As a result, critical communication and documentation may simply fail to happen.įortunately, the cyclical nature of our work makes it possible to build on our previous writing in each new situation-if we have the right tools in place. But when we're pressed for time-as leaders almost always are-writing becomes difficult, and we may not even have a chance to write at all.
When we write well, it strengthens and accelerates our interpersonal efforts to lead improvement.
#REPERTOIRE PROFESSIONAL#
But every school leader carries an invisible burden: the behind-the-scenes work of professional writing that's so essential for effective documentation and communication. School leadership is a people-centric job, and much of our work happens face-to-face. Repertoire supports a number of template variables to save you even more time: First Name, Last Name, Email Address, Date (several formats), Day of week, and Time of Day (Morning/Afternoon). Non-observation emails-If you want to provide feedback on each teacher's weekly lesson plans, you can create a message template and re-use it for each teacher-with the teacher's name, date, and other information pre-filled with easy-to-add variables. Strategy-specific feedback-If you're focusing your feedback on a particular instructional strategy or initiative, you can use the same structure for your feedback to each teacher. Or, if direct instruction is taking place, you can pull up your template for feedback on direct instruction-whatever the situation demands. Thinking structures-If you want to structure your thinking with sentence-starters such as "Students were." and "I noticed." you can include them in a template.Īctivity-specific templates-If you enter a classroom and group work is in progress, you can give yourself sentence-starters to provide high-quality feedback on the teacher's approach to facilitation. Message structure-If you want to use a similar salutation and signature for each message you send, you can save it as a template, and add unique content to the middle.
0 kommentar(er)
