The greatest growth from coaching is likely to occur when the goals from coaching have been set by the coachee. Ownership of the goal increases the commitment to the actions necessary for the goal to be reached. Five strategies are presented for a coach’s conscious practice. Similar to being on a seesaw, coaches need situational modifications to keep a balance for progress.Read "Cultivate Coaching with these 5 Mindsets"Read "The Coaching of Teaching"

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Experiencing joy has been described as a tonic for all of us, helping with various ailments and concerns. Joy can be healing and has benefits for children of all ages. How do we increase our focus on experiencing the joyful opportunities around us?Read the article, "How Experiencing Joy Can Help Children and Promote Optimal Development"Watch Ingrid Fetell Lee’s Ted TalkListen to Brittany Cabrera’s podcast

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School principal and author of "Leading Like a Coach," Matt Renwick, promotes school leaders working with a community in which each member contributes their strengths and ideas to improving instruction. He explores five key elements from his book.

Create confidence through trust.Organize around a priority.Affirm promising practices.Communicate feedback.Help teachers become leaders.

Visit Matt’s website. Find Matt on Twitter @ReadByExampleFind Matt's book, "Lead Like a Coach" here.

Teachers, Colin Donelle and Jon Binschus, share the development of a teaching partnership that implements elements of peer coaching into their planning, teaching, & debriefing process.Reflection is continually increased throughout the process. The role of vulnerability and trust are explored.

E-mail Colin: [email protected]

E-mail Jon: [email protected]

Find Colin on Twitter: @ColinDonelle

Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

What do we see and hear in a school when people are the focus rather than subjects? Why is now a critical time for a people focus? Leaders need to see teachers as people and all educators need to see students as people. Steve explores these concepts with Stephen Dexter, an upper school principal at an American international school in Croatia.

Contact Stephen: [email protected]

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Why is the gradual release of responsibility model a strong instructional strategy at times for certain learning outcomes and particular students? How can the model negatively impact certain learning outcomes or particular students at other times? Instructionally agile teachers read their students engagement in learning adjusting to maximize learner outcomes.Read Doug Fisher's article, "Effective Use of the Gradual Release Model"Read the article, "Why “I do, we do you do” is Not Always Best Practice for Teaching Math"Watch Mike Flynn's video, "Flipping The I Do, We Do, You Do"Listen to Steve and Dr. Amanda Jensen's podcast episode, "Rough Draft Math"

Labsite Learning responds to teachers’ requests for professional learning that is collaborative, relevant to their specific students, allows for quick application and happens during the school day. Curriculum specialist, Dani Fry, provides an explanation and a planning process based on her implementation experiences.Read Dani’s article, "A Collaborative Model for PD" here. Email Dani: [email protected] Dani on Twitter: @danifryIC

Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

How do we decide the value or motivation of an investment of effort? How young do youngsters conduct a cost/benefits assessment of effort? What role can parents and caretakers play in having learners assess their effort. Steve explores the impact of time, repetition/practice, patience, and practicing after success.

Read the U of T article here. 

Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!

Steve’s earlier podcast on the disappointing findings from research on data review meetings impacting teacher learning and change triggered this conversation with instructional coach and math consultant, Nikki Szajkowski. Nikki shared that curriculum changes need to include administrators asking, “what do teachers need us to learn?” For teachers to receive supportive feedback, leaders need to be clear on the "look for's" and "listen for's" in desired student learning production behaviors and the teacher actions designed to generate that student engagement.

Read Steve's blog, "Coaches Time in Data Review Meetings" Find Nikki on Twitter: @nikkiskimathEmail Nikki: [email protected] Nikki's website.

Experienced teacher, curriculum director, coach and teacher trainer, Tracy Ocasio, shares her thoughts on the importance of students being engaged in rigorous learning. Key to the design of teaching is clarity in knowing the critical desired outcomes of instruction which are sometimes hidden in a curriculum’s laundry list. Rigor has a focus on understanding which frequently extends beyond getting the correct answer.Contact Tracy: [email protected]

Subscribe to the Steve Barkley Ponders Out Loud podcast on iTunes or visit BarkleyPD.com to find new episodes!