Collaborative work in schools is often measured by structures: scheduled PLC meetings, common planning time, walkthroughs, data reviews, and team agendas. But simply placing educators in these “meetings” does not automatically produce collaboration. Teams can meet regularly and still leave with very different understandings of what they are trying to accomplish. Recently, I encountered Rod […]

Hillary Armstrong, in, “Coaching as dialogue: Creating spaces for (mis)understandings” provides the following statements around dialogue in coaching. We experience dialogue as movement and flow, an embodied activity, movement between reflecting back, moving forward, feedback, feed-forward, reiterating, and leading somewhere, the destination clear when we arrive. Dialogue is transformative – everyone changes…not only coachee, but the […]