Building Capacity: "Learning in the Loo"

I’m so fortunate to hang out with wicked smart administrators, coaches, and teachers across states and learning environments. I am so much smarter and better positioned to support others because of their knowledge and experiences.

In this guest blog post, I’d like you to meet Kristy — a teacher, coach, colleague and friend extraordinaire! Every time I’m at her school, I learn so much from her. Check out this simple and sweet capacity building move she harnesses called “Learning in the Loo”.

What is “Learning in the Loo?”

Authored by Dr. Kristy Rykard

“Learning in the Loo” is not my own original concept.  It’s been around for a while, and a quick Google search will show you plenty of examples.  It has a variety of creative names, such as “Potty PD” and “Tissue Issues.” Basically, it’s a 1-2 page newsletter with some quick tips and ideas to share with your “captive audience” by posting it in a conspicuous place in the restroom.  Everyone visits the potty daily, so “Learning in the Loo” is a poofect way to do some light coaching asynchronously.  I use Canva to create my Loos, and I leave sheet protectors on the walls of the restrooms so I can easily swap in the new issues (or tissues, if you please).  I publish a new Loo on the first school day of each month, and I also include a link in my email signature so that faculty and staff can pull it up on their computer if they want to explore more about a specific tip.  

Here are some examples of my past Loos.

Why I Publish “Learning in the Loo”

The year before I became the Digital Learning Coach (DLC) at my school, my predecessor had started “Learning in the Loo” in all the faculty and staff restrooms around the school.  As a teacher, I always loved it so much.  First of all, who doesn’t love some handy, interesting reading material in the potty?  The “Toots and Giggles” section was the first thing I always checked out when a new one was published.  Soon, however, I realized that I was really getting something out of the Loo each month.  I remember drying my hands and seeing tips or new tools and immediately thinking, “Oh, that’s so neat.  I could totally try that when I get back to my room” or “Omigosh!  That might work for the lesson I’m doing next week!”  My colleagues and I collaborated on trying out ideas we had seen in the Loo with our students.  We had no idea we were being “ninja coached,” but it was working.  So when I moved into the DLC role, I knew I had to continue that work.

What to Include in the Loo?

I’m smart and just FULL of ideas, but it’s a pretty big lift for a busy coach to get a four-section newsletter published every month without some help.  I subscribe to a plethora of digital learning newsletters, blogs, Twitter accounts, etc.  I’m surrounded by tons of amazing ideas, tips, and tools, and the Loo is a natural outlet to share them with my teachers.  Each month, I curate the tips, ideas, and digital tools I think will most benefit my teachers and their students, add them to the Loo, and credit the original sources.  Everyone takes their phones to the potty with them these days, so I always include QR codes for more information, videos, and/or the original source.

A Few of My Favorite Resources for Digital Tips, Ideas, and Tools

• Shake Up Learning by Kasey Bell

• G Suite Tips by the team at Overdrive

• Richard Byrne @rmbyrne on Twitter 

• Shelly Sanchez @ShellTerrell on Twitter

I also use the Loo as a place to share effective learning activities facilitated by teachers in our school, so I often include pictures and anecdotes from my classroom visits. With teacher permission, I link to their lesson plan or materials.  It’s a great way to lift the assets of the brilliant educators in our own building and encourage collaboration among our faculty. 

The Results

My teachers absolutely love “Learning in the Loo.” They come looking for me if I am even one day late putting the monthly Loo out, and when they see me coming down the hall with my stack of Loos to deliver, their eyes light up with excitement to see what’s in the new edition. I know it sounds crazy that anyone would look forward to something so simple, but it’s true. I’ve had teachers book coaching time with me, email me to ask for more information, or share how they incorporated an idea from the Loo in their classes. Some people take the tip and run with it, and others want to expand and collaborate on it. It’s been a fantastic way for me to open doors as a coach and get conversations started. And it’s the best feeling when I’m in a classroom, and I see something from the Loo coming to life with students. That’s why we’re all here in the first place, right?

Dr. Kristy Rykard has been in education for over 22 years. She began as a high school English teacher, and she now serves as a Digital Learning Coach in Lexington School District One in Lexington, SC. In her personal life, Kristy is an avid world traveler, reader, wife, cat mom, Netflix binger, and online shopper.

@DrRykardDLC
krykard@lexington1.net

RtI Reboot: Asset-Based Approaches to Support ALL Learners

Are your RtI processes focused on students’ assets or deficits?  Is the data you use to make important instructional decisions multi-faceted?  Are you nimble in your approaches and responses to meeting students’ needs?  Curriculum directors, principals, instructional coaches, specialists, and teachers -- please join me as we ask and answer these important questions, and more, when designing instructional responses to support all learners. 

Please share this with others in your network. I hope to see you across the miles!

Register HERE!

What's Our Response?

I’m really excited to announce the release of my new book, What’s Our Response? Creating Systems and Structures to Support ALL Learners! To order, click the image below or use THIS LINK. A BIG thank you to FIRST Educational Resources for the collaboration, support and publication of this book. To order multiple copies of thE book at a discounted price, please send an email to info@firsteducation-us.com.

In education time is never on our side. Too much time is being spent in meetings to discuss students’ deficits and not enough time harnessing their assets. Students come to school each day with individual and collective wants and needs, and it’s our job to harness who and where they are. The RtI process doesn’t have to be a machine model approach with an over-reliance on short sided skill and drill; it can be a dynamic, flexible, in-the-moment response focused on good instruction. This book explores how to keep students at the center of decision-making so that the focus is fidelity to our students instead of fidelity to content, curriculum or program by addressing 5 Problems of Practice with RtI which include:

• We need to break out of the RtI box.

• We need to honor and increase teacher autonomy and agency.

• We need child study teams focused on students’ assets.

• We need to increase students’ thinking and doing time.

• We need good instruction because that makes the best interventions.

This book is filled with dozens of ready-to-use, solution-oriented tools to create asset-based responses that support ALL learners!

I’m currently scheduling consulting for this summer and next school year — both in person and remote options depending on travel restrictions, guidelines, school needs and budgets. Reach out if you’d like to discuss ways I can support your efforts in creating asset-based responses across classrooms and Tiers OR any other professional learning opportunities.

New Workshops, Courses & Resources

As the new school year approaches, I’ve never been prouder to be an educator. Watching my friends and colleagues across settings and across the globe make responsive plans for their students and being ready to pivot at any given time is inspiring. I’ve had the good fortune of co-planning and learning alongside many districts and teachers during the past 5+ months and one important theme continues to emerge.  While educators are worried about students’ health, families’ health, and their own well-being, the compassion and desire to serve their learning communities is at an all-time high.  Like others, I’ve had to rethink how and when and where I support those I serve.  I’m so proud of the work we’ve accomplished together and know that we will continue to look back and use our reflections as we plan forward.  

If you are looking for support for your team, school, district or organization [remotely now, potentially face-to-face in the months to come] please check out the following opportunities.  Whether you are an administrator, instructional coach, or teacher…there’s something here for you!  And, with school budgets being slim and trim, don’t hesitate contacting me to discuss affordable options that might fit your needs.

CHECK THESE OUT!

WORKSHOPS

https://www.juliewrightconsulting.com/workshops

ONLINE COURSEWORK

https://www.juliewrightconsulting.com/courses

FREE RESOURCES

https://www.juliewrightconsulting.com/resources

Simplicity and Connection in Distance Learning

We’ve heard it and said it lots of times over the past weeks. These are tricky times. I’m so proud of all the educators have stepped up to make the most out of the changes and challenges that have come their way. As I support educators across the miles, it’s clear that there is no one right answer or one right way. It’s about putting our best feet forward in meeting the individual and collective needs of the learning communities we serve. And, then, pushing pause to reflect so that we can make reasonable and responsive moves forward.

Last week I had the pleasure of speaking with Patty McGee about the simplicity and connection in distance learning. Our conversation was refreshing and I’m thankful for the opportunity. In case you missed it, check it out here!

Thanks to Patty and Benchmark Education for your continued support of important conversations and work!

Instructional Coaches as Servant Leaders: 3 Actions to Consider Now More Than Ever

Back in 2008, when I received my K-8 Principal License, I adopted a stance. I took to heart the idea of instructional leadership as a mindset — leaders as servants to those they lead. Since then, I have worked to hold myself accountable to that mindset, both as a district leader and educational consultant.

During these tricky, unprecedented times, teachers have A LOT of stuff coming at them. Many are trying new things [e-learning routines, distance learning platforms, new systems and structures, content delivery via video and video-conferencing, etc] for the first time with little, or no, dress rehearsal time. It’s like building the plane while it’s already at 10,000 feet. The good news is if any group of people can do it, it’s teachers. That’s because they show up — regardless of the situation — and they do whatever it takes to serve their students. They are leaders, and servants, of their learning communities.

3 Actions to Consider Now More Than Ever

By nature, instructional coaches are doers. They are natural servant leaders because their work is heavily focused on serving the stakeholders in their learning communities. As instructional coaches figure out [and maybe even redefine] their roles across the next few weeks, here are 3 actions to consider.

1. JUST BE THERE

Some teachers may feel overwhelmed by the amount of stuff coming at them right now. Instead of pushing stuff out, consider just being there and being available. Set up choices for teachers and ways they can receive support from you. Offer up support through:

• text messages

• phone calls

• email

• digital platforms

Support is often well-intentioned, but can feel like added pressure during already high-pressured times. Honor teachers by giving them voice and choice — offering up vehicles and modes of support that they need, if and when they want it.

2. CONNECT AS PEOPLE

Relationships matter. They matter a lot! Instead of just connecting about school stuff, consider connecting as people about ordinary stuff. This gives opportunities for colleagues to share the silver linings that may be tucked inside these tough times. Some ideas could include:

• share an uplifting quote or joke

• create virtual coffee or dessert hangouts

• organize a recipe swap

• pleasure reading book club conversation

Creating opportunities for teachers to connect with one another on a personal level helps bolster relationships, which can yield both short and long-term impacts.

3. TAKE SOMETHING OFF TEACHERS’ LISTS

By nature, teachers’ lists are endless. Instead of pushing things out, consider taking things on in service of teachers and the students they/you serve. Be of service by being at service. Ask teachers to share with you the top 5 items on their to do lists. Then, offer to take on one of them to help support their efforts. You could:

• create something that would benefit a whole class

• support a small group of students

• offer to “meet” or support one particular student’s needs

Sometimes help doesn’t always feel like help. Sometimes it feels easier to just do it yourself. That depends on the person, the situation, and the nature of the work on the to do list. Be extra aware of this and don’t take it personally if teachers don’t take you up on your support. Most likely, it isn’t personal at all — it’s just a response that makes sense to that teacher at that time.

Other Supportive Roles

You don’t have to have the title of “Instructional Coach” to apply these actions. In fact, anyone who serves as a Thinking Partner could consider these 3 actions now more than ever. If you are a school leader, curriculum director, team leader, department chair, lead interventionist, data coordinator, teacher leader or a teacher on a collaborative team — everyone deserves a supportive thinking partner to navigate the days ahead. Reach out to offer support and reach within and take the support you need. We’ll look back at these times — stronger and smarter because of our work together as servant leaders.