective practice.
But beyond that, leading more like a coach was vastly more impactful in teacher practice, for the reasons you note.
Agree, Matt! The rubric IS helpful for instances you mentioned and also for considering next steps for my Student Teachers. My University evaluation is almost identical to the state’s evaluation which is great imo.
Matt,
I love your line, "Like a book, you can't read a reader by their cover." So true and well stated! This is a powerful newsletter. You clearly demonstrate--through your thoughtful professional growth model--how our beliefs can expand and/or limit our thinking, teaching practices, and learning. Demonstrating how you helped a teacher to shift his beliefs about homework and whether or not it should be graded, was an excellent example.
Thanks Regie, I appreciate your comment, and your wisdom shared around shared beliefs.
I like the way you used your story from your bookstore to connect to the coaching session you shared.
Coaching was my favorite part of my different jobs.
I still try to use my coaching skills in my conversations with my student teachers.
Pulling them into setting their own next step goals and evaluating their own learning using the University rubric has been helpful to them and allows me to engage with them more as a coach than an evaluator which I believe is more productive and powerful in impacting their learning.
Take care, Matt!!
Thanks Joy for reading and commenting.
I agree that coaching can be more productive. As a principal, I did find the rubrics and evaluative part of the job helpful when supporting teachers on plans for improvement. The accountability element gave us an objective point of reference when discussing minimally effective practice.
But beyond that, leading more like a coach was vastly more impactful in teacher practice, for the reasons you note.
Agree, Matt! The rubric IS helpful for instances you mentioned and also for considering next steps for my Student Teachers. My University evaluation is almost identical to the state’s evaluation which is great imo.
Hope your health is good 😊