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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Step-by-step advice to help teachers master classroom management, lesson design, student engagement, and beyond Always a Lesson: Teacher Essentials for Classroom and Career Success is the book that can turn every good teacher into a great teacher. The art and science of teaching can be difficult to navigate. There are moving pieces that change how teachers should approach instruction, like unique student needs year after year, curriculum changes, updated research on best practices and more. It's essential that teachers of all levels continue to learn and develop their craft so that they can best manage these moving pieces. Using personal stories and tangible next steps gained from her experience as a teacher and teacher leader, author Gretchen Bridgers can level-up your teaching, filling the gap left between traditional teacher-training programs and the real world. With high teacher turnover rates in the wake of the great resignation that occurred post-COVID, teachers need support more than ever. Always a Lesson offers a systematic process for strengthening the skillset of any teacher. The sequence of what teachers work on is the key to move through obstacles and increase effectiveness. No matter their level of expertise, Bridgers takes the stance that all teachers are learners. By applying the principles and strategies in this book, novice to veteran teachers will see a positive impact on student learning and their proficiency as an elite educator. K-12 teachers, teacher mentors, instructional coaches, school administrators, and anyone else with an interest in improving teacher retention will thank their lucky stars for this book.
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Seitenzahl: 434
Veröffentlichungsjahr: 2024
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Table of Contents
COVER
TABLE OF CONTENTS
TITLE PAGE
COPYRIGHT
FOREWORD
PART ONE: THE BEGINNING, THE PATHWAY, AND THE FORMULA
PROLOGUE: WHERE IT ALL BEGAN
Lessons from the Trenches
INTRODUCTION: THE TEACHER SUCCESS PATHWAY
How to Use This Book
How This Book Will Help You
CHAPTER 1: THE FORMULA
More Than a Toolbox
The Teacher Success Pathway
PART TWO: BRICK 1: LESSON DESIGN
CHAPTER 2: OBSTACLES TO LESSON DESIGN
Less Time to Plan
Too Much to Plan
The Lesson Plan Vortex
Less Time to Collaborate
CHAPTER 3: LESSON DESIGN PHASE OVERVIEW
Backwards Design
Gradual Release
CHAPTER 4: EFFECTIVE DESIGN
Pacing/Time Management
Checks for Understanding (CFUs)
Transition Routes
Teacher/Student Actions
Material Organization and Distribution
Differentiation
CHAPTER 5: GETTING STARTED WITH LESSON DESIGN
Lesson Plan Components
Sample Practice Script
CHAPTER 6: MASTERING LESSON DESIGN, PART 1
Standard, Objective, and Assessment Example
Direct Instruction Example
Guided Practice Example
Independent Practice Example
CHAPTER 7: MASTERING LESSON DESIGN, PART 2
Creating In-Class Data Collection Procedures
Developing Your Own Systems and Habits
Lesson Design Scenario Practice
PART THREE: BRICK 2: CLASSROOM MANAGEMENT
CHAPTER 8: UNDERSTANDING CLASSROOM MANAGEMENT
The Three Rs of Classroom Management
The Impact of Classroom Management
CHAPTER 9: GETTING STARTED WITH CLASSROOM MANAGEMENT
R1: Relationships
R2: Routines
CHAPTER 10: ADDRESSING MISBEHAVIORS
CHAPTER 11: MASTERING CLASSROOM MANAGEMENT
R3: Rope Students into Your Lesson
PART FOUR: BRICK 3: STUDENT ENGAGEMENT
CHAPTER 12: UNDERSTANDING STUDENT ENGAGEMENT
What Student Engagement Does
Why Student Engagement Matters
CHAPTER 13: GETTING STARTED WITH STUDENT ENGAGEMENT
Approaching Engagement from Three Directions
Building Engagement into Your Lesson
CHAPTER 14: MASTERING STUDENT ENGAGEMENT
Strengthening Student Engagement
PART FIVE: BRICK 4: STUDENT CHOICE AND OWNERSHIP
CHAPTER 15: UNDERSTANDING STUDENT CHOICE AND OWNERSHIP
Why Student Choice and Ownership Matters
Building In Student Choice and Ownership
CHAPTER 16: GETTING STARTED WITH STUDENT CHOICE AND OWNERSHIP
Characteristics of Student Choice
CHAPTER 17: MASTERING STUDENT CHOICE AND OWNERSHIP
Communication
Decision-Making
Environment
Equity and Equality
Co-create Norms
Data Collection and Reflection
Flexible Seating
Peer Evaluations
Project-Based Learning (PBL)
PART SIX: IMPLEMENTING YOUR NEW LEARNING
CHAPTER 18: TEACHER SUCCESS NEXT STEPS
CHAPTER 19: ONGOING LEARNING
Ongoing Learning Opportunities
Continuous Collaboration
CHAPTER 20: CONCLUSION
APPENDIX 1: REPRODUCIBLES
Backwards Planning Template
Backwards Planning Guide
Student Learner Survey
Lesson Plan Checklist
Lesson Plan Template
Lesson Design Guiding Questions
Lesson Design Self-Survey
End-of-Year Student Reflection Sheet
End-of-Year Parent Reflection Sheet
Classroom Management Guiding Questions
Classroom Management Self-Survey
Student Pairing Sheet
Student Engagement Guiding Questions
Student Engagement Strategies
Student Engagement Self-Survey
Book Club Guide: Teacher
Book Club Guide: Students
Book Club Reflection
Student Choice and Ownership Guiding Questions
Student Choice and Ownership Self-Survey
Teacher Success Execution Plan Template
Next Steps Log
Teacher Success Learning Inventory Questionnaire
Professional Development Log
New Learning Implementation Plan
PLC Agenda Example
PLC Meeting Minutes Template
PLC Guiding Questions
PLC Data Chat Guide
Hone In: Question Prompts
APPENDIX 2: USING THIS BOOK TO MENTOR OTHERS
Book Study Questions
REFERENCES
ACKNOWLEDGMENTS
ABOUT THE AUTHOR
INDEX
END USER LICENSE AGREEMENT
List of Tables
Chapter 7
Table 7.1 Data Collection Example
Table 7.2 Planning Protocol
Chapter 11
Table 11.1 Small-Group Directions
Chapter 12
Table 12.1 What Student Engagement Is—and Isn't
Chapter 14
Table 14.1 Ten-Minute Engagement Activity Pacing Example
Chapter 16
Table 16.1 Sample End-of-Unit Choice Board
Table 16.2 Sample Pen Pal Letter Rubric
Chapter 19
Table 19.1 New Learning Implementation Plan
List of Illustrations
Chapter 1
Figure 1.1 Working with tools without a manual.
Figure 1.2 The bricks of teacher success.
Figure 1.3 The dangers of progressing too quickly.
Chapter 3
Figure 3.1 Effective lessons require high levels of both value and definitio...
Figure 3.2 The value/meaning matrix.
Figure 3.3 The flow of backwards design.
Figure 3.4 The backwards design method in a quarterly plan.
Figure 3.5 The gradual release instruction approach.
Chapter 8
Figure 8.1 The three Rs of classroom management.
Chapter 9
Figure 9.1 Relationships and routines help rope students into the lesson.
Chapter 12
Figure 12.1 The continuum from listening to producing.
Figure 12.2 One of the many benefits of high student engagement.
Chapter 13
Figure 13.1 Engagement is a three-pronged approach.
Figure 13.2 We engage students to pause, process, and produce.
Figure 13.3 Student pairing example.
Chapter 14
Figure 14.1 Five ways to strengthen student engagement.
Chapter 15
Figure 15.1 The assignment options continuum.
Guide
Cover
Table of Contents
Title Page
Copyright
Foreword
Begin Reading
Appendix 1: Reproducibles
Appendix 2: Using this Book to Mentor Others
References
Acknowledgments
About the Author
Index
End User License Agreement
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“This book is the perfect buddy read by every student teacher and mentor! Gretchen has an uncanny ability to support new teachers while simultaneously sparking renewal in their mentors!”
—Melissa Emler, chief learning officer, Modern Learners
“Always a Lesson by Gretchen serves as an indispensable guide for instructional coaches and mentors, articulating the Teacher Success Pathway with precision. It lays out a strategic framework for coaches and mentors to identify and focus on key areas for teacher development, ensuring efforts directly amplify teacher proficiency and student success. Gretchen's insightful approach equips coaches with the tools to effectively prioritize and advance teaching excellence.”
—Nicole S. Turner, author and CEO of Simply Instructional Coaching Inc.
“Teachers of all experience levels will benefit from reading Always a Lesson as Gretchen Bridgers expertly outlines a pathway of success as though she is your personal teacher mentor. Readers will walk away with actionable insights and an abundance of bonus content in downloadable resources.”
—Linda Rhyne, owner of Linda Rhyne Consulting, North Carolina
“Classroom teachers along with those who mentor them would greatly benefit from the insights shared in this book. Gretchen helps shift the perspective of readers to realize more tools do not equal more success, but it's the implementation of the tools that make the difference while providing a clear pathway that will enable readers to know which tools to use when.”
—Jamal Maxsam, MEd, CEO of Lead Like a Champion L.L.C.
Always a Lesson
Teacher Essentials for Classroom and Career Success
Gretchen Bridgers
Copyright © 2024 by John Wiley & Sons Inc. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.
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Library of Congress Cataloging-in-Publication Data:
Names: Bridgers, Gretchen, author.
Title: Always a lesson : teacher essentials for classroom and career success / Gretchen Bridgers.
Description: First edition. | San Francisco, CA : Jossey-Bass, [2024] | Includes bibliographical references and index.
Identifiers: LCCN 2023055090 (print) | LCCN 2023055091 (ebook) | ISBN 9781394158805 (paperback) | ISBN 9781394158812 (adobe pdf) | ISBN 9781394158829 (epub)
Subjects: LCSH: Effective teaching. | Mentoring in education. | Classroom management. | Teacher effectiveness.
Classification: LCC LB1025.3 .B752 2024 (print) | LCC LB1025.3 (ebook) | DDC 371.102—dc23/eng/20231206
LC record available at https://lccn.loc.gov/2023055090
LC ebook record available at https://lccn.loc.gov/2023055091
COVER DESIGN: PAUL MCCARTHYCOVER ART: © GETTY IMAGES / IMAGE SOURCE
Arrow image from Flaticon.com.
FOREWORD
Effective teachers in today's classrooms must understand that learning outcomes can no longer be solely intended for the students. Today's effective teachers recognize that she or he must also attain new levels of learning in order to move students forward in instruction.
In this book, Gretchen Bridgers presents reciprocal outcomes for instructional growth. Her work emphasizes how well-planned lessons deepen the learning of the students as well as the teachers who designed them. This architecture for teaching and learning ensures that there is always a lesson.
Gretchen's poignant message for what effective teachers should know and certainly be able to do in the classrooms, whether in person or online, is a foundation for school improvement. School leaders who apply her strategies will experience what happens when teachers assess not only students, growth and development, but also their own.
Gretchen addresses three critical components of effective teaching for today. Her work includes the design of appropriate and thoughtful lesson design, the need for effective classroom management, and the value of honoring student choice.
All three aspects of Gretchen's approach to elevating instruction in this book are equally critical to moving beyond “sit and get” or “click and watch” to whole-class engagement and schoolwide change. Implementation of the educational changes the current learning landscape demands is not easy. But it starts with intentional planning and powerful delivery of instruction. It's always a lesson!
—Dr. Cathy Owens-Oliver
PART ONETHE BEGINNING, THE PATHWAY, AND THE FORMULA
The information provided in this book is based on my personal experience as an elementary school teacher, a K–12 new teacher coach, an educational speaker, and a professional learning developer. I have learned what works, what doesn't work, and—most important—why the essentials in this book make all the difference regarding who gets better and stays better. But don't worry—I'll also share relevant research to support my claims.
There is no reason strategies for effective instruction should remain a secret. Every teacher deserves to operate at their potential, and every kid deserves to be taught by the best version of the teacher in front of them. Our future depends on it.
Throughout this book I include moments of my personal story that offer segments of my own journey as an educator. But I don't share these “Lessons from the Trenches” just because I hope you'll enjoy them; I want to provide an analogy of sorts to help you see how each lesson could apply to you and your particular circumstances.
So, before diving into the teacher essentials, I'd like to share with you the trail that led me to what would later become the Teacher Success Pathway. After that I'll share how to use this book, and how this book can help you.
PROLOGUE: WHERE IT ALL BEGAN
Lessons from the Trenches
I always knew I wanted to be a teacher. That might not be the reality for many educators out there, but for me I fell in love hard and fast. I played school with my stuffed animals in the front hallway, wearing my dad's oversized T-shirts and my mom's high heels.
As I grew older, I was able to convince my two older brothers and even my parents to play along. I gave up pretty quickly on including my brothers in my playtime because they argued, misbehaved, and made a mess of all my papers. (I think they did it on purpose so I wouldn't invite them back—it worked.) I'd invited my parents to play along as well, but they weren't any more helpful. My dad cheated off my mom's papers, flirted with her during class, and never raised his hand to speak. He would tell me, “I'm just helping prepare you for the reality of the classroom.” Sadly, he was right. My mom was my star student, completed all assignments and listened to every direction. In all my years of teaching, I had more students like my brothers and Dad than I did my mom. Thankfully, I was well prepared for that!
Every Christmas, Santa would bring me items for my classroom—a wall-sized world map, stickers, pens, teaching books, comfy shoes, and so on. I was well equipped to enter the profession. We turned a bay of our garage into my classroom. I had a shelf to store all of my teaching materials, including my own school papers I used as student work to pass out to imaginary students. I referenced the wall map more than necessary, gleaming with pride as I pretended I was in my own classroom with the pull-down map.
It was a no brainer that I would go to college for elementary education. My fourth-grade teacher, Ms. Lofy, made learning fun and easy. I wanted to do that for kids, too. Although she handed me a job prediction certificate at the end of the year that said “Most likely to work at JCPenney,” she knew my love of teaching. My parents had gone out of town a handful of times and she babysat for us. I was star struck having my favorite teacher ever in my home. I showed her all of my supplies and one day she told me to stop by her classroom. She handed me all of her old teacher manuals (with the red answers on the pages!) and said I could add them to my collection because she was going to be getting new ones. I carried those teaching manuals around everywhere I went. The power I felt having the answers in front of me was enough to make me feel 10 feet tall.
I was pretty bored in most of my college classes because I had been learning about teaching for decades prior. I was a psychology/special education major, only because that is what the college offered. My psychology classes were pretty interesting, but I knew right away special education [SPED] wasn't my forte. I didn't have the patience, and that paperwork is a nightmare! (Shout out to all SPED teachers: you are saints!)
One of my adjunct professors taught in a school during the day and came to teach our class at night. I leaned into every word she spoke. She was actively in the classroom, with amazing stories to tell, giving us practical examples of what we were learning. Excitement poured out of me. I arrived early and stayed late. I wanted more classes like that one—practical and relevant.
In my college courses, I learned a lot of theory and stories of famous dead guys. I had a “how to teach math and literacy” class for one semester. Out of four years of undergrad, you'd think more of my classes would be focused on the art of teaching (strategies, techniques, psychology, etc.). By senior year, I had a quick stint of student teaching at two nearby elementary schools—one regular ed class and one SPED. I guess four years of learning about teaching (not how) and six months practicing in real classrooms meant I suddenly was capable to do it on my own. (What a joke!) Although that equation didn't seem to add up, I absolutely loved every moment of being in a school and teaching children.
Sadly, after graduation from Marist College in Poughkeepsie, New York, I struggled to get a job in a catch-22 scenario many grads experience: schools would hire only teachers with experience, which I couldn't get unless I got a job. The one offer I got was to volunteer at a magnet school. I was disheartened. For years, I had been ready to teach but didn't have a degree—but now that I had a degree, I still couldn't teach.
As it happens, I have a cousin who'd graduated with an education degree the year prior but had also struggled to find a job in her state (Ohio). So she'd moved down to North Carolina, where a large urban school district was desperately in need of teachers. She'd been teaching there for a year and loved everything about it—and she invited me to come visit. I shadowed her for day and even gave a spelling test to her students—and quickly loved it, too. The southern hospitality of North Carolina, paired with the warm weather, had me hooked.
Before long I'd accepted a position at Pinewood Elementary, where I even got to choose which grade level to teach. On the same day I got the job, I signed the lease on my first apartment. And the leasing agent of that apartment turned out to be my Prince Charming. I got a job, an apartment, and a boyfriend—now husband—all in one day!
In my third year of teaching third grade I was given a student teacher to mentor—even though I was still in the new teacher program myself with my own mentor. I wasn't sure I could do it, but I accepted, and that student teacher later went on to become successful in her own classroom within the district. This was my first experience teaching teachers, and once again I was hooked. My dream expanded from being a classroom teacher to being a teacher of teachers.
My next lucky break came from a fantastic opportunity our school district provided: they covered the cost of teachers getting master's degrees, putting everyone together in a unique cohort to attend class at a local elementary school. The one caveat: we had to teach in the district a handful of years afterwards to “pay them back,” so to speak. No objection there: I made great friends with amazing educators, and the district paid the highest salary in the region.
Another way I've been lucky is my insatiable drive. I'm not trying to brag here; I just want to relate how effective it can be to really put your shoulder to the wheel. I'm a lifelong learner, and I craved this next learning experience, so I started ahead of time—way ahead of time. By the time the cohort started meeting, I'd already done the reading and completed the assignments. Because of that, I was able spend the class period asking questions, going deeper, and collaborating with my great colleagues. An additional benefit was that I didn't have trouble keeping up my day job, even though the class was fast paced. I'm very grateful the district paid for my degree as I could have never afforded that on my own.
I ended up having four principals and four assistant principals [APs] in my time at Pinewood, which was a high-performing school serving low-income students. The principal who hired me left to help turn around a struggling school in the district, and she took the AP with her. Then it was our turn to struggle, because her replacement, a first-time principal, couldn't fill her shoes, and the shift in culture sank teacher morale.
Fortunately, the district stepped in to offer support; there were superintendents and other retired administrators in our building daily—and this made all the difference. Our school recovered, and continued to do well for years afterward. That principal went on to become the area superintendent of our learning community, and mentored struggling principals just like she had been supported. I firmly believe that support shouldn't be reserved for just the those who are “failing”; everyone should have access to support.
That wasn't the first time I saw that happen. A career-changing adult entered the teaching profession. She taught fourth grade at this same school. She struggled almost immediately with planning lessons and classroom management. She had multiple mentors, a written action plan for improvement from administrators, and was about to lose her job the following year. With all the extra support, she became Teacher of the Year shortly thereafter. Her lesson plans were thorough and effective. Her classroom management strategies were unique and successful. Administration even shared examples of her instruction during a staff meeting. What a turnaround because of intensive support!
It is sad that we provide intensive support to educators only if they are struggling and on the brink of failure. These two examples show how when we provide support, not only do educators become successful but they also thrive. They also go on to help others do the same. That is time and money well spent. These experiences guided me toward a very specific niche of teaching teachers. I now knew how I wanted to help them. No longer would I provide generic help, but I would provide intensive support, homing in on their weak areas and developing systems to strengthen those areas. Over time, I knew with a targeted approach, I could really have an impact on teaching performance.
Around this same time of my “aha,” my new principal saw my own classroom management strength and asked for help. The fifth grade had no veteran teachers on the roster, and the student misbehaviors were out of control. These students had to pass the end-of-grade test in reading, math, and science (a test heavy in vocabulary). I agreed to help teach science to the entire fifth-grade class the following year by departmentalizing across the grade level. I had to freshen up on fifth-grade science, especially vocabulary, and design my best lessons to ensure every student in this entire grade level could be successful.
It didn't take long for me to realize this age of student was not my favorite. They were stinky (literally) and sarcastic. Although I love sarcasm, it didn't belong in the classroom and quickly turned into apathy and disinterest. My third-grade approach wasn't going to work with fifth graders. I was going to have to learn some new tricks. Many attempts failed, but my skill in managing a classroom with many moving pieces (like four classes of fifth graders rotating in and out all day) enabled things to run fairly smoothly.
I got to teach my previous class of third graders as fifth graders. That was a cool experience. They adored me and our bond is what inspired them to get back into the love of learning. Their peers noticed this bond and they too started to build strong relationships with me, translating to higher participation and a decrease in absences. I'll call that one a major win. I survived that year (and so did they). It was a long one, but memorable nonetheless.
My principal promised me that I could choose any grade I wanted to teach after that. She knew I disliked the grade level, but appreciated my leadership among my fifth-grade colleagues. She also knew what type of teacher needed to be in my place and quickly interviewed some options. I requested to move to second grade the following year because being in two testing grades (third and fifth) the last few years had stressed and worn me out. She told me I deserved it and to enjoy the break.
I fell in love with teaching again with my second graders. They loved to learn, aimed to please, and were cute as a button. I had the freedom to teach how I wanted, without the stress of strictly following the pacing guide due to the testing schedule. The second-grade curriculum was interesting (I loved the life cycle unit in science—a nod to my new fifth-grade repertoire of knowledge!) and foundational to all the work my third graders had been doing. I used my knowledge of where these second graders needed to go and worked backwards to design rigorous enough instruction paired with flexibility and fun appropriate for the age of students. The jump from second grade to third is huge in terms of responsibility of assignment completion, acquisition of knowledge, participating in a long testing event, and so on. Many students struggle because second grade is set up so differently that the adjustments prove to be too much. I was able to collaborate with my second-grade colleagues to inform them of what these students would have to be able to do the following year. We then discussed that fourth quarter would be a practice run for third grade so that they truly would be ready before the stakes were high. This method worked tremendously. I highly suggest every grade level meet with their colleagues a grade level below and above to ensure we are all doing our part to ensure the transition among grade levels is made with ease.
At this point, I had taught three grades at one school, under four different leaders. I was ready to try a different environment. Working with title-one students was so rewarding because they desperately needed life lessons in addition to content lessons. That was fulfilling to inspire and encourage children in a way that their parents working multiple jobs couldn't do. However, I was emotionally exhausted. I decided a school with high parental involvement would be so polar opposite of my experiences that I would sharpen my craft in a whole new way. I'd be able to solely focus on teaching kids content and learn how to manage parent expectations and involvement.
I applied at our district's transfer fair and only interviewed at one school. I knew what I wanted. This principal reminded me of my first leader. She was laid back, confident, personable, and a dang good principal. The school culture was inviting like one big family. The school building was brand-new like my old school. My colleagues were welcoming and I fit right in. I even got to teach my favorite grade again, third.
One steamy North Carolina afternoon, I was in my classroom hanging the alphabet letters above the white board. My messy bun, athletic shorts, and oversized t-shirt seemed appropriate for all the physical labor I would be doing moving furniture and hanging posters. I heard a knock at the door and turned around to see two smiling adults.
“Hi, we are your room moms. How can we help?”
I barely got out an “excuse me,” as I was so stunned at the presence of parents already, before school even started! My brain also wasn't translating “room moms.” I never had one before. My students' parents at my previous school worked around the clock to make ends meet so that many times I only caught them on the phone for a brief conference. I literally had no idea how to use a room mom.
Nonetheless, we sat down at the back table and planned out some options. I apologized for my attire, they apologized for arriving without notice. When they received the teacher assignment, they immediately Googled me. Thankfully, my social media accounts were private and cleaned up from containing anything unprofessional (a task the head of student teaching placements at my college assigned to us before graduation.) They said they didn't know who I was and they had to come see for themselves. Looking back, I guess they self-appointed themselves as room moms! Either way, it doesn't matter. It was a wonderful year teaching third graders. Parents communicated in every type of way every day of the year. It was overwhelming but heart-warming. They made sure I performed my best for their child. These two room moms were saints, making learning fun in a way I didn't have time for—mystery readers, holiday parties, teacher gifts, and all sorts of crafts. I still keep up with these room moms to this day and with their sweet precious girls who have grown to be successful women in college!
I was ready for the next year when I received devastating news from my principal. She was retiring. I cornered her and said, “No! You can't leave. I came to this school because of you!” She knew that and appreciated it. She was glad I was there and assured me I would be just fine. And then she said something I have never forgotten, “The good ones always leave.” She saw the desires of my heart and my natural talent that, with time and honing, could really make an impact on the profession. She knew someone like me would continue to move on to new experiences to further my skill and knowledge while continuing to help students and teachers at higher levels. How she saw that in me at that point, I have no idea. But she was certain.
Following blogs had been my hobby for a few years now to ensure I kept current on what was happening in other teachers' classrooms across the nation. I felt like I should start chronicling my classroom experiences. I was teaching all sorts of curriculum and life lessons while also learning a lot of lessons about great teaching along the way. I brainstormed a few blog names and even had my family vote. Always a Lesson was born. I didn't care if anyone read my blog, I just felt compelled to write down what was happening. I had no idea what was to come with this little old blog!
I served on the interview panel to handpick our next principal. She was young, and only interviewed for our school. Just like I had, she knew what she wanted. She also knew our performance data forwards and backwards. She knew how she planned to keep the school moving forward and was a breath of fresh air after the very serious candidates we had been interviewing thus far. I loved handpicking interview questions, watching her process and respond, and even hearing the rest of the panel share their perspective of her afterwards. I didn't know hiring would become one way I'd love to support teachers, but I was bit by another bug—finding teaching talent.
She was hired and after a few months, this principal also saw my leadership potential. She spent a significant amount of time 1:1 with every staff member in the building. She truly wanted to know who she was working with but also how to leverage their strengths. As a leader she knew the success of the school wasn't going to be on her shoulders alone; we all had a part to play. I loved our 1:1 conversation together where I got to dream out loud like I had done numerous times before with mentors. I shared my past, present, and trajectory for the future. We had numerous conversations about what I wanted to do next in my career, such as leading professional development for staff members and mentoring colleagues and future teachers. She even invited me to shadow her for a day to see if becoming a principal was what I wanted to do. The short answer was “no” and the long answer was “not ever.” She had an entire day scheduled out for us to showcase all of the different tasks she completed in her role. Sadly, we never got to do much of that list because within 5 minutes an angry parent came flying through the door, a food fight broke out in the cafeteria, followed by an impromptu visit from the district. I quickly realized this was not the way I wanted to work with teachers. It was too distant. I wanted to be in classrooms with teachers. I didn't even finish shadowing her that day, and she understood why. Even though that experience could be categorized as a “flop,” it was monumental in directing my path. I am forever grateful for that closed door.
During this time, I heard about the National Board Certification process for teachers. It was another way to learn and grow my craft while also giving me a differentiating factor in comparison to my colleagues if I ever needed to stand out among them for a future position. The process required me to videotape my own teaching, reflect on its effectiveness, implement current best practices, track student performance over time, and demonstrate that I am a highly qualified teacher. This process was more beneficial than my master's degree because it was applying what I was learning in the present with the kids I was teaching right now. It was extremely relevant, timely, and purposeful. It wasn't just learning about the average kid and the research behind a teaching technique. It was me learning, applying, reflecting, revising, analyzing, and so on in the moment. What a powerful professional development opportunity. The process was hard. I wanted to quit, convinced myself I wasn't good enough, and wanted to crawl into a hole imagining the embarrassment of not earning certification after all this effort and time. I missed my first try by ¼ of a point. I was so shocked you could lose by such minimal margins. It was almost so unbelievable I didn't feel sad or embarrassed. I got mad and I went even harder the next round. I only had to redo my lowest scoring entry (thank goodness!) My literacy facilitator was able to help me pinpoint some areas that made that entry weak and write in a way that showcased all that I was doing. She was confident I was worthy of being certified because she had seen me teach numerous times. I didn't toot my horn enough the first time and it did not showcase my strength in performance as an educator. I passed the second time by leaps and bounds. I was finally nationally board certified! (Later, in 2022, I maintained that certification by completing a mini version of the process to demonstrate I still was highly qualified.) This process helped me gain clarity on what decisions I was making in the classroom that had the biggest effect on student achievement. I believe this is the moment when I started to formulate the four bricks that I write about in this book.
As a nationally board certified teacher, more leadership opportunities came my way. One day after school, I sat down at my computer to email parents about our upcoming field trip. I received an email from The New Teacher Project (TNTP). They were wanting to know if I would apply to coach new teachers in grades K through 12 in our district. It was a summer position, and I was ready to take a break from working with children directly (tutoring, babysitting, etc.). I had never heard of TNTP but working with new teachers was my passion and this felt like the perfect opportunity to lead, like I had always dreamed of.
I thoroughly planned a segment of a professional development session on teaching strategies from Doug Lemov's book Teach Like a Champion. This was the book TNTP used to teach new teachers strong instructional classroom practices. I also participated in an interview where I had to explain how I have a passion and gift for leading teachers while also being an effective teacher myself. Although I hate talking about myself, I was able to convey my teaching success in the classroom while also highlighting how I continued to mentor colleagues and because of that … I got the job!
I was bit again by the ed leadership love bug. I never knew coaching teachers was a job and I wanted it more than ever. I thoroughly enjoyed teaching teachers about effective teaching practices. Modeling teaching techniques, breaking down the science behind why a technique is most effective to reach students, building relationships with colleagues, and watching educators grow their skill set in real time were a few of the things I fell in love with in my new role as an instructional coach.
I started taking on other roles at TNTP such as reviewing candidate applications, placing them in cohorts nationwide, interviewing them, and of course, coaching them at the TEACH Charlotte location. I eventually left the classroom to work these multiple roles on a full-time basis. I loved giving back to my profession by handpicking future teachers who would go on to positively affect our neediest population of students in underperforming schools across the nation. I was able to teach, mentor, and coach teachers on a much larger scale than if I had stayed in my own classroom.
Around this time I heard of a website called Teachers Pay Teachers [TpT]. It was an online marketplace where teachers could upload their lesson plan materials for sale and other teachers in need of those items could purchase and download them. I decided to upload many activities I was using in my classroom. This was yet another way to share what I was doing in my classroom that was working—and make extra income! Helping teachers save time and increase the effectiveness of their instruction enabled me to affect students around the world. As my store on TpT grew over the next few years, I started uploading professional development (PD) pdfs for teachers and teacher leaders to download and implement their learning at their school sites. This was a great option for teachers who liked to read but didn't have time for an entire book. It was also used by teacher leaders creating PD sessions for their staff members and they could reference my topic, examples, and implementation guidelines to create personalized learning opportunities.
For years, I had been collecting teaching ideas and strategies on notecards and keeping them in a recipe box since I was a teenager, sharing them with every student teacher and new colleague. Someone suggested I type them up so I could easily share them with more teachers. So, I finally took those cards and turned them into my first self-published book, Elementary EDUC 101: What They Didn't Teach You in College. I felt proud to be able to pass on secrets of the trade that I painfully figured out over the years. I knew I would have been glad to have read the nitty-gritty details of the job before landing my first role in education. I hoped readers would feel the same. Again, I was able to give back to my profession, helping teachers become more effective in their classrooms—and this time, worldwide!
Over the next few years, my personal life got super busy. I got married, my husband and I built a home, and we had three beautiful children (two girls and one boy). I eventually had to give up my roles with TNTP as my mommy duties increased with each new baby. I knew I wanted to still work with teachers, but I didn't have the capacity to commute to a school every day nor work the long hours I had been accustomed to. Plus, I knew I wanted to stay home with my children while they were young if we could handle it financially.
In 2015, I officially launched my consulting business, Always a Lesson. (“Whether you're teaching a lesson, or learning one yourself, there's Always a Lesson.”) This was a natural expansion of the blog I started so many years earlier, but now it was an all-encompassing website. Teachers could still read my blog, but I knew many were busy and didn't have time to read. I heard about podcasts being similar to an audio blog for busy teachers on the go. I had never listened to a podcast before and had no idea how to even make one, but I knew it was something I needed to do to continue sharing lessons with educators. I invested in a podcasting course and the Empowering Educators podcast was invented. Teachers had always told me how encouraging I was so I figured creating a safe place where they could get filled up mind and soul would be beneficial. Over the years, I learned how to deliver content in an engaging story with actionable tips. Honing my craft is my goal no matter how long I have been contributing to the educational field. When I hit the one million downloads milestone, I knew this was the avenue teachers needed and wanted help. I am so thankful to reach teachers and teacher leaders across the globe.
I perfected my speaking craft beyond the podcast by presenting and speaking at conferences. I realized this was another way I could share the lessons I had learned about great teaching practices from years teaching myself and observing other great teachers in action. When COVID-19 entered the education scene, virtual PD became the rage. Luckily, I had been offering bite-sized PD sessions on my website for years. Teachers consumed virtual PD more than ever and some even preferred the convenience of it over in-person versions. This alerted me to continue to develop my virtual sessions so that the content was timely and applicable to how classrooms were changing due to social distancing and hybrid instruction—teaching students online while some attended in person at a safe distance.
Teacher leaders, like instructional coaches, started to invest in a more guided virtual PD option I created called the Teacher Leader Mastermind. I designed this option when I realized teacher leaders were struggling to implement what I was teaching them. They needed help translating a strategy or technique I was teaching them into their particular situation. They also needed accountability to continue growing their skill set, especially when things got stressful and they wanted to stop engaging in PD. This Teacher Leader Mastermind was available to teacher leaders nationwide, meeting twice a month for one hour. I placed them in cohorts so no more than 10 teacher leaders engaged in the learning opportunity each semester. I determined this number based on my first cohort in 2018. I had eight members and felt I was able to provide 1:1 assistance while also facilitating strong collaboration among the virtual colleagues. I knew any more than 10 and I wouldn't be able to dive in as personally as I needed to in order to find out roots of obstacles rather than surface-level fires. At our virtual meetings, we would discuss monthly topics relevant to that time of the school year (e.g., establishing coaching protocols in September or increasing student ownership in March). I also incorporated a “hot seat” element so that each cohort member had a chance to share their biggest question, obstacle, or upcoming event they wanted help talking through. All members listened and contributed, as did I. When we were not meeting, teacher leaders had access to micro PD sessions related to leadership and instruction as well as hundreds of downloadable coaching forms. Cohort members have returned semester after semester because of the accountability piece. They know they have grown immensely from receiving help with their unique situation and applying their learning in that setting. PD is a start but aiding educators in applying their learning is how we can ensure what they learn enters into practice, positively affecting those they support (teachers and students).
Whether it is virtual or in-person PD, the Teacher Leader Mastermind, or downloadable resources, I was supporting the growth of teachers. Having a variety of ways to guide them, I was able to meet educators where they were in the way they needed help. Every position I held as an educator enabled me to do what I do today. It prepared my knowledge and skill level so that I could help develop and grow the knowledge and skills in others. And I believe that everything I continue to do will prepare me for what the future has in store. I know this to be true for you, too. Each position you hold will prepare you for your next role. Take advantage, go all in, and grow like a weed! Your future self will appreciate your hard work.
In 2020, during the pandemic, I was asked to cowrite a book with a dozen other educators called Educators Who Know What to Do: Experts in Education. We each contributed a chapter based on our expertise in education. I wrote a chapter about supporting the growth and development of teachers—something I had unknowingly been doing my whole career. I highlighted the various ways teachers need support (e.g., mentorship, coaching, PD sessions, etc.) and outlined how to provide that effectively. It was a pleasure to collaborate on this book because I was able to meet teachers from all over the United States who had unique ideas and proven methods for how to revolutionize education. My professional learning network grew with even more powerful educators.
In 2022, I started my speaking circuit. I keynoted at in-person and virtual conferences, led PD sessions, and sold my books at vendor tables. I learned I was affecting more than the people in attendance because these educators were going back to their campuses and sharing what they learned with their teams of colleagues. Multiplying learning and making a wave of more effective instruction in schools through speaking has been an absolute joy. I got to meet so many passionate educators at these events. Had I never taken the chance to forgo my own classroom to enter everyone else's classroom and school buildings, I would have limited whom I was able to help. What a joy it is to work with educators who love what they do!
The more I presented to teachers, wrote instructional technique blog posts, podcasted about teaching best practices, and coached teacher leaders, I came to realize a proven method for improving teacher talent. A year after the release of my second book, Jossey-Bass Publishers noticed my contributions in education and wanted to partner together on my third book. Their educational book division, Wiley, helped birth this book that you're reading right now into existence.
As a three-time author now, I can't even imagine what would have happened if I didn't type up those notecards full of tips for teachers or chronicle my teaching experience in a blog format. My journey in teacher leadership has enabled me to widen my net of impact, sharing what I know that best helps students and teachers become successful in the classroom and beyond. Doing so to meet educator needs and learning styles has allowed me to contribute in myriad ways I would have never thought possible when I started teaching.
What an opportunity we all have to give back to the profession! As you learn about the Teacher Success Pathway in this book, I hope you share it with others so they too can be effective in the classroom. If there are ideas, strategies, or principles that you've learned on your own journey that you'd like to share, I hope you do. Start with a single format (e.g., blog, podcast, downloadable materials, etc.). As you gain experience, consider trying additional formats to reach even more educators. Together, we can create positive change in our schools across the world.
