How can you ensure your meetings, particularly when you’re working in a collaborative context, are happy, productive, efficient and purposeful?
Here are eight essentials from the book, Mastering Meetings that Matter.
How can you ensure your meetings, particularly when you’re working in a collaborative context, are happy, productive, efficient and purposeful?
Here are eight essentials from the book, Mastering Meetings that Matter.
Building your capacity as a coach enhances your own personal effectiveness, and your ability to work smarter, not harder. It also leads to greater reflexivity and professional growth, and who doesn’t want that?
There’s a phenomenon that teachers don’t always account for when planning their learning sequences and units – what students bring to the classroom.
It makes sense that students might find it helpful to know where they’re going with their learning.
Instead, we’re constantly pursuing knowledge to improve the learning of those we serve. And as new challenges pop up every day, week and year, we continuously strive to find new, effective ways of meeting these challenges head-on.
As learning leaders, we’re committed to the learning entitlement of our students. But for our students to truly flourish and be empowered, we must also be committed to the learning entitlement of our leaders.
As a leader, it’s difficult to resist the temptation to constantly check up on those around us.
We’ve all sat through meetings that are a waste of time and energy. More often than not, the success of any collaborative team meeting depends on the person running it.
A big part of the work that I do – particularly with collaborative teams, and when I’m supporting colleagues to build their coaching skills – revolves around our capacity to really listen.
But to become a learning architect and have maximum impact on students, a teacher needs to become very deliberate in his or her teaching practice.