Steve [Intro]: 00:00 Hello and welcome to the Teacher edition of Steve Barkley Ponders Out Loud. The complexity of teaching is both challenging and rewarding and my curiosity is peaked whenever I explore with teachers, the multiple pathways for facilitating student engagement in the exciting world of learning. This podcast looks to serve teachers as they motivate and support their learners. Thanks for listening. I’m delighted that you’re here.

Steve: 00:34 Switching students’ focus from grades to learning. Joining us today is Crystal Frommert, a secondary math instructor who had joined me earlier, a few years back on a podcast. More recently I read a piece that she had written in Edutopia and I wanted to invite her back. The title of her article was, “Five Ways to Help Students Focus on Learning rather Than On Grades” and it struck a chord with me because it really connects to the work that I do on promoting student learning production behaviors. And often, the behaviors that are focused on grades aren’t the behaviors that students need to be focused on learning. So I’m excited to have Crystal join us here.

Crystal: 01:32 Hi. Thank you for having me.

Steve: 01:34 Your article starts sharing frustrations that arise for you when students ask those questions such as, “does this count? Is it on the test?” And, “how do I get an A?” And I was smiling to myself because I’ve actually heard those questions when I’m teaching teachers in graduate level courses and I get just as frustrated then. So you mentioned that you found out that other teachers in your school shared some of that same frustration.

Crystal: 02:10 Exactly. And it comes from parents as well. You know, some parents have that grade mindset and then it rubs off on their children. And I teach middle school primarily, and I have my little middle schoolers thinking about how do I earn an A, how do I get a hundred on this quiz? And I’m really making that effort, I’m trying to help them to see that we are learning here, and this is not for a grade, which is really difficult to undo that mindset, especially if they’re hearing it from home. And as you said my fellow colleagues are having the same issue where, how many points off did you take for this rather than, how can you help me understand what I missed here?

Steve: 02:52 So I’ll give you a history lesson. .

Steve: 02:57 I started teaching in 1972 in a non-graded school. We didn’t have a report card. We had parent conferences. And using carbon paper at parent conferences, we wrote notes as we were reporting out to the parents where their children were at. And I would have this graph where I would show the parent all the different math concepts we were covering that quarter and I’d show which ones their child has mastered and which ones their child was still working on. And we get all the way to the end and they would always look at me and go, “what grade is that? And I would have to look at them and go, I don’t know.

Crystal: 03:48

Steve: 03:51 But it was so embedded and here we are coming up on 50 years later and the same struggle is still out there. It is a battle. In your
article, you offered five adjustments that teachers could make to point students more in the direction of focusing on learning. And I thought what we could do in the podcast is, I just mention those one at a time, and you provide us a a little bit of your thinking around them. So the first one you mentioned was adjust your language both with kids and parents.

Crystal: 04:34 I think this is the most important one. That’s why I started with this adjusting language because it starts with me and the change starts with how I approach grade outlook in my class. So I have stopped using the word grades as often as I used to. This is my 23rd year of teaching and way back in the day, I was right in that mindset of you earned an A or A+ and this is gonna count for a grade and my language was promoting this grade obsession. So I’ve made a huge effort in my class to change my language with kids and parents. I focus on words like performance or how did you do on this concept? And avoid the whole grade conversation completely the best so that I can. When I send an email to parents, or I’m talking to parents in a conference, I do focus on what the child is learning, what their progress is like and I try to avoid the whole number and letter grade conversation completely.

Steve: 05:36 I’m smiling as I’m listening to you because I know that waving the grade as the carrot can be so easy at a frustrated moment to throw out the the threat or the encouragement for the grade. It could almost pop out – I’d have to be conscious of holding that back.

Crystal: 05:59 Exactly. One of the things that I do with parents, if they push, because some are very interested in grades, and if they push, “well, how did he do? What was the grade?” Like you mentioned with your story, in 1972, what’s the grade? This might be a little sneaky, but I will say, okay, well, they earned 35 points out of 42 if they’re pushing for some sort of numer representation. And I know that’s a little sneaky, because that doesn’t really tell you your percentage. You have to think a little bit or use a calculator for that. And I hope not to deceive anyone, but I’m really trying to deemphasize the whole idea of points and more of the learning.

Steve: 06:41 So the second suggestion you had was delay the grade.

Crystal: 06:45 Yes. This is another favorite of mine. And I avoid talking about grades, but I also avoid putting their grades on their
papers. At first, my middle schoolers were very annoyed by this. They get used to it as the year goes on. And I’ll grade a test because we have traditional tests in my school – traditional quizzes, traditional tests, pencil and paper. And what I do, and I learned this from another teacher, I can’t take credit for this myself, but what I do is I mark their test with comments, circles, arrows, notes, but I indicate on another sheet of paper, separately, how many points were deducted for that particular error. The kids never see that unless they ask for it. I think I’ve had one child in two years come to me and say, can I see how many points you deducted on my test?

Crystal: 07:37 But the beauty of delaying the grade is I hand back their test, they’re looking at their actual performance rather than a number grade. They’re looking at my feedback because there’s research that supports once they see a grade, they stop looking at the teacher feedback. And my kids have actually gotten pretty good at this. They will look through their test, they’ll see my markings and my feedback, they pretty much have an idea of how they’ve done on this test. And they’re starting to use the language rather than “I earned a 95, I earned a 85.” They’re starting to use the language of I did not do so well with graphing absolute value functions, which is – now it’s not perfect. Of course, they’re not all talking like that, but that’s the goal, is to get them talking about their actual performance on a concept.

Steve: 08:23 Whenever I’ve addressed that I use the example with teachers that you know, imagine your administrator came in and did an observation, and they just took two pages of really good notes and feedback suggestions, but when they got to the bottom of the second page, they had to check a box that said “outstanding, satisfactory or needs improvement,” I asked the teachers, how many of you think you’d turn and check that that box before you read the comments? And then how do you think having read the box, it would influence the way that you read through the comments? And everybody agrees – they totally get that the kids are in effect responding the same way we do.

Crystal: 09:10 Right. And what that does to us. I mean, kids and adults were not that different. And just seeing that number grade, psychologically, it can be damaging to say, “you think I’m a four out of five?” It’s too heavy for us. It’s arbitrary in many ways. And think about in corporate world – my husband works in corporate and he never gets a grade for his performance. He gets a narrative from his supervisor and a conversation and that’s very standards based assessment. That happens in the real world.

Steve: 09:45 The next one that you suggested was lower the stakes.

Crystal: 09:49 Yes. If you’ve ever taught really high achieving kids who love grades, love getting their hundreds, love getting their stickers, you probably have seen tears. And sadly, I teach middle school math and I’ve seen tears. You know, “I earned an 81 and I’m devastated.” That kind of thing. So I’ve tried to lower the stakes in a few ways. One is I do have to give quizzes and to help ease some of the anxiety that comes with that assessment, I automatically drop the lowest quiz grade. That right there eases – I can see it in their face. I can see it in their bodies. They’re like, okay, I didn’t know this topic all that well, but it’s right because the lowest rate is dropped. I get a little bit of a freebie. And I think that’s really important, even though it doesn’t really affect their final grade all that much.

Crystal: 10:43 It’s very much helping them to realize it’s okay to have a mistake. It’s okay to have an off day. It’s okay to not understand something right away, because learning is obviously not a race. So that’s one of the things that I do. I also don’t grade homework. And I know that can be a controversial topic, but I teach middle school and you get some teachers who will say, well, will they actually do the homework? There’s so much research that Dr. Peter Liljedahl does on if it’s a grade, you’ll find that kids are just kind of mimicking homework or copying homework or faking, and I want them doing their homework for learning. And I don’t take a grade on it. If you don’t do it, there’s no penalty on your grade, but it’s gonna penalize your learning. And I have that conversation with my kids often.

Steve: 11:31 That really matches when I talk about a learning production behavior. So if the homework is appropriate, if it’s the right homework, it’s reinforcing a learning production behavior. It’s a practice of a skill or a strategy, or it’s the exploration of another option, or it’s a quick way to get feedback. So nothing should prepare me for the test like knowing when am I stuck on homework. If I’m stuck and struggling, I should be checking back in with the teacher. If I can do the homework all along, then I should be pretty confident when it comes time to the test if the teacher’s doing an appropriate assessment.

Crystal: 12:15 Exactly. And I still expect them to do homework. I have high expectations for my kids. And if I notice a trend, you know, they’re not putting in the practice, I will have a one-on-one conversation with that kid or their parents if I need to, because I still have that expectation that the practice is done.

Steve: 12:33 And also, again, the chance for them to get the feedback. If they’re not doing the homework, you can’t give them the appropriate feedback to be helpful and supportive to them.

Crystal: 12:41 Exactly.

Steve: 12:43 I’m guessing that lower the stakes kind of connects with the next one, which is providing retakes.

Crystal: 12:50 Right. They are connected, and it depends on your school’s policy on offering retake tests or offering corrections for points back. And I think this can be a little bit of a controversial topic depending on the school culture that you’re in. But like I said, learning is not a race. So if a student has to take their chapter four test on Tuesday, but they’re not quite ready for that, I still do expect them to sit for the test and take it. But afterwards, we have a test reflection time. We talk about, how did you do with this? And depending on your school and what they allow, you could have them study the things that they’ve missed, revisit that or reteach a tutorial session and then come back and retake that test later, or do some kind of correction for that.

Crystal: 13:41 Because if you are in a traditional grade school, you do have to give a grade for that test. But why does it have to be, “did you know everything in chapter four on Tuesday?” Could it be, “you didn’t know everything on Tuesday, but with some remediation, some help, he knew everything mostly on Friday.” And I know that adds so much more work for the teacher, but it does help the kids realize this is a growth mindset. This is not a deadline of learning because I’m continually growing.

Steve: 14:12 I worked with a teacher who did retakes, but she had a requirement and the requirement was you had to document what you did between the first test and the retake in order to qualify for a retake. So you couldn’t come and just roll the dice again. So if you documented here’s the things that I didn’t know and here’s the help I got, and so now I’m back and I went back and I reread that chapter and now I’d like to retake it, but you had to document there’s something you learned from not passing the test not doing as well as you wanted. There’s something you learned that lead you to a behavior that now qualifies you for the retake.

Crystal: 15:04 Exactly. And that’s why I have a test reflection. And so after each test, every student, they reflect on – it’s a metacognitive activity. They reflect on what did they do to prepare for this assessment. I ask them to indicate specifically, what did you do well on? And what could you improve on? And they have to write down, not, I earned a 90, I’d like to earn a hundred. That’s not the point of that. It’s, I would like to do better with adding negative numbers, or something like that. So they’re really thinking about their own learning and what you’re saying, with the teacher who requires them to reflect on what they’ve done to improve their learning, that all comes down to this overarching thing of relationships and having that relationship, knowing your kids, showing them you care, showing them you want them to learn and being side by side with them in that journey, I think that that’s the overarching theme of the whole idea of un-grading.

Steve: 16:03 And your last one allows self grading.

Crystal: 16:06 Yes. So I do get some feedback from you know, some of my kids – especially the ones who are getting ready for high school, but grades are so important. I gotta get in the best college and all of these teachers and parents will say the same thing, but grades are so important because of college, because of college. And I’m really tired of talking about college when it comes to a 13 year olds, because it’s so far in the future. Don’t worry. They’re gonna get there. They’re gonna be alright. And one of the things that I can do to still give you that grade that everybody’s looking for, and everybody kind of wants in the end is have a conversation about a self assessment. And there’s, a company called Mastery Portfolio that is a great book system, but it it’s based on standards based grading.

Crystal: 16:53 And they do have a self assessment feature in their software, which is fantastic because it’s giving the children a chance to say, this is how I’ve grown, this is what I’ve learned. And they can help you, you and the child and the teacher together create a grade for them. And it’s a collaborative process. So I’ll give you an example of this where I met with a student who was struggling with a particular concept in my algebra class, and we sat together and discussed, what grade do you feel that you’ve earned through this process? And he was really taken aback by this conversation. Like, what do you mean you want my input on this? And we talked, we had a rubric based on how much have you grown? What do you know about this? And he was so honest about his own learning, and we came together to come up with a grade that he would earn for this particular test. And this was a unique situation. But there, there are times that you can sit with a kid on a project and have a rubric, have them self assess themselves on a rubric, and then it becomes a collaborative process of their final grade, if you will.

Steve: 18:02 So, all the way back to my beginning of my career story with you. I was teaching grade five and six at that time and we wrote the
parent conferences one on one. Oh. So I would take almost the full day before parent conferences and meet with kids one on one, and we’d go right down the different content areas, looking at their work and coming up with what the report was gonna be to their parents and you just can’t beat that kind of time investment with kids.

Crystal: 18:35 Exactly. That is so important to give kids ownership of their own learning, to give them that responsibility. And I do something similar. We have to do narrative comments at our school. We write a paragraph for each child, for each term report card, and I have my students write their own narrative. Only I see it, it’s not published. And they write this on a Google form, and I get to see what they’re thinking about their own progress and their own learning in my class for that term and it helps me in turn to write the narrative comment for them. So it’s student informed comment that I’m writing to their parents. So it’s not as ideal as meeting them one on one. I would love to do that if I had more time, but this comment is helpful because it’s making them think about their own progress and journey.
Steve: 19:27 Very cool. Very cool. Well, as we wrap up, there’s a comment that you wrote at the end of your article that captured me. So I wanna read it out loud and have you respond to it. Your comment said that your goal is making grades more accurate, collaborative, and less stressful.

Crystal: 19:54 Yes.

Steve: 19:56 That’s just an awesome statement.

Crystal: 19:58 Thank you. I think there’s so much research out there about how grades are inaccurate. We are mixing in handwriting, did you turn something in on time? That has nothing to do with your learning. Those are behaviors or your aesthetics of how your paper looks. And the collaboration, which I just talked about is involving the student in that conversation of their assessment and their final grade. That is extremely important, especially for secondary kids. You can start as young as 10 years old of having that conversation of your own learning and the stress. The stress is unbelievably high, at least – I work in an independent school, and we do have a bit of an obsessive culture with grades. And my goal is, I’m only a math teacher. I’m only one classroom, but my goal and many of my colleague’s goals are to make school more fun, less stressful, and more about learning.

Steve: 20:59 Terrific. Thank you so much, Cystal, for joining us. What’s the best way that people who are listening to this can touch base with you with a question? We’ll put the link to your article in the lead-in to the podcast so it’ll be easy for folks to find.

Crystal: 21:15 I’m pretty active on Twitter, and my Twitter handle is @mrs_frommert. If you just search Frommert, I think it will come up. There’s not many teachers with that last name. And I love to engage on Twitter with questions and conversations about, especially math education.

Steve: 21:39 Alright. We will post that. Thanks.

Crystal: 21:42 Thank you, Steve. This has been great.

Steve: 21:45 Thanks for listening in folks. I’d love to hear what you’re pondering. You can find me on Twitter @stevebarkley or send me your questions and find my videos and blogs at barkleypd.com

Steve [Intro]: 00:01 Hello, and welcome to the parents as learning coaches edition of the Steve Barkley Ponders Out Loud podcast. Parents and caregivers play many different roles, at times, even somewhat conflicting roles as they support children’s development. The pandemic has shown a light on the importance of parents supporting learners. In this podcast, I’ll look to share my experiences as a teacher, educator, parent, grandparent, and continuous learner that can support your coaching efforts.

Steve: 00:28 Instructional coaching experience prior to entering into administrative positions. Joining us on the podcast today is Crystal Frommert, a middle school instructional coach from the Houston area. I was introduced to Crystal when reading an article that she had written that encouraged teachers to reach out and engage with instructional coaches. Her thoughts encouraged me to share her thinking and extend it with some of my own regarding a coaching culture in schools. I’ll put the link to Crystal’s article and mine in the lead-in to this podcast. When Crystal and I connected, I found out that she was taking a administrative position in a new school next year. As we talked further, I asked her if she would join me in this podcast to take a look at how being an instructional coach is likely to influence her new administrator role. Thanks for joining us, Crystal.

Crystal: 01:33 Thank you. Glad to be here.

Steve: 01:35 I’m wondering if you’d start by just giving us a little bit of your background as a teacher and a coach.

Crystal: 01:42 Yeah, Steve. So thank you so much for having me today. I began teaching in year 2000 and over the past 20 years or so I’ve taught mainly middle-school math with a few years of technology classes squeezed in there. I’ve taught in public, parochial and international schools, mostly in the Houston area. I even spent a brief time as a university adjunct teaching pre-service teachers. So my story transitioning from being a math teacher in middle school to being an instructional coach really started by me taking on roles outside of the classroom. Being a grade level coordinator, being a mentor to new hires, new teachers at our school. And I realized that, you know how Marie Kondo says when, you know, when something sparks joy, you feel your cells lift. And I noticed that feeling of my cells lifting and that joy being sparked when I was working with adults in the community, working with adults in the school and realized this is really where I want to go.

Crystal: 02:46 So I had a very frank conversation with my head of school who was very supportive and wonderful, and she really helped me to seek out opportunities beyond the classroom. That led to me being a part-time instructional coach and also teaching math at the same time. And then that transitioned into a full-time instructional coach position that I have now. And I have decided that I want to keep going on this journey and I have accepted an assistant head of middle school position that I will begin at a new school starting this summer. So throughout all of these twists and turns and throughout my career, my heart still remains in middle school education. So I’m very grateful that I get to remain there.

Steve: 03:28 Middle school is an exciting place. I recently recorded a podcast with a gal who who wrote a book called, “Middl School Matters” and
it certainly does. That’s also as a grandparent of a current middle-schooler. I was wondering as I was listening to you, as a teacher, did you have many chances to experience being coached?

Crystal: 03:57 Actually, no. I wish I had, and I listed that in my article thar you mentioned previously. I think I would have been a much, much better teacher. I think it was pretty okay, but I could have been a much, much better teacher if I had had somebody coming in more frequently into my classroom giving me feedback that was non-evaluative. I wish I had the opportunity as a teacher throughout the years.

Steve: 04:22 So how do you think that experience of not being coached influenced you when you began working as a coach?

Crystal: 04:35 That’s an interesting question because, you know, every time somebody would come into the classroom to observe me teaching,
I always felt just a little bit of apprehension, nervousness. But I’m very grateful that I had a math department head. And in our school, the department chairs or department heads, they were the ones who did all the observations of our classes. So I had someone coming into my room who knew the math, who knew the content, which I think was very important because it helped me to grow in that area. He also was a phenomenal teacher and knew a lot about pedagogy as well. And he, when he came in to observe my classes, he would write down really just straight notes of what he saw, what he heard. And then he left it up to me to read those and to interpret what I needed to work on.

Crystal: 05:24 So I suppose in a way, that is a form of coaching, even though that was an evaluative observation, but he opened the conversation to, what do you think about this lesson? What would you like to work on? What do you think went well, that set the tone for me as a coach. And I took a lot of what I learned from him as a math department, head into my coaching role. But the big difference there is that when I visit teachers, I’m not coming in for an evaluative role and I do also try to pre meet with the teachers to ask, what is it you’d like for me to look for? Is there anything in particular that you want me to listen for or look for and give you feedback on? So that’s the main difference between the evaluation and non-evaluative observations.

Steve: 06:12 As I’m listening, going all the way back to your statement that you think you could have been a stronger teacher faster, maybe with coaching and listening to what you said about your experiences with that with that head of the department, I’m wondering if the word reflection is the key in that coaching process that you’re describing.

Crystal: 06:40 Right. Right. If I had somebody to come into the room to, you know, watch what I’m doing to give me feedback on what I’m doing, I would have had the opportunity more so, or maybe if I had recorded my own lessons, you know, with a camera, which I have done a couple of times, but I never really thought early in my career, oh, this is coaching. This is part of reflection, right? I didn’t have that vocabulary yet. So I think that, yes, you’re right, that the reflection piece would have been really helpful and looking back on, how did that lesson go? And how could I change that to be better for my kids next time?

Steve: 07:16 Reflection on our own is difficult. And it’s part of why I’ve always described the piece of the power of coaching is that coaching lives on after the coaching session. So once you engage in that reflection that the coach has kind of triggered, for the next days and weeks, you have a tendency to continue that reflective process. And we can all kind of meander away from it and so our next session with a coach or with a colleague is our opportunity to to come back to it.

Crystal: 07:51 Right. I also try to bring that reflection piece into my teaching as well or help the teachers that I’m coaching to bring that into their classrooms to help the kids also do reflections on their own.
Steve: 08:03 Yeah. Reflection – key to learning. For the kids and for us as adults. I’m wondering what mindsets you think you’ve developed from your coaching experiences that you’ll likely carry forward into into your new leadership role?

Crystal: 08:22 Well, as I became a instructional coach, I really look to – I have a few people that I’ve been following that really have guided me through my career and I look to their work. You, of course being one of them, Jim Knight, Elena Aguilar, Kim Cofino, Bernie Brown, who everybody loves and Michael Bungay Stanier. Those are really the people I follow on social media, I read the books and there’s a common thread that follows through all of their work and that is the idea of staying curious. And I take that mindset of staying curious through my work with teachers, my work with colleagues and administrators, my work with kids, my work with parents, and what that means, staying curious is, asking thoughtful questions, listening deeply – listening’s very difficult. So putting a lot of effort into listening deeply and then guiding the person that you’re working with or that you’re having a conversation with to come to their own solutions.

Steve: 09:26 So you connect right with me with curious and I’ve I’ve written substantially that that’s part of if a coach will use their curiosity, it drives the work of the coach. And I’ve always seen teaching and learning as being so complex that it creates lots of opportunity for curious, ongoing study and exploration. I’m wondering in your new administrative role, how do you see yourself working with an instructional coach if that position’s there or working with teacher leaders who have similar coaching roles that might be described as grade levels or department heads?

Crystal: 10:22 Right. So being a leader in any organization, I think also, especially in a school, we really do need to come to our work with a coaching mindset. That’s staying curious, that open conversation mindset. And with my new school, we have curriculum coordinators. So these coordinators, they do serve a bit of a role of an instructional coach by working with the teachers on a particular content area. That might be humanities, that might be STEM content. So by working with these curriculum coordinators, my goal is to model and to work with them, with that staying curious, that having questions. Not the authoritative, this is what we’re going to do, but let’s come to this together. We are all professionals. We have lots of wonderful rich experiences. How can we bring all of that to the table to come up with the best lessons, the best projects, the best programming that we can for our kids? And then hopefully, you know, with that work with the curriculum coordinators, they can bring that to the teachers and their conversations. I really would love to get that coaching conversation going throughout all of the faculty and staff and all of our conversations from all the way from head of school, to the teachers and then the teachers can use that with the kids. That’s what I would like to spark. I’d like the spark that fire of staying curious and deep conversations.

Steve: 11:48 So I had a question I was going to ask you about a coaching and I think that’s what you’re describing.

Crystal: 11:55 Yes.

Steve: 11:56 So what do you think is the how? What would you see as critical leadership behaviors that you would be executing in order to bring about that outcome?

Crystal: 12:12 Well, I think about as an assistant head of middle school, I have three constituencies that I’ll be working with mainly. That will be faculty, parents, and with kids. And I think about what would I do and how would I bring myself to working with those constituencies and still maintaining the coaching mindset? So for example, for teachers, that would be pre meeting with the teachers before I observe their classes and having that open conversation, letting them have the ownership of their, you know, their observation. What would you like for me to look for, letting them set their own professional goals. I really hope that when I walk into the room to do an observation with a teacher, that there’s not that feeling of anxiety or feeling of apprehension, but they see me as a person there to help them grow. And we’re all here to grow.

Crystal: 13:06 We all have room to improve. That’s what I hope to set. And I would build relationships first to hopefully, you know, ease that apprehension. And secondly, for parents, I would work a lot with parents as assistant head of middle school. And a lot of that would look like listening. I’m asking the parents, tell me more about what you see Steve doing at home. And tell me more about how we can support you and we can partner with you, rather than being the disciplinarian. This is what we’re going to do. Let’s build this together. Let’s support your child together. And maybe even bringing in the child in that conversation, if it’s appropriate.

Crystal: 13:58 And for third for the kids, I will be working with a lot of kids, you know, and perhaps maybe uncomfortable situations that involve a disciplinary issue because let’s face it, middle school kids do make some weird decisions sometimes, right? And I hope to bring a coaching mindset to that conversation as well, that hopefully other faculty will see that I could model for them. That might look like talking with the student, asking them what happened, you know, if there was harm done, coming to the conversation with the restorative approach. You know, what harm was done and how can we repair that harm? How can I support you in this? And so it’s really empowering in giving that child agency and going forward. I do love to end conversations with my kids by saying, what will you take away from our conversation today? Because it really makes them reflect, it makes them accountable for listening to what we had talked about and retaining it. And I do that with faculty as well at the end of the coaching conversation. I’ll say, you know, what was about what we talked about today? And it’s a nice cap to the conversation.

Steve: 14:56 Well, it actually creates an opportunity for them to give you coaching feedback,

Crystal: 15:02 Right. As we all have room to grow. Yes, yes.

Steve: 15:05 Of what they’re walking away with, this is what you were hoping they were going to walk away with, it gives you that chance to back up and rethink how you played that whole thing out.

Crystal: 15:16 Right.

Steve: 15:17 What’s firing through my mind as I was listening to you talk about working with each of those different groups, that at times when I’ve been doing a a workshop for school administrators and coaching, and I’ll frequently find, especially assistant principals, talking about the limited amount of time that they have to coach. Especially in some of the schools where they get a lot of discipline that they’re needing to deal with. I generally work in the conversation that those disciplines settings are pretty good coaching opportunities. So if you’re dealing with the teacher about what happened and how it happened, you’re coaching the teacher, you’re coaching the student and as you added, you end up in a coaching session with with the parent as well.

Crystal: 16:06 Right. And there’s something you said in a previous podcast of yours that really rang true with me, that, you know, when there is a discipline issue in the classroom and the teacher goes straight to the assistant head or straight to the principal of the school, the principal can reply back with, have you asked the instructional coach, if you have one – have you asked the instructional coach to observe your class? And what would they say about what’s going on? Because that builds that coaching culture in the school that gives the instructional coach a role in supporting that teacher in finding his or her own empowerment with helping that child. And it also gives, like you were saying with the time limitations, again, it takes away a little bit of the time that a principal might have to spend on a discipline issue when it really could be something that an instructional coach could help with.

Steve: 16:58 I want to throw you a little curve question here just because of the time that we’re in. I’m doing a lot of my work right now, focusing folks on next year and post-COVID times in schools. As a leader coming into that school, what would you think you need to keep in your mind about what’s most important to be happening in those first weeks and months of the school year?

Crystal: 17:25 Yeah, that’s really difficult to think about because, you know, with everything changing you know, kids might be vaccinated, they might not be vaccinated, who could be close to each other, what’s the CDC gonna say? But on the educational standpoint of looking at that, the first and foremost important thing that we need to keep in our minds as educators is relationships and wellbeing of our kids. Some of these kids have gone through some pretty rough stuff in the last, you know, 15 months and some families have gone through some pretty rough patches. It’s been pretty devastating for everybody. So really keeping that empathy and benefit of the doubt for our kids, you know, coming with care with the kids and this whole idea of learning loss, it needs to be thrown out the window, right? We can’t keep focusing on that term of learning loss.

Crystal: 18:18 We have grown in other ways as a human species, we really have learned a lot in the last year or so. In keeping the positive mindset in that direction of we’ve grown, we’ve learned as humans, how can we support each other? We’re all brothers and sisters here to work together and keeping that in mind and not trying to rush the curriculum, cram it down their throats. I think that sometimes teachers might feel that pressure, maybe it’s an external pressure that they’re feeling, but relationship building would be first and foremost of my mind and building the beginning of the school year mindset with our kids. And the curriculum, all of that, it can be paused. They can wait, we don’t need to rush it.

Steve: 19:03 Great. Great. Crystal, how can folks check in with you follow up with you, maybe provide some questions that they’ve got from things
that you’ve said?

Crystal: 19:16 Yeah. So I have a Twitter account that is @mrs_frommert. So I’ll spell that – it’s @ M R S, _ F R O M M E R T. Mrs. Frommert. And that’s where I’m pretty active with sharing and having conversations. So I really welcome anybody to interact with me there.
Steve: 19:44 Okay. We’ll be sure to add that again, to the to the lead-in. And I think I’d like to make a date with you for a year from now.

Crystal: 19:56 I would love that.

Steve: 19:56 We’ll stick it on the calendar a year from now. We’ll jump back on a podcast and let you tell what what happened and how it compared
to to what you thought was going to happen in the – I know you’ve got a great year of learning and excitement along with meeting.

Crystal: 20:18 Right. And I’m very interested also in learning what I will say a year from now, because I really do have all these high hopes for supporting a coaching culture in my new school. And I cannot wait to find out how that’s going to play out and see how much that spreads, because I really do want to model that for everyone in the school and to work with everyone. And, you know, through my interviewing and meeting everyone there, I already know that the faculty there and the staff there, they already do have this mindset of growth and of supporting each other. So I think I’m coming into a really great environment that that’s ready for that.

Steve: 21:00 Terrific. Well, have a great end of this year and just a terrific start in your new position.

Crystal: 21:04 You too. Thank you for your time.

Steve: 21:07 You bet. Bye-bye.

Crystal: 21:07 Bye.

Steve [Outro]: 21:10 Thank you for listening. You can subscribe to Steve Barkley Ponders Out Loud on iTunes and Podbean. And please remember to rate and review us on iTunes. I also want to hear what you’re pondering. You can find me on Twitter @stevebarkley, or send me your questions and find my videos and blogs at barkleypd.com.