While buy-in is necessary for long term implementation of instructional practices that impact student learning, it occurs later in the process not early on.  Especially for experienced teachers, it's only after the changes have produced improvements in student learning that significant changes in teachers’ beliefs and attitudes occur. Consider how this understanding impacts the role of instructional coaches and school leaders.Understanding the Importance of Teacher Buy-In for School Improvement How Beliefs Affect Mindsets Flip the Script on Change  

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This is the first episode in a three part series of podcasts with Dr. Joanne Foster for parents and their children, especially designed so families can listen and learn about creativity - in particular, what underlies creativity; keys to nurturing creative expression at home, school and elsewhere; and strategies for building a more creative and fulfilling life. In part one, Dr. Foster examines the “superpower” of creativity.Connect with Dr Foster here. 

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The word "team" is frequently used in schools to describe various groupings of people that are working under different understandings of what the relationships among group members should be and what is required of group members. Teams are accountable for the collective performance and work toward a common goal and shared rewards.Listen to the podcast with Chad Dumas here. Find Chad’s Book, "Put the C back in PLC" here.  

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The first days and weeks of school with new students are important in impacting future learning. Purposeful plans for learning about students and having them learn about you are valuable. Setting the stage for building trust and relationships are worth the investment in time and energy.

Listen to Tara Brown's podcast episode here.Watch Kent Pekel's video here.

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Adam Grant, the author of "Think Again," states that the term best practice can create an illusion that we have reached an endpoint where there is nothing left to top. It’s unlikely that any educational best practice is the best for ALL students. As educators, we need to be exploring what’s better. Do we want to implement an improvement or a change?Read the article, "The Problem With Beat Practices" here.

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Learning is generated by the actions that learners engage in. I can’t teach you how to play an instrument, I can teach you how to learn to play. You need to do the learning actions to reach the results. Parents as learning coaches are empowering their children for future learning. Learning how to learn is a critical life skill.Listen to the Debra Farmer Kris Pomodoro Podcast here. 

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Lindsay Deacon, a co-author of "The Educoach Survival Guide," explores the relationship elements of coaching. How do the coach and the principal build a trusting relationship? How do coach and principal support each other’s relationships with teachers? Lindsay shares the value of starting the year listening and looking like a scientist.Visit the Educoach Survival Guide website. Find Lindsay on Twitter: @TheRealLindsay2

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Emotions and learning are inseparable. Positive emotions generated as students and teachers begin their shared learning experiences can shape the learning days that follow. Steve shares how “wow” experiences can tap the desired emotions along with examples from teachers.

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As teachers assess students' current levels of skills and knowledge, planning ahead with acceleration rather than remediation is critical. Understanding learners is key and you cannot understand individuals while focusing on group averages. Coaches cannot plan for the "average" teacher.Watch Todd Rose's video here.

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Parent, educator, and technology futurist, Frances Valintine, provides insights for parents concerning our role in supporting children to develop an ongoing confidence and passion as learner. What should a parent be considering around guiding youngsters concerning learning pathways?

E-mail Frances: [email protected] The Mind Lab site.Visit the Tech Futures Lab site. Find Frances' book, "Future You" here.

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