This book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools. The revised and updated second edition incorporates current research and lessons learned in the field.
This book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools. The revised and updated second edition incorporates current research and lessons learned in the field.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Rita M. Bean, PhD, is Professor Emerita in the School of Education at the University of Pittsburgh. Prior to joining the university, she taught at the elementary school level and served as a reading supervisor for grades K-12. Dr. Bean has published numerous articles, book chapters, and books on topics including professional learning and the role of reading specialists and literacy coaches. She is a member of the Reading Hall of Fame and a former board member of the International Literacy Association. Dr. Bean is a recipient of the University of Pittsburgh's Chancellor's Distinguished Teaching Award and Distinguished Service Award, among other honors. Jacy Ippolito, EdD, is Professor in the McKeown School of Education at Salem State University in Massachusetts, where he teaches courses in literacy and leadership, codirects graduate programs in Educational Leadership, and is the cofounder and coleader of the Center for Educational Leadership. Prior to joining Salem State, Dr. Ippolito was a middle school reading specialist, drama teacher, and literacy coach. His research, teaching, and consulting focus on the intersection of coaching, leadership, adolescent/disciplinary literacy, and school reform. He is the author of numerous journal articles and books.
Inhaltsangabe
Foreword, Allison Swan Dagen 1. Cultivating Coaching Mindsets to Support Systemwide Improvement 2. Exploring the Coaching Mindsets 3. Understanding and Shaping School Culture Through Systems Thinking 4. Introduction to Ways of Working with Teachers 5. Working with Individual Teachers to Analyze and Transform Practice 6. Working with Groups to Build a Culture of Adult Learning 7. Using Assessment to Guide Student Learning and School Improvement 8. Developing, Implementing, and Sustaining Schoolwide Instructional Programs 9. Working with Families and Communities 10. Coaches as Lifelong Learners 11. Coaching Cases: Stories of Coaches and Coaching Appendix A. Thinking and Working Like a Coach: Notetaking Organizer Appendix B. Notetaking Organizer When Coach is Modeling Instruction Appendix C. Observation Protocol for Discipline-Specific Instruction Appendix D. Lesson Analysis Guide for Post-Observation Coaching Conversations Appendix E. Analysis of State and District Assessments Appendix F. A Sample Process for Guiding Assessment-Focused Self-Study and Professional Learning Appendix G. Assessing Teacher Perceptions of Professional Learning Experiences Appendix H. Template for a Professional Learning Action Plan Appendix I. Coach Skills, Knowledge, and Dispositions Self-Assessment Tool References Index
Foreword, Allison Swan Dagen 1. Cultivating Coaching Mindsets to Support Systemwide Improvement 2. Exploring the Coaching Mindsets 3. Understanding and Shaping School Culture Through Systems Thinking 4. Introduction to Ways of Working with Teachers 5. Working with Individual Teachers to Analyze and Transform Practice 6. Working with Groups to Build a Culture of Adult Learning 7. Using Assessment to Guide Student Learning and School Improvement 8. Developing, Implementing, and Sustaining Schoolwide Instructional Programs 9. Working with Families and Communities 10. Coaches as Lifelong Learners 11. Coaching Cases: Stories of Coaches and Coaching Appendix A. Thinking and Working Like a Coach: Notetaking Organizer Appendix B. Notetaking Organizer When Coach is Modeling Instruction Appendix C. Observation Protocol for Discipline-Specific Instruction Appendix D. Lesson Analysis Guide for Post-Observation Coaching Conversations Appendix E. Analysis of State and District Assessments Appendix F. A Sample Process for Guiding Assessment-Focused Self-Study and Professional Learning Appendix G. Assessing Teacher Perceptions of Professional Learning Experiences Appendix H. Template for a Professional Learning Action Plan Appendix I. Coach Skills, Knowledge, and Dispositions Self-Assessment Tool References Index
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