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Based on Behavior: The Forgotten Curriculum
Student empowerment is a popular topic. And it should be.
Student empowerment is often represented along a continuum. On one end of this continuum is compliance. On the other end is empowerment. Somewhere in between is engagement. Read more
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In my book, Everyday Instructional Coaching, I emphasize the important role instructional coaches play in facilitating effective collaboration. As educators, we continually demand collaboration for our students and consistently schedule team meetings and planning sessions. We have to ask ourselves, “What is the purpose of collaboration?” Is it to check a box for the principal, truly be productive, or meet pre-established goals? We have placed a high value on collaboration, but at what cost?
“It is not the strongest of the species that survives, nor the most intelligent, but the one most responsive to change.” —Charles Darwin
Becoming an edupreneur requires the dusting off of three dispositions of our younger selves. These are three postures that made many of us fearless warriors in the education arena, taking on every challenge we faced with energy, enthusiasm, and most of all, eagerness. Read more
Based on Stronger Together: Answering the Questions of Collaborative Leadership
We have wondered about the number of times someone has had a discussion about leadership in general as compared to the number of times a person has sat down and reflected on what makes him or her an effective leader. We would venture to guess that general leadership discussions far outweigh self-reflection regarding leadership skills. We think this is problematic.
Based on the book Amplify Your Impact: Coaching Collaborative Teams in a PLC at Work™. This is Part 1 in a series on coaching collaborative teams in professional learning communities. To view all posts see Coaching in a PLC at Work™.
Most schools have at least one collaborative team that just isn’t cutting the mustard. They meet consistently as a team, but they just don’t seem to make any headway toward improving teaching practices, let alone student achievement. We have trained them in the fundamentals of professional learning communities, shown them videos of what productive teams look like, and have occasionally joined their meetings to help them keep on track. But still, they just don’t seem to “get it.” Read more
Chris Weber
