In this week’s episode of Fuel Up, we pull up a chair at the EL table to talk about something many educators crave but don’t always get: a trusted partner in the work. We zoom in on coaching partnerships—what they look like, why they matter, and how they can transform both teacher practice and student learning. Kevin and Katie kick things off by sharing their own stories of being coached (yes, even golf swings and woodturning make an appearance). Then we welcome second-grade teacher Ivana Scott to the table. Ivana opens up about joining a new school mid-year, feeling like she was “drowning,” and how coaching helped her build confidence, establish strong routines, and foster independence in her classroom.
Resource & Links:
EL Education: Learn more about the K-5 Literacy Curriculum that forms the foundation of our conversations. Link to EL Education
Literacy Essentials – Best practices in literacy instruction
Joyce & Showers (2002) – Research on Coaching & Transfer of Learning
Having that partnership with somebody helping to build the confidence, to have somebody to sit next to you, guide you, and provide all the support that they can give to you to make sure that you are successful. You had let my voice be heard. You did not judge me. You came into the classroom to help me. I wanted to be the best version of me. Will not be the best version of me. Really helped my students be the best version of themselves.
Welcome back to fuel up a place for conversations with and for those using el education as a resource to support k5 literacy learning, we are so excited to have you with us for this week's episode. Today we zoom in on the topic of coach partnerships. We hope today's talk serves as a pit stop, a chance to swing by for some fresh energy, insights, encouragement and celebration as we work together to do what's best for our learners, this is a chance to fuel up. So wherever this finds you today, we hope you're able to pull over, take a breath and crank it up, and in that spirit, here we go.
Well, it is time for another conversation at the El table, and today is another good one. Today we talk about the benefits of partnering with a coach. We have discussed a number of topics this year, and one of the best ways to strengthen those practices is to seek out a trusted thinking partner, someone to walk alongside and offer support as needed. Katie, there's a saying I've heard throughout my career that I think helps frame our conversation today. The saying is, everyone deserves a coach. Katie, as you think back on your life, what has coaching look like for you?
I just first of all love that saying, everyone deserves to coach a good one, isn't it? It is really good and so true. So I've actually had the privilege of having lots of coaches, whether it's a dance coach or a cheerleading coach. When I was teaching, my mom was my literacy coach, so that was pretty neat. But recently I had a golf coach, so I like to play golf a lot, and my husband and I were golfing this summer, and the ball was not doing what it should be doing, of course, right, right? So my husband kept telling me, like, you need to do this. You need to do this. I'm like, okay, okay, well, then he actually must listen to me sometimes about coaching. So he took on the coaching role, and he was able to model for me, gave me some feedback, really observed what I was doing, and magically I listened to him, and actually the ball went a little bit further than the five feet. So Oh, thank you for coaching me in a way, instead of consulting me and telling me I should do better. So that was just a fun story about him turning into a coach. What a great story. Yeah, that was a really fun one. What about you? Kevin, yeah, I was thinking
about that too. I've had a number of different coaches in my life that have made an impact. The one that came to mind today is actually my dad. My dad is one of these talented macgyvers Who can do anything. And one of the hobbies he has that I've always wanted to learn is actually wood turning. So he has a lathe in his garage, and he's often out there on his free time turning bowls and different vases and things like that. And I approached him, I think last summer, I'm like, Dad, I have to know how to do this. And he's like, All right, come on over. And he pulled out. He didn't pull out the fancy what? He pulled out blocks of, like, old two by fours, pieces of two by fours. He says you can practice on on the Pine, all right, and but you know all those good things that coaches do, like, watch me. Let me just show you. What do you notice? And just watching him turn this block of wood into this something that is just beautiful, and then allowing me to step up, and as I'm doing it, like him standing right by my side, coaching and just giving instant feedback, minute by minute, as this thing is working. Hey, consider leaning forward. Hey, watch your stance. Hey, how are you holding the tool that intentional coaching pushed me in a step further than I was when I started. So I am turning some pretty cool things. So I'm excited to get back out there. But yeah, my dad, I would say, is one of my coaches.
That's pretty awesome, and I'm really. Curious about these pieces that you guys are turning so you'll have to, maybe we need one for our table, a
centerpiece. I mean, every week we're adding things to this table. We're gonna need a bigger table.
We are and your dad's gonna have to, I think coach you on that, because that sounds like a pretty aggressive I
will reach out to him. We'll see what we can come up with perfect Well, someone might be wondering, what does current research have to say about coaching partnerships? So let's take a minute to get grounded. Katie, what does current research have to say about the value of coaching partnerships?
Yeah, so there is some research from Joyce and Showers, 2002 and this is really interesting. We will link it into the show notes. It's actually a graphic that talks about PD. So when you get professional development, which we've all probably had multiple times in our career, that during those PD sessions, typically it's about 10% can demonstrate the knowledge in those sessions, and then when you go to your classroom, it can be as low as 0% Oh, my goodness of using those new skills. So you're sitting in these PD sessions, and there's close to 0% transfer. But there's good news so Joyce and Showers that if you add coaching into the classroom, so you did your PD, you added the coaching, 95% can demonstrate knowledge. That's crazy, but in your classroom, it can be up to 95% of transferring those new skills. So we go from zero with just PD, add that coaching, that small shift 95% just think what that can do for not only you but our students, right?
Like that's personalizing that for a minute, like I've been a part of, we all have been a part of some incredible professional learning, and we have all the hopes of bringing it back in, maybe the busyness, of getting back into the classroom routines, or, man, the the roadblock of, how do I actually make this happen? Kind of stops it from actually turning into new practice in the classroom, right?
I have very similar experiences with amazing PD, you have best intentions. You go back. Life happens, but having that coach adds almost some of accountability too, to help you think through that and problem solve. What are the barriers and how do I do
it? Yes. Oh, man, good stuff. Okay.
Now that we are grounded, we are excited to invite our guests to the table. I see this teacher in the hallways and classrooms throughout the day, and she is always a ray of sunshine. A big welcome to Ivana. Scott. Ivana, welcome. Thank you for having me. Ivana teaches second grade at Cardinal Elementary. Welcome to fuel up with any guest we invite to the table, we always like to start with a few fun questions. And so Katie, the first question is yours?
Welcome, Ivana. I am curious. What is your go to snack or drink that fuels you up and gets you moving. In the morning,
my go to snack currently has been, don't judge me, but it is Apple Cinnamon Oatmeal currently.
Oh, that actually sounds really good. It's a little colder out, so some oatmeal,
and it smells good. Anytime you have Cinnamon Oatmeal, like the whole room
smells good, you can't go wrong with oatmeal. Oh,
now I'm hungry for oatmeal, so thank you for that.
So we have our oatmeal, and maybe we just need some tunes in the background. What song would you crank up to the max to fuel you up and launch your day?
All right, so every morning, my favorite genre of music is gospel. So I have on a high volume. I am playing God provides by Tamela Mann. That is such a very powerful song. I have gone through a lot of health issues in my life recently, and I really didn't know if I was going to make it out of those situations, but just reflecting and praying that God provides a way for me and my health, and here I am today, sitting at this table with you too. So yes, he does provide, and I continue to play that song on high volume.
I love that I can always tell Ivana is in the school, if the doors open in the music's playing, and I always know what genre it's going to be. That is awesome. Thank you for sharing that you're welcome. Now that we're fueled up, I think we're ready to get into our topic today about coaching partnerships and Ivana. First of all, thank you. We've had the privilege to work together last year and a little bit this year. And anytime we have a coaching partnership, there is this honoring of what happens in that space, and often the stories and experiences that happen in that classroom are really in the between that coach and that teacher. And so the fact that you're willing to be at the table today and be an open book about our experiences. I just want to start and say, Thank you for your honesty and transparency. Being at the table today. You're welcome. Are you okay if we ask some questions about the work we've done over the last year? Yes, I am. Let's get it so Ivana was new to our building last year and came in in the month of January, January, in the middle of the year. For all of you teachers out there who have been teaching, imagine getting your year started in the middle of January. How did coaching get on your radar?
Coaching got on my radar by just reaching out to other colleagues that are on my team and, you know, asking for help. And they said, Did you talk to Kevin? I was like, who was Kevin? They're like, he's our literacy coach. How haven't you talked to him yet? I said, I'll reach out to him, because I'm definitely going to need some help coming into the second half of the school year, because I know that it was going to be a lot of work, and I just needed someone to walk this journey with me, because I'm just so new at this so when Kevin walked through the doors, he was like an angel sent from heaven, because he has really helped me and really mold and shape the type of teacher that I am today, and having that coach being able to take on that journey with me has been amazing. Wow.
I think that's the first time I've been called an angel at the table. I think so I'm gonna slip you the $100 bill here when we're done with the podcast. Everything. Oh, man, well, thank you for that. That's a nice compliment. As we got started in our conversations, you know, we got to know each other, and just talked about you entering this space in the month of January. What were some of those things that were important to you?
Yeah, so there was a several goals that Kevin and I had, you know, established we met regularly, so which really helped, you know, meeting those expectations and those goals. And one of the goals was making sure that all of my students become independently I'm focusing more on small groups coming into that half of the school year, so making sure that I'm setting them up for success. So after talking with Kevin, we wanted to make sure that all of my students were, you know, set up for success independently, and then being able to move them to my small group area, which really helped a lot, because I've seen so much growth within those students. So having that goal set in place has really helped me and build that strong foundation for my classroom. Another goal that Kevin and I had established was to create a classroom library for the kids. You know, Kevin walked in, he was like, where's your book tops? And I was like, I don't have any. You know, this is why I say he's the angel sent from heaven, because the next day, he's walking in through the doors with 22 booktubes. So kids were very excited because they didn't have that and it gave them like a purpose to their education, being able to, you know, get their own BookTube, go into the classroom, library and bookshop. Seeing that excitement really geared them up for what's next to come.
So one of our goals was about small group instruction, which was a goal we had in our building last year. And through conversations, one of the needs you noticed was that there was some areas for growth around your students being independent while you were working with small groups at like a teacher table, correct? Yeah. So we said, let's just put a pause on the table for a minute, and let's really solidify and build the independence of our learners out here working around the classroom, so that you can go to your teacher table and just like focus in on the skills that you're working with and strengthening with your students,
that is correct? You know, they become more motivated to do their independent work and allow me to, you know, take a step back and eventually pull my groups. And it has really worked, because students see that they're not seeing me sweat anymore. Because I promise you, by the end of the day, my back was completely wet. So just, you know, having them being independent was, you know, our main goal, because that's what we want our students to be at the end of the day, is to be independent.
So let's talk day to day. What were those day to day details? What did that look like when you were walking side by side with Kevin?
Yes, so my day to day details, like said, before we met regularly. So just having that clear expectation, we created a plan. Kevin shared a document with me, and this document really outlined the whole week and every day. We set, you know, activities and you know the requirements. For the students that day, and it really helped, because they knew what we were doing on a certain day, Monday, we did this. Tuesday, we did that, Wednesday, we did that, and so forth. So creating that detailed day to day plan has really helped not only me, but also the students, because if I mess up and say, Oh, we're doing words on Tuesday, like, No, we were supposed to do that yesterday. Today. We do work, so having that plan out in front of them to also follow helps with independency as
well. So you were really that. First thing that you did with Kevin was co planning, yes. So you co planned your week to give you and your students routines and structures,
yes, and also having being able to co teach with Kevin. He came into the classroom, he did a lesson, I sat and watched, and it really helped me become motivated, like, I just want to push him off the chair, like, Okay, now it's my turn, Kevin. Like, I'm ready for this. I sit and watch you do it, and now I'm ready to do it. He really set that foundation up. I do we, do you do,
which is exactly what you were doing for your students, too. And that modeling piece showed you what it needed to look like and you were ready to do it. Yes, amazing.
Yeah, one of our, one of my favorites that we worked on was the fish bowls. Yes, when we did some of that co teaching together to build a student independence, and we just gather around like we were watching inside of a fishbowl, and we did these activities. Hey, watch and look what success looks like. What do you notice? What might we do when we go back and practice with a partner, and you were so good about taking those fishbowls and then creating, like the an anchor chart they had the routines for success on there, and your kids really grew with some of that work. Yes,
they did having that reference, and they really enjoyed it, because they were like, we need more gold stars. Mr. Kevin had put gold stars on our anchor chart. So they really lived for that, because they know that if they were going to do it correctly, that they were going to get this goal start at the end of it all. And that was really exciting for them, because not only that, they see five gold starts, but that's an improvement. That's also growth that they're seeing within themselves. Like we if I can get up to five starts, imagine what we can get up to at the end of the week. Yeah.
So we had this anchor chart that had, like, the success criteria for what it looked like to be independent with a partner. We pulled out these gold stars and said, Hey, listen, I want you to be watchful. How are we doing as a class with this work and your teacher table, we kind of put on hold so you were monitoring around too. And as we saw these success criteria in action, we just wanted to recognize that. And we pulled them back afterwards and say, how did we do? Let's put some let's put some gold stars on some of these. Hey, how are we doing with voice level? Oh, we did great. Let's just honor that with a gold star. How are we doing with sitting side by side with a partner to honor each other? Oh, we're doing great. Let's honor that with a gold star. And just like continue to reinforce this independent behavior and make this routine chart that we put together like a living piece of your classroom wasn't there just to look pretty like this really guides our independence as learners.
Yes, it was almost like a second classroom contract for the students. Yes, right? You know, it's this is still something that you must follow. It doesn't, you know, like you said, it's not up here to look pretty. Yeah, we can add all the fun colors to it, but we still need to make sure that we are following all of our expectations why to be successful.
So just another activity that we did together, like we probably co planned for that, and then we co taught it, and then you continued some of that after I was out of that classroom. So yeah, lots of good things we did together, Sylvana, if you think back to some of our first conversations, and then fast forward to when we kind of put a book into the work, even though I came in back in, I came back in. Every once in a while, you think about that time span. Where were you when we started, and where did you end up?
Yes, so where I started, I was definitely drowning. Kevin, I was nowhere near sure at all I was drowning. I was trying to meet all of my students' needs, trying to make sure that they are being successful. And honestly, it was overwhelming when I first started, I just didn't know what to expect, but having that partnership with you has really helped me get to where I am now, and that's to build that confidence of my teaching. I didn't have confidence before. I didn't know that if I can do this or not now that I have gone through this journey, I feel more confident than I have ever felt. I love it.
Coaching wasn't a requirement for you. It was something you seeked out, right?
Yes, definitely. It was definitely something that I seeked out. I don't look at it as an add on. I look at it as something very beneficial, something that I knew that I needed and I knew I was okay. Way of accepting the help. I can't do it alone. I'm not used to this. So being, you know, understanding of what's out there, accepting the help. These are resources. You know, we need to make sure that we are using every single resource that's available to us. Absolutely.
It goes back to that mindset, and I think you shared earlier that you felt like you were drowning. So Kevin was able to be that life rough for you and kind of pull you up and sail alongside you, yes,
and I'm glad he did, because to this day, I probably will still be drowning, you know, waving my hand, you know, I'm very thankful that he has helped me pick all the pieces up.
I mean, that's one of the great qualities about Ivana, is she is a risk taker and willing to get messy, like we'd have a conversation and just be talking about things. And hey, what might be you'd be interested in trying, and she would just jump right in and try it, and then, you know, be able, if it didn't work, that was okay. She'd stick with it for a while. But she she also had this, like, flexibility to adjust and change as needed. So yeah, I mean, having the openness to get messy is definitely a gift that she brought to the table. As you thought about coaching, you come into a building and somebody or say, you know, somebody says, hey, consider connecting with our literacy coach. Like, what did you think coaching was when you heard that, and what did it end up being?
Honestly, I thought it was another observation that
I was going to have to do. I was like, what? Yeah, you need to reach out, because they're going to come into your classroom and they're going to try to help fix all these things. And I was like, I don't know if I'm ready for that yet, like, starting the school year off in January, like, I don't need an observation, but that's definitely what I thought coaching was with, you know, having someone come in and, like, observe and watch me and, you know, critique everything that I'm doing wrong, or possibly everything that I'm doing right. So I was definitely nervous now that I have a better understanding of what coaching is, it's the complete opposite. It's, you know, having that partnership with somebody you know, helping to build the confidence. You know, this is a journey that we're continuing to walk along. And coaching, for me, is not being thrown into like a game or something, yeah, but to have somebody to sit next to you, guide you, and provide all the support that they can give to you to make sure that you are successful, so that your students can be successful. So it's not fixing you. No, it's definitely not fixing me. I'm not broken.
So if you had to describe coaching with one word, what would that word be?
I would have to describe coaching as transformative. We're always trying to solve any unsolved problems in our classrooms. We're always trying to make a way that's beneficial for our students and also ourselves. So definitely transformative, because I had to go back to the drawing board. So many times I had to say, Okay, what is working? What is not working? I know what I need, but now it's time to ask my students, what do they need?
So again, going back to the students, you were really putting them at the center of the work, not you. You knew what was comfortable or what you liked, but asking them was transformational,
yes, because it also helps with progress, right? I wanted to see that growth. So changing all the things that I knew that I could change in that moment to make sure that they are being set up for success has really helped. So whenever time I have to, like, change something, I know that I'm changing it for the good, and I'm not just changing it to, you know, keep redoing something, I just know that it's going to benefit them. At the end of the day, I
was thinking back on the work together, our partnership lasted be a couple months. Yes. How did we know when coaching was done,
when I'm not crying, when you can see in the hallways and I'm not crying or like rolling my eyes, but you know when coaching is done, when the teacher is able to voice her opinions and saying that this is going well, I feel comfortable. I'm ready to do this on my own. That's how I knew coaching was over. Did I not want to speak to Kevin? I'm like. Yeah, Kevin, I'm good, I'm good, I'm good. No, but I wanted to make sure that I'm being honest and letting him know that you have done a great job. You had let my voice be heard. You did not judge me. You came into the classroom to help me. You know, yes, you gave feedback. Yes, I took that feedback seriously because I wanted to be the best version of me, and I know that when I be the best version of me, really help my students be the best versions of themselves. And I always say it's a reflection. One of my favorite quotes is it's not the end, it's only the beginning. And I really had to say that over and over and over again to know that coaching is not the end, it's just the beginning.
I was thinking about that too, like your goal ended, right? It's not coaching didn't necessarily end. The goal ended, and then coaching can continue on a new goal. So I really like that quote definitely resonated with me. Coaching, you can always coach something.
Yeah, and we did that. We did multiple cycles of things, whether it's classroom library to building student independence to Now, let's talk about the teacher table. And it was all directed like, Hey, what's your next step?
Yes, what are you noticing? You know, it's definitely a big question that you asked me, because I asked myself, now, what are you noticing? You know, like I'm talking to myself, What are you noticing, you know, yeah, and the lessons that you are teaching the kids, what are you noticing? What's going well, what's not going well. That's why I say, if I have to describe this, it's transformative,
and now it's ingrained in you.
Kevin's on your shoulder, whispering, right. What are you noticing?
What are you noticing? Do you need my help?
Let me know. Invite me in.
Well, we've heard a lot about the coaching work today from Ivana. Kevin, I'm wondering, what are you celebrating about Ivana and the coaching work? Yes.
So as I think about Ivana, I think about a few words that describe her, that I celebrate about her. Number one, she is very responsive, like it goes well with what she just talked about, about reflecting. What am I noticing? But Ivana, you you get into this loop where you are always watching and noticing and you are quick to be responsive and very intentional about the moves you make. We joked that we would meet at the end of a school day and have conversations about things, things we were noticing, and what may be some next steps. And I would go home for the night, and I would assume she would go home for the night, and I would come back, and for whatever reason, we'd be connecting early in the morning before school the next day. And I'm looking around and I'm thinking, this classroom looks different. I'm like, Ivano, what'd you do? I said, How late were you here last night? Oh, I was here till eight o'clock working on stuff. And then if I asked, like, Hey, tell me about it. It was always I noticed this about my students, and it wasn't working. And so I want to switch that so they can be more successful, I'm celebrating your independence and being so aware of where your students are, and just continue gathering that feedback, but not just gathering the feedback. You are so good about moving and trying things and risk taking and being willing to change if it doesn't work. I mean, that is the sign of an incredible educator in your first year, somebody who started in the month of January, and if you got that lesson under your belt that you are just constantly, you know, being responsive to your kids and trying things so that they get the highest amount of success possible, I'm celebrating that about you. I mean, that is the definition of a rock star. And I said when we started you, you just exude this sunlight. I think that's part of it. Like, listen, we all have our hard days. I have hard days. You have hard days. That's not making everything sunshine and roses, but you bring this. I mean, your your room, just going in and looking at it shows that it just looks like sunshine when you go in there, and it's not just the decor on the walls, it's the person in the seat or in the front with the kids, your behaviors not only serve yourself well, but they serve your students well. And so I'm so glad that you are in the building and I get to walk alongside with you day by day. And she said something about inviting me into your room and you just have an open door. So thank you for the opportunities to come in and visit whenever I want to. It's like I need some sunshine in my life. I'm going down to ivana's room and hanging out for a while listen to some gospel music and play some skills block games.
Don't be surprised if I show up in your room one day to get a little. You're welcome.
I love feedback. I love to just, you know, accept the feedback as well. Because, like, I'm new at this, and I know that it's okay to ask for help.
Listen, that's not just true for you. That's true for people who have been in the work for years. Yeah, like, the first time a coach ever entered my classroom was at your 20 it was a colleague of mine, and she came in and worked with me at my small group table for two weeks. And that two weeks changed what I did for the rest of my career. So yes, it is for new teachers, and yes, it's for teachers who have been in the work for years, and so
everyone deserves a coach. Got it so true.
Well, it is time for small steps. Ivana, as you think about our listeners, some who may be jumping into El education for the first time, others who have been using this curriculum for years, if you could invite them to be mindful of one thing when thinking about partnering with a coach, what small step would you invite them to consider?
One small step that I would invite them to consider is to plan intentionally, know who your students are, obviously, but to make sure that you create this plan with your coach, because without a plan, it's not going to work. So I encourage everyone who's working alongside of a coach is to create a plan, because that plan will continue to set you up for success,
starting with a planning conversation, just really getting alignment of where we're going would be a small step to consider. Yes, well, there you go, a few small steps to consider over the next few weeks, as you get back into the work, as we close up this episode, we hope you got some fuel in the tank, and leave us some fresh energy for the weeks ahead. And we're going to close things off today with high fives and hitchhikers. Here's the cool thing, we have the power to re energize and refuel those around us. So find a colleague. It could be the person next door. It could be the person across the hall. Maybe it's in another grade. Find that colleague and give them a high five. Tell them you got this. Remind them you are a rock star, and pick them up a just and pick them up as a hitchhiker. Invite them to join the conversation and take a seat with us at the table. All the best to you and see you next time on fuel up