The authors present a practical vision of what it looks like to engage in student-centered coaching across a rich array of contexts.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Diane Sweeney has been an author and educational consultant since 1999. The author of Moves for Launching a New Year of Student-Centered Coaching (Corwin, 2022), Student-Centered Coaching from a Distance (Corwin, 2021), The Essential Guide for Student-Centered Coaching (Corwin, 2020), Leading Student-Centered Coaching (Corwin, 2018), and Student-Centered Coaching: The Moves (Corwin, 2016), Diane holds a longstanding interest in how adult learning translates to learning in the classroom. Diane holds a Bachelor's Degree from the University of Denver and a Master's in Bilingual and Multicultural Education from the University of Colorado, Boulder. After teaching and coaching in the Denver Public Schools, Diane served as a program officer at the Public Education & Business Coalition (PEBC) in Denver. Since then, she has become a respected voice in the field of coaching and professional development.
Inhaltsangabe
Acknowledgments About the Authors Introduction Our Coaching Beliefs Core Practices for Student-Centered Coaching Student-Centered Coaching Is Driven by Formative Assessment Data How Student-Centered Coaching Compares With Other Coaching Models Moving Forward Chapter 1: Setting Goals for Coaching Cycles The Move-Setting Goals for Coaching Cycles Why Setting Goals for Coaching Cycles Is Important What Setting Goals for Coaching Cycles Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 2: Using Learning Targets The Move-Using Learning Targets Why Using Learning Targets Is Important What Using Learning Targets Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 3: Getting Ready for Coaching in the Classroom The Move-Getting Ready for Coaching in the Classroom Why Getting Ready for Coaching in the Classroom Is Important What Getting Ready for Coaching in the Classroom Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 4: Noticing and Naming The Move-Noticing and Naming Why Noticing and Naming Is Important What Noticing and Naming Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 5: Micro Modeling The Move-Micro Modeling Why Micro Modeling Is Important What Micro Modeling Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 6: Thinking Aloud The Move-Thinking Aloud Why Thinking Aloud Is Important What Thinking Aloud Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 7: Sorting Student Work The Move-Sorting Student Work Why Sorting Student Work Is Important What Sorting Student Work Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 8: Providing Strengths-Based Feedback The Move-Providing Strengths-Based Feedback Why Providing Strengths-Based Feedback Is Important What Providing Strengths-Based Feedback Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 9: Measuring the Impact of Coaching The Move-Measuring the Impact of Coaching Why Measuring the Impact of Coaching Is Important What Measuring the Impact of Coaching Looks Like Lessons From the Field Tools and Techniques A Final Thought In Closing Appendix Resource A-If/Then Charts Resource B-Coaching Logs Resource C-Language Stems Resource D-Planning Tools Resource E-Agreements and Protocols Resource F-Results-Based Coaching Tool References Index
Acknowledgments About the Authors Introduction Our Coaching Beliefs Core Practices for Student-Centered Coaching Student-Centered Coaching Is Driven by Formative Assessment Data How Student-Centered Coaching Compares With Other Coaching Models Moving Forward Chapter 1: Setting Goals for Coaching Cycles The Move-Setting Goals for Coaching Cycles Why Setting Goals for Coaching Cycles Is Important What Setting Goals for Coaching Cycles Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 2: Using Learning Targets The Move-Using Learning Targets Why Using Learning Targets Is Important What Using Learning Targets Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 3: Getting Ready for Coaching in the Classroom The Move-Getting Ready for Coaching in the Classroom Why Getting Ready for Coaching in the Classroom Is Important What Getting Ready for Coaching in the Classroom Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 4: Noticing and Naming The Move-Noticing and Naming Why Noticing and Naming Is Important What Noticing and Naming Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 5: Micro Modeling The Move-Micro Modeling Why Micro Modeling Is Important What Micro Modeling Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 6: Thinking Aloud The Move-Thinking Aloud Why Thinking Aloud Is Important What Thinking Aloud Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 7: Sorting Student Work The Move-Sorting Student Work Why Sorting Student Work Is Important What Sorting Student Work Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 8: Providing Strengths-Based Feedback The Move-Providing Strengths-Based Feedback Why Providing Strengths-Based Feedback Is Important What Providing Strengths-Based Feedback Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 9: Measuring the Impact of Coaching The Move-Measuring the Impact of Coaching Why Measuring the Impact of Coaching Is Important What Measuring the Impact of Coaching Looks Like Lessons From the Field Tools and Techniques A Final Thought In Closing Appendix Resource A-If/Then Charts Resource B-Coaching Logs Resource C-Language Stems Resource D-Planning Tools Resource E-Agreements and Protocols Resource F-Results-Based Coaching Tool References Index
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