An Art

We welcomed five new teachers to our school this year, some brand new and others new to the district. As our school’s literacy coach, I spend a lot of time with these people. We’re at the time of year when the newness has worn off, and the benefits of trust and having formed a relationship wash away the awkwardness that the beginning of the year held. We’re at the point where we can just be real.

Today, J came down for a planning time. We had talked about how we were going to use this time. She was bringing her students’ writing. She wanted to figure out how to wrap up the unit and ensure that her students really got the work of the unit. As we looked through the pieces, we looked for trends. We made lists. We made piles. “I feel like I overestimated what they could handle. I forged ahead when I should have pumped the breaks.”

I took this moment to celebrate this honest reflection. I told J about the demo lesson that landed me my job twenty years ago. “I cried in the interview part,” J looked at me wide-eyed. I continued, “I was so embarrassed, but ultimately, they thought I was reflective. The most important thing is what we’re doing right now: reflecting and making a plan that meets these kids where they are.”

J and I read and reread and made new piles. I was scheduled in her room later in the afternoon and we made plans for addressing the variety of needs to assessed in the literary drafts we read. We prepped a mini-lesson to address the overarching structural needs we thought most kids needed and then prepped small groups…a group ready to tackle elaboration, a group capable of taking on the work of the mini-lesson independently, and a triage group…that needed teacher support pronto. All of this in less than 30 minutes! “It might get messy,” I said as J left, ready to pick her students up from their special.

It did get messy, but in the best way. At the end of the lesson, after noticing and naming many wins with students, I regrouped with J. We had decided to divide and conquer to address the variety of needs we had highlighted. We compared notes and made plans for tomorrow’s lesson while the kids cleaned up. “I think they all grew today,” I said as I high-fived J. I could tell she agreed by the smile on her face.

I (often) worry about the overemphasis on the “right way” to teach, the oversimplification of some programs, and the reliance on scripts. What we stand to lose is the art of teachers reflecting on what they’re noticing in their classrooms and that feeling of empowerment to get messy and find a solution. There is beauty and power in this art of teaching. I want to hang onto, and protect, that.

Published by Jessica Carey

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I'm a mom of three daughters and a literacy coach in CT. I love to learn and share with others.

12 thoughts on “An Art”

  1. I love how you captured all the layers of reflection that go into teaching, planning, and coaching. I cannot explain fully how valuable my colleague’s coaching has been for me, not just as a teacher but as a human, a writer, and a reader. It’s clear that you are this type of coach for your teachers!

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  2. You are such a validating coach, and I appreciate that you jumped in to help confer with students (… the coaches at my school never interact with kids, only adults). This is so powerful and the teacher is lucky to have you!

    P.S: I am so sorry I haven’t visited your blog much this March! Certain sites are blocked on my school laptop, so I am commenting here on my phone.

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      1. Not at all- it’s my school filter (somehow it filters even at home) and I had to fight with them to get even WordPress allowed!

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  3. Oh how I wish we had coaches like you in our schools. I imagine the relationships you’ve formed, the planning, the just-in-time support & the reflective teachers you are helping to create. What a strong moment you’ve captured here.

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  4. You know to print this or store it somewhere for the book about reflective coaching you should be writing… yes to all of it! To the relationships, the reflections, the regrouping, and what kids stand to lose with too much reliance on programs. Yes.

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  6. Oh that art. I kept waiting for the construction paper and glue to come out…maybe because I wasn’t reading very perceptively. Yes to the idea that the teacher/artist needs to be cultivated or nurtured more…as opposed to the teacher practitioner or teacher deliverer. This shows what it sometimes takes.

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  8. This is the really good work of coaching. Your post made me long for those messy sorting, talking, planning days. Keep doing this important work. I agree, we have to reflect and move ahead with what the student work indicates.

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