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Coaching Tips

Coaching Chronicles: What’s Working During Distance Learning

One of the things I have heard the most throughout this time of COVID-19 is that teachers and coaches feel a sense of inadequacy. Defeat. Frustration. Hopelessness. Most of all, coaches feel a sense of overwhelm. In the transition to remote learning, instructional coaches – especially those with an emphasis on digital learning – have become the most sought after resources by teachers and administrators. While this is great for job security and satisfaction, it can feel incredibly isolating. Aside from these feelings, the other thing I have noticed is that many instructional coaches assume they are the only ones with these feelings. I am here to tell you that you are not alone. There are teachers and coaches everywhere who are feeling the same frustrations you are.

For this post, I wanted to do something a little different. I know I can sit here and tell you that you’re not alone, but what the heck do I know, right? I mean I’m just one person sitting in a room by myself typing on the computer – my viewpoint is limited to myself. For this post, I wanted to share someone else’s experience other than my own, so I reached out to a fellow Dynamic Learning Project Coach – Teresa Engler.

Teresa is an instructional coach in the McGuffey School District in Washington County, Pennsylvania. She was gracious enough to answer some questions for me about her experience during COVID-19, share what’s working for her and her teachers, as well as tips she has learned along the way.

Below you will find the questions I asked her, followed by her response; Teresa and I shared this exchange via email.

Megan Purcell: What has gone well during your transition to remote learning?  

Teresa Engler: I’ve been able to field questions from my teachers instantly.  When they need me, they send an email, they text, or they call, and I’m able to give them one on one coaching almost on demand.  I’ve created personalized PD by using Loom or Screencastify to create tutorials and mini lessons on how to use specific apps or tools to help teachers troubleshoot issues they may be having.  I hold office hours via Meet every morning, so I’m accessible to every teacher as they have questions or request help with their lessons.  I actually feel like I am getting a lot accomplished by not having to travel in my car back and forth to each school. More quality time is devoted to working on researching a tool, setting up meetings with teachers, or coaching the teachers as they work through the remote learning process.

MP: What has been your greatest challenge during the transition to remote learning?  

TE: Working from home has its own distractions.  My husband is also working from home, so we are navigating around one another.  I have a puppy who is also demanding my attention at times.  It’s hard to be away from a physical work environment.  I can’t just pop in to help a teacher or check in with how a lesson is proceeding.  Sometimes you need that in person collaboration to work through the challenges.  Holding meetings on Zoom and Meet are helpful, but they cannot replace the personalized meetings and the “ in the moment”  classroom visits.

MP: What tools or resources are you finding most useful to you during this time?  

TE: I love Loom.  I’ve used it in the past, but I haven’t really appreciated how useful it is until now.  I’ve been giving one to one instructions and tutorials to teachers by simply recording a quick Loom video.  I send the teachers the links to the tutorials as they need them.  I also cannot live without Google Classroom and Meet.  I love that the office hours link is posted directly to Google classroom.  No one has to search for it or ask me to send it.  They just access it in the classroom.  I’m also able to keep my resources organized by topic in Google Classroom.  I post one or two tips a day and one or two tutorials a week directly to the Classroom stream.

MP: How are you setting boundaries for working from home?  

TE: I have a schedule that I’ve shared with our teachers.  Office hours are early in the morning and at the end of the day.  This way, I am able to answer questions before teachers post lessons to their own classrooms each morning,  and I’m available at the end of the day in case there were issues that need to be addressed before the next day.  I’ve been offering #LunchOnLine PD sessions every Tuesday in order to keep offering meaningful remote learning opportunities for staff.  The teachers are welcome to contact me via email or text before or after school, but there is an understanding that I may not respond until regular business hours the next day.  Honestly, though, I feel like a doctor who is on call for my patients, and if someone is in a bind, I don’t mind helping, even if it is after hours.  I don’t make it a habit, but as the coach, I feel a little bit of a responsibility to the teachers if they need me….now that we are all using some sort of remote working/learning schedule, I also have to be respectful of teachers and their time.  They themselves may be working with helping their own children learn from home, there may be other adults in their homes working as well.  The evening or the early morning may be the only time they have to contact me for help.  Teachers can always make an appointment with me if they’d like to set up personalized coaching times.

MP: What is your favorite brain break or de-stressing activity?  

TE: I take three breaks a day to walk my dog, to make a cup of tea, or to sit outside if the weather is nice.  

MP: If you could give other coaches one piece of advice for navigating this challenging time, what would it be?  

TE: No one is perfect and no one has a perfect way to handle the situation we are in.  Do what is best for you.  The one piece of advice is to make a schedule.  In that schedule give yourself “me” time.  Make sure you add a designated lunch break.  Give yourself “normal” time at night to decompress.  If you keep to a schedule, you’ll feel like you are maintaining control over your time during the day.   

MP: Anything else you want to share?  

TE: I try to look at all of the positives.  My glass is always half full.  That mad rush in the morning is gone. I love that I do not have to drive to work.  I’m saving money on gas.  I don’t stress over what I’m wearing or getting to work on time.  I’m happy to connect with so many teachers right now.  They all have access to me throughout the day, whereas before, I was scheduled in specific buildings every day and working with only a few teachers at a time.  I love the on-demand personalized coaching I’m able to offer the teachers.  I feel useful, almost like I am one of their lifelines.  Everything is online now, so an instructional technology coach has a lot to offer in terms of helping teachers use tools in meaningful ways with remote lessons.

My hope is that this interview with Teresa has affirmed any feelings you have felt during this time. As I read through her responses, there were so many moments I was nodding in agreement or just thinking to myself, “YES!! I feel the EXACT same way!” I’ve said it before that instructional coaching can be lonely, especially if you are the only coach on your campus or in your district, but rest assured, coaches everywhere stand with you.

COVID-19 has been unexpected, it has been challenging and it has really pushed the limits of what we thought we were capable of. For every inadequacy, frustration or defeat, just remember that you are not alone. We are all navigating the same uncharted territory and we are all in this together. I’m sure you’ve heard that cliche more times than you’d like to count at this point, but the sentiment still stands. You are not alone.

 

Megan Purcell is a Digital Learning Specialist and Certified Dynamic Learning Project coach in Carrollton-Farmers Branch ISD located in Carrollton, TX. She enjoys working with teachers to help them elevate their teaching through the use of impactful technology tools and strategies. Megan holds a masters degree in Educational Technology, which she earned overseas at the National University of Ireland in Galway, in addition to being a certified Microsoft Innovative Educator and Apple Teacher. She is a former high school English teacher who loves learning, technology, and helping make life easier for her teachers. She believes that every student should have access to current technology in order to develop 21st century skills necessary for participating in a global society.

Permission to go Rogue – How to Adapt your Coaching Cycle

If you’re anything like me, you’re a rule follower. I can’t help it, that’s just the way I was programmed. One of the things I love about being a Dynamic Learning Project Coach is I have a clear direction to follow in the ways in which I schedule coaching cycles and conduct coaching meetings. While some of you have been able to do this on your own, I wanted to address the rule followers in the room. You hereby have my permission as a fellow instructional coach, to go rogue. Now, if my credentials are not enough for you to feel comfortable throwing the Dynamic Learning Project coaching cycle out the window, I assure you I was given permission from Heather Dowd herself to let you know you may go rogue.

Though having a structure is a great benefit to being a Dynamic Learning Project coach, the other benefit of being part of this program is the network of support. Nearly all the leaders that have designed the Dynamic Learning Project and mentor coaches within the program have, or continue to be, classroom educators themselves. These leaders have been in your shoes so they understand the enormous amount of stress you are under. These leaders understand that, just as teachers do, we are sometimes forced to change our approach. 

One of the greatest skills a teacher can possess is the ability to be flexible – we don’t lose that ability when we become instructional coaches. Coaches, like teachers, need to remain flexible and adapt their practices to suit the needs of their learners. In the case of COVID-19, flexibility will continue to be the greatest asset you can possess. Though I have two teachers request that I keep their cycle intact as much as possible, most of my teachers feel too overwhelmed for traditional coaching at this time. Some teachers will have different needs and requests, and as a coach you need to be able to be flexible and adapt along with them.

Now that you have permission to go rogue – seriously, please do – I wanted to share some adaptations you can make to your coaching cycle to better suit the needs of teachers during this time.

Tip #1: Host Webinars or Professional Development Trainings

Just because you aren’t meeting with teachers face-to-face anymore, doesn’t mean you can’t continue to help them grow. I am sure many of you have already taken advantage of video conferencing platforms to increase communication across your campus or district. You can use these video platforms to host webinars or professional development training for your teachers, and show them tools or tips that will help them engage in remote learning.

My district has hosted several webinars centered around the three main learning management systems available in our district. We had training for brand new users to help them get started, as well as training for high flyers in which we could show them the latest updates or hidden features. The purpose of these training sessions was to help teachers get up and running with remote learning and establish some level of continuity across the campuses and the district.

Hosting these webinars was another great way to connect with teachers and uncover issues or questions that may not have otherwise been addressed. You can discuss best practices for the tools you are using and troubleshoot any issues a teacher may have. It is also not uncommon for teachers to reach out to you at a later date asking for more tips and tricks that you may have, which is a great way to continue building relationships with your staff during this time. 

Tip #3: Demo Slam

As instructional coaches, we all have our favorite tools that help make our lives easier. If you are unable to, or uncomfortable with hosting a training webinar, you can start small with a demo slam. Pick your favorite trick or tool and screencast yourself explaining or demonstrating why you love it so much. You can send that screencast to your staff letting them know that if they have questions about the tool or would like more training, they can set that up with you. Some teachers will be able to take your ideas and run with them on their own, but there may be some that need a little more support. Demo slams are a great way to show teachers the tools available to them, and allow them to continue adding tools to their own toolbox.

Tip #4: Check-In via Email

This one may seem like a duh, but I wanted to mention it anyway. I don’t know about you, but I spend a lot of time these days in my email. Email is the text message of the professional world. What I love about doing email check-ins is that I can send emails and respond to emails at my leisure. This is great for teachers as well. We know that many have additional responsibilities while at home, so email is a good way to leave a quick note for a teacher and let them respond when they have a moment. 

Now, what I don’t want you to do is send an email to everyone on your campus at once and get flooded by 500 replies. Every week I reach out to a handful of teachers – literally a handful – and just let them know I am checking in to see how they are doing. I ask if they are healthy and if there is anything I can assist them with at this time. Short and sweet is best. Even if the teacher’s don’t need any support at this time, keeping the lines of communication open will go a long way in maintaining the relationships you have already developed with your staff.

I also wanted to add a note about email for my type-A coaches out there – it is okay to walk away from your inbox with unread messages. Just because you have an email, that does not mean you need to respond to it at that exact moment. Remember, email is a great tool because it allows you to respond when convenient – it’s like that answer message when you call the doctor’s office. Make an appointment when you are available and call 911 for emergencies. If a teacher has an emergency, they need to contact their campus principal or your district help resource. Emails can wait.

Tip #5: Celebrate on Social Media

One thing people need during a time of crisis is to be reminded of all the good happening in the world. If you are like me, remembering to celebrate your teachers was something you struggled to find time to do while we were on campus. Take all of those celebrations you saved up and use this time to post them to social media. You can highlight awesome things teachers have done, or are currently doing to support their students. These celebrations don’t have to be just about instructional practices or technology tools teachers are using, you can celebrate your teachers with a shoutout of kind words. Many of you have worked with a teacher previously this year and you just want to remind them how awesome they are – share that with the world. Teachers, now more than ever, need to feel appreciated and supported. During this time we have the opportunity to share with the world how amazing and valuable our teachers are.

Tip #6: Start Planning for Next Year

Another way you can adapt your current coaching cycle during COVID-19 is to use this time to plan for next year. I have had a few teachers already reach out to me and say something along the lines of, “Now that I know how to do _____, maybe next year you can help me with ______.” As teachers continue to grow and learn new things during this time, it might spark an interest in seeking out future coaching opportunities. Maybe there are teachers who were reluctant to coaching the first time around, but after this situation have recognized a need for it in the future. Maybe this crisis has illuminated some gaps in teacher’s knowledge and understanding of key instructional tools, which you can leverage as areas to focus on with the campus once classes resume.

Personally, my district was supposed to have been using a learning management system for the last couple of years. Naturally, not everyone was and that was okay at the time, but COVID-19 quickly changed that. I have often joked that when I facilitate training next year I’m going to refer back to COVID for the importance of staying ahead of the curve – or at least staying within the ballpark. My goal is for my teachers to not feel as unprepared as they did when schools closed. I know that’s a pipe dream, but I think it’s possible.

Even though COVID-19 has disrupted our ability to adhere to the Dynamic Learning Project coaching cycle as it was originally designed, it does not stop us from using pieces of it to continue supporting professional growth. Take this time to go rogue, to adapt to your needs, and to support teachers in the way that is best for them. If you have the opportunity to go back to the coaching cycle structure, that is great, but if you can’t that is perfectly fine as well.

Megan Purcell is a Digital Learning Specialist and Certified Dynamic Learning Project coach in Carrollton-Farmers Branch ISD located in Carrollton, TX. She enjoys working with teachers to help them elevate their teaching through the use of impactful technology tools and strategies. Megan holds a masters degree in Educational Technology, which she earned overseas at the National University of Ireland in Galway, in addition to being a certified Microsoft Innovative Educator and Apple Teacher. She is a former high school English teacher who loves learning, technology, and helping make life easier for her teachers. She believes that every student should have access to current technology in order to develop 21st century skills necessary for participating in a global society.

Top 6 Tools for Virtual Instructional Coaching

As this COVID-19 crisis continues to develop worldwide, schools are relying on distance learning to continue providing educational experiences for their students. As an instructional coach, it is becoming increasingly important to stay connected with your teachers and campuses to provide the support needed during this time.

With all the virtual tools out there, it can be overwhelming for coaches – and especially new coaches – to know what is going to work best for their needs. Please be advised that this post is NOT my advocating for particular tools or resources, but rather sharing my experience with these different tools in the hopes of allowing you to choose the best option for yourself, your teachers and your campus.

Staying connected with teachers can be done in several ways, the most popular being text, email and video. Here are a few tools I have used as an instructional coach that may be worth looking into as you continue navigating this new territory. Though email is the most common, arguably simplest and most preferred method of contact, there are other scenarios in which text or video might be more appropriate. Here are a few tools that have become increasingly more popular for educators in the digital age.

Tool #1: GroupMe

GroupMe is a mobile group messaging app owned by Microsoft. GroupMe works by downloading the app or accessing the site from the web. The app is available for iOS, Android, Windows Phone and Windows 10, though a smartphone is not required to participate with GroupMe. Those who do not wish to use the app are able to use the web version, or send and receive messages via SMS. Accounts are created using your name, phone number and a password – you may also connect using your Facebook or Twitter account. When interacting with others in GroupMe, only your display name and photo are shared with others. Other members cannot see your phone number or other personal information, which is helpful if you do not want to be giving out your personal phone number.

When using GroupMe, users can keep in touch over Wi-Fi rather than using cellular data. This allows members to keep in contact with groups or individuals without fear of message fees or limits. GroupMe has the capability to send text messages, as well as share photos, videos, documents and web-links as well. The app also has features for creating polls and calendar events to share with other group members.

There are a few privacy and security features GroupMe can offer for educational purposes. For instance, on-screen notifications can be set up to pop up without content. Notifications can be turned off or muted for specific individuals or conversations. There is also no way to delete a GroupMe message after it is sent, the message can only be hidden from the current stream of conversation. There is the ability to archive conversations and export conversational data, so you can maintain a record of what has been shared or discussed. GroupMe allows you to connect with individuals or hold group conversations. Groups are limited to 500 members per group.

I have not used GroupMe to connect with the teachers I am coaching, but I frequently use GroupMe to connect with instructional coaches at other campuses as well as connect with my district team. This is a great way to quickly ask other coaches a question or get some advice without using SMS or email.

Tool #2: Remind

Remind, formerly known as Remind 101, is another group messaging app that can be used to stay in contact with teachers. Admittedly, my knowledge and experience with this app is limited because my district has curtailed our use of this tool. I was able to use Remind in a previous district and know that it remains a popular tool among educators.

Unlike GroupMe which is designed for use by anyone, Remind was designed to be used specifically by the K-12 school community. Remind offers real-time messaging to a group of users or an individual person. Messages can be sent to any phone, you do not need a smartphone or even internet to use Remind. Messages can be sent on the go using a laptop, mobile app or tablet as well, which allows for several ways to connect with others. Remind even has the capability to translate messages into more than 85 different languages, which can be a great tool for working with non-native speakers.

Because Remind was designed with the intention of being utilized by schools, the app has the ability to schedule when messages go out. There is also a feature to enable “office hours” which will determine when others are able to contact you. This feature could be very useful for instructional coaches as we need to remain connected, but not necessarily 24/7. This would allow you to schedule your availability and then not be disturbed when you are on personal time. Remind also offers the ability to see who has read your messages after they are sent, and you can turn off replies when you are done with a conversation.

Just like GroupMe, Remind allows you to share photos, PDF files and voice clips as part of your conversation. Remind also has the ability to access and share additional resources from Google, Microsoft and OneDrive and will even connect with external tools like FlipGrid, SignUpGenius and Survey Monkey. Similarly to GroupMe, Remind allows you to export or download the message history for record keeping purposes.

How to use GroupMe and Remind as an instructional coach: Set up a group with other instructional coaches so you can check in on each other and ask questions. Set up a group with the teachers you have been coaching as an easier way to communicate and allow teachers to communicate with each other. Send direct messages to individual teachers as a way to keep in touch, without giving out personal phone numbers and information. Share any tutorial videos, photos of screenshots or other helpful information directly through the messaging app to eliminate the need for email downloads.

Tool #3: Zoom

Zoom has been seemingly popular in the corporate world, but has made the jump to education as it is offering free services for schools during this time. Zoom is a remote conferencing system that combines video conferencing, online meetings, chat and mobile collaboration. 

Zoom offers free video conferencing for up to 100 participants, with a 40-minute time limit on group meetings. Users can have this time limit lifted if they send in a request using a school email address. 1 on 1 meetings are also an option with this product, and include unlimited minutes. Zoom allows users to conduct polls, participate in chats during video conferences and provide non-verbal feedback while in a video conference. Participants can change the background image they are sitting in front of which is a good way to camouflage any messy workspaces. Zoom offers the ability to record video conferences as well as provide transcripts to those recordings. Zoom allows multiple participants to share their screen simultaneously as well as co-annotate on the screen being viewed.

Zoom meetings can be scheduled and started from Outlook or Gmail, though the first meeting may require a download of the Zoom host system.

One downside that Zoom is currently addressing is the issues with the privacy and security of user information. Zoom claims to be FERPA compliant, but there have been concerns about user data being shared with third-party companies. While this makes Zoom a less than ideal option when working with students or sharing sensitive information, it may still provide advantageous support to teachers working with instructional coaches.

Tool #4: Google Hangouts

Google Hangouts is a communication software product developed by Google and available as part of the G Suite. Hangouts allows conversations between two or more users that can be accessed online through Gmail, Google+ websites or mobile apps for Android and iOS.

Chat histories that take place via Hangouts are saved online which allows them to be synced between devices. Photos shared during conversations are automatically uploaded into a private Google+ album so users can access them at any time. Hangouts can be recorded and archived so you can revisit a conversation or lesson at a later time.

Tool #5: Google Hangouts Meet

Google Hangouts Meet is a video communication service developed by Google. Meet is one of two apps that will constitute the new version of Google Hangouts – the other being Google Hangouts Chat. At launch, Meet featured a web app, an Android App and an iOS app that allowed for video conferencing services for up to 30 participants. As Meet has developed, features have allowed G Suite basic users to host 100 members per call and G Suite Enterprise users to host up to 250 members per call.

Users can join Meet conferences from the web or using the Android or iOS app. There is also the ability to call into meetings with a dial-in number. Scheduled Meet conferences integrate with Google Calendar which allows for one-click meeting access. Meet, similarly to other video conferencing platforms, allows users to screen-share to present documents, spreadsheets or presentations. Meet also offers real-time closed captioning during conferences.

How to use Zoom, Google Hangouts and Google Meet as an instructional coach: Video conferencing is an essential tool for instructional coaches working remotely. In a typical coaching conversation, you are able to sit with your teachers as you research and explore solutions to various challenges. Remotely, however, that collaboration becomes more difficult. Video conferencing allows you to share your screen with the teacher you are coaching (or vice versa) so that you both can collaborate and problem solve at the same time. Video conferences also help with quick check-ins as it allows teachers to see your face in these difficult times.

Tool #6: Google Voice

Google Voice is a telephone service that provides voice, text messaging, call forwarding and voicemail services for Google account customers. Google Voice is a way for users to continue using their personal cell phone for work purposes without giving out their personal information. Google Voice provides a US telephone number, chosen by the user from available numbers in selected area codes. Calls to this number are forwarded to the user’s chosen device. Users may also place outbound calls from any of the devices linked to the Google Voice number. Google Voice even offers PC-to-phone calling and PC-to-phone texting using Google Talk from the web.

While this isn’t an exhaustive list by any means, these are a few of the tools that seem to be most popular at the start up of the virtual teaching movement. Each of these tools are ones that I have used before, which is why I chose to share them. If you have other tools that are helping you connect with teachers during this time, please be sure to share them with your PLN and with EdTechTeam on Twitter! Feel free to tag me @Ms_MeganEDU with any tips, tricks or questions.

Megan Purcell is a Digital Learning Specialist and Certified Dynamic Learning Project coach in Carrollton-Farmers Branch ISD located in Carrollton, TX. She enjoys working with teachers to help them elevate their teaching through the use of impactful technology tools and strategies. Megan holds a masters degree in Educational Technology, which she earned overseas at the National University of Ireland in Galway, in addition to being a certified Microsoft Innovative Educator and Apple Teacher. She is a former high school English teacher who loves learning, technology, and helping make life easier for her teachers. She believes that every student should have access to current technology in order to develop 21st century skills necessary for participating in a global society.

6 Tips for Coaching Through a Crisis

I am sure by now everyone is well aware of the pandemic sweeping the globe. Unless you live under a rock, you have heard the term “Coronavirus” or “COVID-19” more times in the last two weeks than you’d ever imagined. At the point this post is being written, most states have forcibly closed schools for 2-3 weeks; cities have limited public gatherings to 250, then 100, then 50, then 10, people or less; governments have closed restaurants, gyms, theaters and other public places; and have asked individuals to self-quarantine until this pandemic is under control. Regardless of your opinion on the way this crisis is being handled, the effects are unavoidable.

The Coronavirus pandemic struck my school district while we were on spring break. I know many still have their spring break in the coming weeks, but school closures were not something we had planned for when we left the building a week ago. This left many students and teachers unprepared for the weeks ahead, and administrators scrambling to find the answers we so desperately need. 

As a digital learning specialist, this crisis feels like my call up to the big leagues. In these instances, my knowledge and skills will truly be tested as I work to support my school district. I am fortunate enough to be coaching in a district that is 1:1, but I understand that not everyone is so fortunate. I know that I will have students and teachers that struggle with access at home, so these times are not so much about implementing digital tools to solve classroom challenges. Rather, your job as an instructional coach becomes more of a support role. A more creative role. As an instructional coach, teachers will be looking to you for answers during this time. They will want to know what they have the capacity to do from home, what creative solutions they can implement, and how they will make all of this work. We are on the front lines of the chaos. Luckily, you can apply many of your in-person coaching experiences to an online platform, but here are some additional tips for coaching your teachers through a crisis, such as COVID-19.

Tip #1: Organize a Home Workspace

Many of us have our own classrooms, offices or designated workspaces on our campuses for coaching. These spaces allow us privacy, quiet, and the ability to focus on our work. To continue your effectiveness as an instructional coach, it is important that you create a designated workspace at home for those times you are able to conference with teachers. If you are fortunate enough to have a home office or guest bedroom, these spaces would be perfect for setting up your home base because you can physically close the door and separate yourself from your normal living environment. However, if you are like me, living in a one-bedroom apartment, I know that creating a separate workspace can be more challenging. In this case, it is important to designate one area as your workspace that you go to each time you need to complete a coaching task.

The most important elements for organizing a home workspace is to make sure you are in a private, comfortable space where you won’t be interrupted. Again, I know that in a one-bedroom apartment this may be more challenging, but you want to physically distance yourself from distractions and interruptions as much as possible. When coaching in person, meetings are usually held in the teacher’s classroom to allow for privacy and minimize distractions. In these meetings, both the teacher and coach are focused on one another and engaged in direct conversation. Have you ever been part of a webinar, or sat in a meeting where your email or social media took precedence over your attention? It is important that you eliminate these distractions from your home work space as much as possible.

Especially when you are working with teachers, the physical setting can have a significant impact on the success of the coaching conversation. Many of you will utilize email or video conferencing tools like Zoom, Skype or Google Hangouts to connect and converse with your teachers. We know that effective coaching in person requires focused attention in any setting. This direct attention can be tough when coaching virtually because of the pervasiveness of multitasking. When in your home workspace, turn off your TV. Find a quiet place. Put your cellphone down. Close your social media. Gather any materials you would normally have on hand during a coaching meeting and try to emulate your in-person working environment as best you can. Some even suggest that you take a shower and get dressed as if you are going to work and be sure to take a break to get outside if possible.

Tip #2: Coach Only When Convenient

While it may seem strange for me to tell you NOT to be connected all the time, this is my way of giving you permission to be human. Many of you will be at home with your children. Many of the teachers you are working with will be at home with their children. Many of their students will be at home with siblings. While we would like to do our best to disrupt their learning schedule as much as possible, the reality is that in a time of crisis it’s okay to let some of that go. Many of us are scared, many of us don’t know what the future holds, and many of us want answers we can’t find. Expecting everyone to recreate their school life at home is unrealistic. Some schools don’t have the digital capacity or virtual presence to do so. Some teachers don’t have the know-how or the tools to do so. Some students don’t have their most basic needs met in times like this, which take strict precedence over schoolwork.

Remote coaching doesn’t need to adhere to the same strict schedule as the school day does. That’s one of the benefits of working remotely. It is important to adapt your coaching and work schedule to what works best for all parties involved. When I’m on campus, I have a very strict calendar with all the dates and times I’ve scheduled coaching meetings. This schedule works because teachers adhere to the same schedule every day. In this case, it may be more useful to develop an appointment calendar and let teachers notify you when they need you in accordance to their own availability. You can use Google Appointment Slots or an external tool like Youcanbook.me to develop a schedule that fits your needs. Block off any time you know would be inconvenient and make yourself available when you can.

Tip #3: Overemphasize Communication

There is a high likelihood that your teachers will experience some anxiety in this situation because many of the variables affecting the situation are unknown. A crisis situation such as this is very fluid and ever changing. Teachers are planners. Teachers like to have their lessons planned out, they like to know beforehand what will be happening and they like to have time to prepare. Unfortunately, that isn’t possible in a crisis situation. In times such as these, it is imperative that you overemphasize your communication with teachers. Send an email to your campuses to remind them that you are there to help. Send out periodic emails to check in, share tips or just remind teachers there are people available to support them.

As I was writing this post, I had a teacher text me and ask if I had any updates on the situation. At that time, I did not have any new information to offer her. She told me to keep her posted and then said she feels very isolated in this situation. She is a single mom, but an empty nester. She is confined to her home by herself. I told this teacher to reach out to me if she needs anything, but I wanted to share this anecdote with you because it reminded me how much we need to check on each other during this time. Many people will be home by themselves. Single parents may be trying to balance their parenting life with their work life. It is important that we check in with those in our circle.

If you have the ability to proceed with coaching meetings through a video conferencing platform, it is important to remember that a virtual coaching conversation is a special kind of interaction. Since your physical presence is not possible, you need to make up for it by being able to communicate well. In a typical conference call or online meeting, you can often just partly tune in and still get the gist. When you are coaching, the most important details are easy to miss if you are not giving the conversation your full attention. If we allow ourselves to get distracted, we’ll be less likely to notice things like a subtle change in someone’s facial expression or tone of voice. We may also fail to monitor our own emotional responses and instincts, which are vital sources of data to our audience. Even worse, others can sense when our attention wanders, leaving them reluctant to discuss truly important ideas.

When coaching remotely, it is important that you are transparent, concise, honest and understanding. You want to keep your recommendations simple, with clear-cut information. Because you will not necessarily be able to walk teachers through learning processes like you do in in-person meetings, it is important to keep things easy to understand.

Tip #4: Use This Time To Study

If you are anything like me, you have often said something along the lines of “I’ll read that when I have time” or “I’ll look into that when I get a minute.” All joking aside, we now have that time and those minutes. Use this time to study and continue developing your instructional coaching toolkit. Many companies and educational tech tools are offering free accounts to teachers affected by this crisis. (You can access a collection of all of these top free tools and resources in the guide here) If there is a particular tool you’d like to learn more about, now would be a good opportunity for you to develop an account and play around with all the features available to determine which tools should be added to your toolbox. You can also use this time to unplug with a good coaching book, scour Twitter or your other Professional Learning Network sources to gather content and ideas for future implementation, and accomplish some of those tasks that have been on your to-do list longer than you’d like to admit.

Tip #5: BE PATIENT

I intentionally put this tip in bold, because the greatest piece of advice I can give you for coaching through a crisis is to be patient. This is uncharted territory for all of us and that is okay, we will get through it. 

Be patient with your teachers, they are scared and overwhelmed. As an instructional coach, your job right now is to be a support system for teachers. Help them navigate these new circumstances using your skills and expertise. Teachers will need constant affirmation throughout the next few weeks. Many teachers are caring for their own children while worrying and praying about their school children. Many will have full plates, full hearts and full emotional buckets. Now is the time when we need to remind each other that we are a team, we will get through this together, and we are doing the best we can.

Be patient with your equipment. As you transition to being a virtual coach, you will be asking things of your technology you previously did not anticipate. You are also asking teachers to navigate new mediums of communication they may not be familiar with or comfortable with. You may be working with outdated web browsers, students and staff may be scrambling to get their hands on devices, and your internet may not have the bandwidth to keep up. Technology is a tool and sometimes tools don’t function the way we would like them to. Teachers and students will have login issues, wifi issues and hardware issues. Be patient as you troubleshoot with teachers and accept that some things just may not work the way you had envisioned and that’s okay.

Tip #6: Take Care of Yourself

The last tip I have for all instructional coaches during a time of crisis is to take care of yourself. Yes, there will be teachers that need you, but you and your family need you more. If you are feeling unwell, take the day off or limit your availability so you can rest. If you are feeling anxious, unplug from your work and do something that makes you feel more calm or centered. If you are feeling isolated, reach out to your network. As an instructional coach, you cannot help others until you take care of yourself. Your teachers will understand if you need a break. We are all in this together and we will get through this together.

 

Megan Purcell is a Digital Learning Specialist and Certified Dynamic Learning Project coach in Carrollton-Farmers Branch ISD located in Carrollton, TX. She enjoys working with teachers to help them elevate their teaching through the use of impactful technology tools and strategies. Megan holds a masters degree in Educational Technology, which she earned overseas at the National University of Ireland in Galway, in addition to being a certified Microsoft Innovative Educator and Apple Teacher. She is a former high school English teacher who loves learning, technology, and helping make life easier for her teachers. She believes that every student should have access to current technology in order to develop 21st century skills necessary for participating in a global society.

How to Create an Effective Coaching Calendar

Instructional coaching can be chaotic. You have weekly teacher meetings, classroom visits, required paperwork and some of you may also have “other duties as assigned” on your campuses. We know that time management is a crucial skill for being a successful instructional coach. Keeping an up-to-date calendar will be essential in helping to manage your time effectively. Though scheduling meetings and classroom visit times seems simple enough, there are other factors you should consider when developing your schedule or routine. 

Keeping a coaching calendar is often like a puzzle. Each piece has very few places where it will fit, and finding that best fit can often be difficult. It is easy to over-schedule yourself as an instructional coach, which is why maintaining an effective calendar is so essential. Here are a few additional considerations you should make when developing your personal coaching calendar.

Tip #1: Write Things Down

Though this may sound silly, writing things down is an important first step to creating an effective coaching calendar. Each week, typically Fridays, I make a list of all the meetings and visits I will need to schedule for the following week. On my list, I’m careful to write down the teacher’s name, their conference period – since that’s usually when I meet with them – and a list of what periods they have all their classes. I then add to my list any other campus responsibilities for that week – PD sessions, principal meetings, faculty meetings, etc. By having all this information in one place, I am able to see exactly what responsibilities I have in the upcoming week, and how easy or difficult it may be to schedule all those responsibilities in the most harmonious way. Think of it like doing an actual puzzle – you always separate the edge pieces first, because those will help create your parameters. Making a list of all your weekly tasks is collecting the edge pieces for your week as an instructional coach.

Once I have my list of tasks, I can begin assembling the puzzle of my schedule. I look for places where meetings or visits could conflict and I try to schedule those larger items that have no wiggle room first. Things like faculty meetings or meetings with the principal take priority because I know that these events are only offered once at a very specific time. I also look to see if there are any teachers that have requested more support, may not have received adequate support the week before, or could have a potential conflict in the coming week like an athletic event or field trip. These teachers take priority in scheduling at this time so ensure that I am adequately and fairly supporting all the teachers on my caseload. After I have these events scheduled, I can begin to fill in the rest of my calendar with other teacher meetings and lastly classroom visits.

Tip #2: Schedule shorter, More Frequent Meetings and Classroom Visits

When I first started working as an instructional coach, I had an expectation that I would meet with my teachers for their entire conference period, and visit their classrooms for an entire class period each week. What I found, however, is that this was not the best use of my time strategically. 

If I had 8 teachers on my caseload, that means I need to schedule 16 meetings/visits per week –  minimum. My school operated on a modified block schedule, which meant that I had 32 class periods throughout the week to schedule all 16 of my needed meetings or visits. While that may not sound like a challenge based on the numbers, there are additional factors to consider. If I had teachers that shared the same conference period or had an athletics period, that further eliminated the number of opportunities I had to meet with teachers. If I took away all the athletic class periods and PD periods on the campus schedule, I really only had 24 opportunities to see teachers each week. If a teacher was gone for a day or there was an unexpected assembly, fire drill, or pep rally that popped up on the calendar, it would wreak havoc on even the best laid plans.

What I later learned is that I didn’t need to have 50 minute long meetings or sit in a class for 50-90 minutes at a time. If a teacher is able to work through their challenges from that week in 15 minutes or 20 minutes, the rest of that time could be spent on something else. If a teacher is only implementing a strategy you’ve discussed during the first part of the class period, there is no critical need to stay for the second half – you can use that time to visit other classrooms. These short meetings and visits can double your opportunities to see and work with teachers, which makes it easier to accommodate everyone’s schedule. That doesn’t mean that I’ve never had a coaching meeting last the whole conference period, or sit in a class from bell to bell, but that is up to your discretion. Use the time you have as it is needed, but don’t feel like quick check-ins are any less effective.

Another benefit to scheduling shorter, more frequent meetings and visits, is it increases your ability to support teachers. You can provide quick check-ins where teachers can ask immediate questions and not have to wait a week until the next meeting. You can also get a more accurate measure of what’s happening in classrooms across your campus because you will have a larger sample size to consider.

Tip #3: Leverage Group Training Opportunities

Another tip for creating an effective coaching calendar is to leverage group training opportunities when available. As an instructional coach, you participate in more focused work with those on your caseload, but you also shouldn’t neglect the rest of the staff. There are many times I’ll spend a day facilitating staff-wide PD sessions about various instructional tools or strategies that are a benefit to everyone, not just those I’m coaching. There may also be opportunities to work with small groups of teachers or departments on a particular challenge, depending on the needs of your staff.

By leveraging group training opportunities, you are able to widen your sphere of influence as an instructional coach. With the ability to only coach 6-8 teachers per cycle, group training opportunities are a good way to get a little bit of coaching to more teachers on campus. These group training opportunities also help you build relationships with teachers who haven’t yet been coached one-on-one, and might inspire them to be coached during a subsequent cycle.

Tip #4: Don’t cancel – reschedule

Because you may only get one opportunity to meet with teachers each week, it is imperative that when conflicts arise you do your best to reschedule coaching meetings in lieu of canceling them. A canceled meeting or classroom visit means that teachers must wait an additional week to receive coaching or support, which can be a detriment to progress currently being made.

While I understand that it may not always be feasible to reschedule meetings, there are some alternatives to face-to-face meetings that may help you provide support to your teachers. One option is a good old fashioned email. If you, or a teacher, cannot accommodate rescheduling a meeting, I typically offer an email meeting. In this case, I send the teacher an email with some of the same questions I would ask in a face-to-face meeting – glows and grows, current challenges and wishes – and the teacher has a day or two to respond to me. I then take some time to review their responses, provide some recommendations or insight and let them know that we will review these concerns during our next face-to-face meeting.

Another way you can connect with teachers when rescheduling a face-to-face meeting is not an option, is to conduct a virtual meeting via Google Hangouts or Skype. This strategy helps maintain the integrity of a face-to-face meeting, without requiring the same rigid schedule boundaries. 

Tip #5: Use tools

When in doubt, use whatever calendar or scheduling tools work best for you. If you prefer to schedule all meetings and visits yourself, be sure to set aside a specific time each week to prepare your calendar. If you would like to place some of that responsibility in the hands of the teachers, you can use a scheduling app such as Google Appointment Slots or You Can Book Me. These tools allow you to set up the parameters of your calendar, and teachers can select when they would like to meet with you or have you visit their class based on your availability.

As an instructional coach, your day will revolve around the events scheduled on your calendar. It is important that you are intentional about the time you schedule with teachers, but also be intentional about scheduling time for yourself. Just because you have a free moment, doesn’t mean you need to schedule something. Be sure to take time for yourself to complete paperwork, do some research or reflection, and work on behalf of your teachers. An effective coaching calendar is not just about finding the time to fit everything in, it’s also about creating a balance and learning how to manage your time as an instructional coach.

 

Megan Purcell is a Digital Learning Specialist and Certified Dynamic Learning Project coach in Carrollton-Farmers Branch ISD located in Carrollton, TX. She enjoys working with teachers to help them elevate their teaching through the use of impactful technology tools and strategies. Megan holds a masters degree in Educational Technology, which she earned overseas at the National University of Ireland in Galway, in addition to being a certified Microsoft Innovative Educator and Apple Teacher. She is a former high school English teacher who loves learning, technology, and helping make life easier for her teachers. She believes that every student should have access to current technology in order to develop 21st century skills necessary for participating in a global society.