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ICG Coaching Certification: Entry 2: Fostering a Collaborative School Culture

by Sharon Thomas | Dec 2, 2020 | Certification | 0 comments

I used to think it was just my school that did it. I thought we were the only school that felt so under pressure, so responsible for every single thing every day, that we treated everything that happened in the building like an emergency. Every issue that arose—a...

ICG Coaching Certification: Entry 1: The Impact Cycle

by Sharon Thomas | Nov 17, 2020 | Certification | 0 comments

“Simplify, simply” —Henry David Thoreau   In this blog series, we describe the changes we have made to the ICG Coaching certification process. As part of streamlining our pilot certification process for instructional coaches (editing seven portfolio entries down...
ICG Coaching Certification: New, Improved, and 10 FAQs

ICG Coaching Certification: New, Improved, and 10 FAQs

by Sharon Thomas | Nov 5, 2020 | Certification | 3 comments

Back when I was a new teacher, the National Board Certification process was still new, too. I knew that someday I would take part in that process because, from day one, I wanted some outside agency, some impartial jury, to answer two questions that worried me day and...

Coaching, Fear, and the High School Teacher

by Sharon Thomas | Mar 3, 2020 | Instructional Coaching, Partnership Principles, Self-Coaching | 4 comments

I’m not much of a party person. I like to be home, and although I can engage with pretty much anyone, on a Saturday night, I’d rather not. I wasn’t always this way, but my years as a high school teacher made me wary of people in social situations. Once the question...
Partnering, not Prodding: Autonomy and the New Teacher

Partnering, not Prodding: Autonomy and the New Teacher

by Sharon Thomas | Feb 18, 2020 | New Teachers, Partnership Principles | 5 comments

  I trust the young. In a world that consistently criticizes the generations behind it, I believe that younger people have so much to offer in the hope that comes with new ideas and limitless possibility. The younger voices I value are not just those of students...
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