the power of coaching for student success: session #1 - aacps · evaluation and recommend coaching...
TRANSCRIPT
The Power of Coaching for Student Success:
Session #1 - AACPS
By: LeAnn Nickelsen, M. Ed. Author & School Improvement Coach
www.maximizelearninginc.com [email protected] Twitter - @lnickelsen1
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Biography Page: LeAnn Nickelsen, M.Ed.
LeAnn M. Nickelsen, educator for over 20 years, is delivering several presentations nationally on brain research
topics, differentiation, reading and vocabulary strategies, nutrition affecting cognition, all based on the latest
research. She is known for delivering a wealth of information in an active, fun format with very specific,
practical classroom examples. Participants walk out with many ideas and a passion for maximizing learning for
all students!
In addition to her trainings, LeAnn also models lessons within the classroom. She works with teachers one-on-
one and in small groups to help them achieve their educational goals. She is a parent of school-age twins and
applies the research to the hardest jobs out there, parenting and teaching.
Qualifications
Certified Brain Research Trainer (Jensen Learning) Masters in Educational Administration, University of North Texas Several years teaching in the classroom in Kansas, Texas, & Ohio Member of: National Staff Development Council; Association of Supervision and Curriculum Development Teacher of the Year in Grapevine-Colleyville, TX Co-Author with Eric Jensen – 1.) Bringing the Common Core to Life in K-8: 30 Strategies to Build Literacy Skills
(Solution Tree, 2014) 2.) Deeper Learning: 7 Powerful Strategies for In-Depth and Longer-Lasting Learning (Corwin Press, 2008)
Co-Author with Linda Allen - Making Words Their Own (Crystal Springs, 2008) Co-Author of Differentiating by Readiness (Eye on Education, 2010) Author of the following teacher resource books published by Scholastic, Inc.: *Quick Activities to Build a Very Voluminous Vocabulary (1998)
*Teaching Elaboration & Word Choice (2001)
*Comprehension-Building Activities for Reading in Social Studies & Science (2003)
*Four book Mini-Comprehension Reading series: Inferences & Cause/Effect; Sequencing & Context Clues; Point of
View & Fact/Opinion, Main Idea & Summarizing (2004)
*Memorizing Strategies & Other Brain-Based Activities (2004)
Presentation Topics 1. Differentiation: Building Success for All, Grades K-12 2. Engage with the Common Core State Standards, K-12 3. Diving Into Deeper Learning, Grades 4-12 4. Teaching With Poverty in Mind, Grades K-12 5. SavvyVocab: Making Words Their Own, Grades K-12 6. Differentiating Classrooms: The Tiered Approach, Grades K-12 7. Assessment Over- Easy Please, Grades K-12 8. Super Highway: Understanding the Adolescent Brain, Grades 6-12 9. Make Processing A Priority: Differentiated Ways to Process Information, Grades K-12 10. Differentiating Classrooms: Problem-Based Learning, Grades 5-12 11. Got Memory Rules? Grades K-12 12. Brain-Smart Foods that Maximize Learning, Grades K-12, PARENTS 13. Breaking the Content-Area Reading Code for Successful Comprehension, Grades 4-8 14. The Lesson Plan Lifesaver (Brain-Based and Highly Differentiated), Grades K-12 15. Right Words = Write Well (Word Choice), Grades 4-8 16. Calming the Raging Storms of Stress, Grades K-12, PARENTS 17. Raising Resilient Children, Grades K-12, PARENTS 18. Low Prep or High Prep Differentiated Strategies: You Choose! Grades K-12 19. Successful Summarizing Strategies, Grades 4-12 20. Bump Up the Questioning, Grades 4-8
Keynotes: Maximizing the Mind, DARE to Engage the Brain,
Journey
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The Learning Targets for the Day:
“I Can” Target Not There
Yet
Still Practicing
Got It! Comments
1. We will: explore the research that makes coaching so powerful, define coaching in our own terms, and categorize and prioritize coaching roles.
2. TRUST is the Foundation of ANY Relationship: We will evaluate the characteristics of what trust looks like and sounds like in a coaching relationship. We will self-assess to determine which characteristics we need to personally improve upon. We will infer the relationship that trust will have on the change process.
3. We will explore the 3-Step Cycle to Effective Coaching. First, we will determine the importance of goal setting in the coaching process. We will practice coaching one another toward the creation of a coaching goal.
4. We will explore the 3-Step Cycle to Effective Coaching. Secondly, we will determine potential goals that the teachers that we work with might make through brainstorming criteria within the Math Walk Through Form and Special Education Walk Through Form (specialized instruction piece).
5.
Potential Comments - I Need More Practice or Not There Yet Stems: I don’t understand how to…
I don’t understand the word…
I don’t understand how ____________ is related to _________________.
I don’t understand how ____________ caused __________________________________.
My question is…
I need you to show me…
I need more practice with…
LeAnn Nickelsen
ABC Brainstorm
Name: _______________________________
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Coaching Zones
Based on Needs of Teacher
Supervisory Evaluative (Principals)
Informational Instructional
One-Way Sharing
Collaborative Instructional
Sharing Mentoring
Cognitive Reflective
Peer Mediate
The Zone Goal for Coaching
Feedback comes from:
data, questions, silence,
clarifications
A great Zone too, but be
invited into this Zone
Quotes About Roles of Coaching… (Adapted from Stetson Associates)
1. “A masterful coach is a leader who by nature (and effort) is a vision builder and
value shaper, not just a technician who manages people to reach their goals and plans through tips and techniques. To be able to do this requires that the coach discover his/her own humanness and humanity, while being a clearing for others to do the same.” Hargrove, 2013, p. 18
2. “We do not really see through our eyes or hear through our ears, but through
our beliefs.” Lisa Delpit, 1995
3. “Coaching is the art of creating an environment, through conversation and a way of being, that facilitates the process by which a person can move toward desired goals in a fulfilling manner.” (Tim Gallwey, 2000, p.177)
4. “A good coach facilitates a wake-up call for change.” Judith Glasser, Conversational Intelligence, page 7
5. “The role is defined differently from place to place and that is often its biggest
challenge or greatest asset.” Heather Wolpert-Gowron, “The Many Roles of an Instructional Coach”, Educational Leadership, June 2016. Volume 73, page 56-60.
6. “Without a clear job description that is understood by administrators, coaches and teachers alike, instructional coaching can easily become divisive and build more resistance to change.” Pete Hall and Alisa Simeral, Building Teachers’ Capacity for Success, ASCD, 2008
7. Schools will realize the potential of Instructional Coaches only by defining their
role in relationship to evaluation.
8. A common mistake is for an administrator to identify a weakness during teacher evaluation and recommend coaching as the response.
Coaching Light Coaching Heavy Coaching light occurs when coaches want to build and maintain relationships more than they want to improve teaching and learning.
Coaching heavy works collaboratively with teachers to set and achieve specific goals that target increased student achievement.
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October 2011 | Volume 69 | Number 2
Coaching: The New Leadership Skill Pages 92-93
One to Grow On / Every Teacher a Coach
Carol Ann Tomlinson
Effective coaches know that a culture of success is more motivating than a culture of
winning.
I had a moment of insight about great coaching as I watched Olympic high diving a few years
ago. The camera showed the climb to the platform from which divers propelled themselves
into a pool that looked distant and small from the high perch. Because diving coaches know
the potential for significant physical and emotional trauma if a diver lands at the wrong angle
in the water, the event narrator explained, they developed a way to cushion a potentially
wrenching water entry. They watch the young diver's trajectory and, when necessary, step on
a button embedded in the floor. The button releases a pillar of bubbles in the pool that
significantly softens the diver's landing.
This image is powerful. Great coaches ask young athletes to go to "great heights" to
challenge themselves. They take care to prepare the athlete for each stage of development,
but they cannot eradicate risk because it's inseparable from growth. They can, however,
intervene to ensure that the risk isn't so great that it outweighs the reward of accomplishment.
Understanding the attributes of effective athletic coaches provides insight into the nature of
good teachers and good teaching. The best coaches encourage young people to work hard,
keep going when it would be easier to stop, risk making potentially painful errors, try again
when they stumble, and learn to love the sport. Not a bad analogy for a dynamic classroom.
Outstanding coaches vary in their personality and approach, but four traits distinguish great
coaches of young athletes. In each instance, parallels to high-quality teaching are evident.
1. Great Coaches Know Their Sport
Strong coaches are passionate about their sport and understand it deeply. They wake up
thinking about their sport. They read about it, observe it, and study it incessantly. They keep
learning.
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Noteworthy coaches see their sport as more than a game. It is a vehicle for developing
human capacity and learning the skills of life. Excellent coaches are fascinated by the nature
and possibilities of the game—for themselves and for those they coach. Said one young
athlete of a coach who was significant in her life, "She breathed the game and drew
nourishment from it."
2. Great Coaches Develop Players' Skills
Fundamental to memorable coaches' success is their capacity to teach others to play the
game. They know how to transmit their own knowledge and skill to those not yet proficient.
And they have to believe that each athlete can learn to play the game. To build both
individual and team skills, they continually attend to the growth patterns of each team
member as well as the group. One young athlete reflected, "Really good coaches have their
eye on every kid, not just a favored few." They also continually analyze what the athletes do
and adjust both training and the game plan as a result of what they see. Great coaches
provide precise feedback along with individualized training that enables athletes to use this
feedback productively. They know how to provide high-quality practice.
Notable coaches build players' mental and physical skills. "I thought he was teaching me to
play basketball," said a college student of his high school coach. "Turns out he was teaching
me to be a good citizen, a human being who cares."
3. Great Coaches Are Great Motivators
Outstanding coaches set clear and demanding performance goals for their players, working
relentlessly to help young athletes achieve those goals. They know that high expectations
elicit maximum effort from team members and result in maximum growth.
Strong coaches understand and appreciate human variance. Not only do they often tailor
practice drills to the individual, but they also know that individuals are motivated in different
ways. Excellent coaches, then, study their players to figure out what will encourage each one
to persevere.
As a general rule, they realize that sideline drills are less motivating than the game itself, so
they ensure that players grasp the link between drills and the game and that everyone gets to
play the game to test their developing skills. Further, great coaches always find a way to
integrate fun into hard work.
Effective coaches know that a culture of success is more motivating than a culture of winning.
Winning is often outside the control of team members and coaches. Coaches share the thrill
of wins with team members when they happen, but they invest more heavily in celebrating
the more attainable goal of individual growth.
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4. Great Coaches Are Team Builders
In competition, the coach is removed from the real action. The players have to function as a
unit on the field. Even in individual sports, the team is often the locus of motivation during
competition. Therefore, highly effective coaches orient everyone to a common vision. They
teach team members to care for one another and play to one another's strengths. By acting
respectfully toward each athlete, they inspire respect among team members. Powerful
coaches address interpersonal problems on a team as vigorously as problems with skills
execution or a game plan. And they strengthen team members' bonds by learning from loss
as much as by celebrating victory.
Consider the four attributes of compelling coaching. They make a good case for coaching
teachers to be distinguished coaches!
Carol Ann Tomlinson is William Clay Parrish Jr. Professor and Chair of Educational
Leadership, Foundation, and Policy at the Curry School of Education, University of Virginia in
Charlottesville;[email protected]. She is the author, with Marcia B. Imbeau, of Leading and
Managing a Differentiated Classroom (ASCD, 2010).
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Empowering Mindsets/Beliefs of a Coach (Crane, 2014 – The Heart of Coaching)
“A coach has positive regard for others.”
1. People are inherently good and they want to contribute.
2. People are doing the best they can with what they know and are
aware of at any given moment.
3. People make mistakes, but most do not set out to make mistakes on
purpose.
4. Mistakes can be framed positively as learning opportunities for
everybody on the team.
5. Most people’s limiting beliefs about their capacities keep them from
accomplishing more than they do.
6. Because most work is done by, through and with the cooperation of
people, transforming their individual effectiveness will transform the
performance of the team.
7. People support the changes and commitments that they create, not
the ones forced on them.
8. Unnecessary control is resented; people prefer to be “led” rather than
“managed”.
9. Outside input from anybody is most helpful when it is really desired.
10. Coaches can build strong trusting relationships by being open and
honest in owning and disclosing their thoughts and feelings.
11. People’s feelings must not be ignored; a holistic view of people allows
one to see the whole person.
12. People really do want to improve.
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Goals of Coaching
To point teachers
toward best practices
“As the coach leader ‘holds up’ the standards and expectations that have
been determined from a solid research base of ‘what works,’ it focuses the
work on making decisions and acting in ways that have the potential to most
dramatically impact results. When we work from a ‘standards based’ body of
research, the possibility of an aspect of the work becoming someone’s
personal preference or expectation is diminished” (Kee, Anderson, Dearing,
Harris, & Shuster, 2010).
To show teachers
what good teaching
looks like
“Coaches …help teachers to know what success looks like and to imagine their
own successful handling of situations” (Tschannen-Moran & Tschannen-
Moran, 2010).
“Good coaches know how to break down performance into its critical
individual components” (Gawande, 2011).
To help teachers
maintain their best
performance
“The coaching model is different from the traditional conception of pedagogy,
where there’s a presumption that, after a certain point, the student no longer
needs instruction. No matter how well prepared people are in their formative
years, few can achieve and maintain their best performance on their own”
(Gawande, 2011).
To help teachers
achieve “flow”
“Flow happens when teachers are fully immersed in the process of growth
and change. To reach that state of full engagement, the activity needs to be
intrinsically interesting and just within reach of their abilities. If the activity is
too challenging, then it is overwhelming and stressful. If the activity is not
challenging enough, then it is boring and tedious. The sweet spot—the flow
spot—is where the level of challenge perfectly matches the skills, training,
strengths, and resources of the performer. Coaches want to assist teachers to
enter that state as often as possible while working on their instructional
strategies” (Tschannen-Moran & Tschannen-Moran, 2010).
To help teachers take
risks
“A coach leader is one who will challenge his or her educators to break away
from the norm, to be creative, to use their imagination, to initiate something
new, to act in new ways. A coach leader is a facilitator of a new mindset that
is critically needed in schools today” (Kee et al., 2010).
Source: Marzano & Simms. (2013). Coaching Classroom Instruction.
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Coaching - Potential Roles
Learning Format Description Potential Roles
of a Coach
Collaborative Resource Management
The coach works with teachers to become familiar with and tap into available resources. This is an opportunity for rich conversation about instruction, grouping, and differentiated instruction.
Resource person, collaborator, encourager
Content Presentations
The coach provides content knowledge and fosters collaboration. This format ensures that all teachers are on the same page in terms of information, procedures, best practice, and other matters.
Facilitator, expert, resource person
Focused Classroom Visits
The coach provides teachers the opportunity to observe a particular teaching method, learn how other teachers organize for instruction, and develop an understanding of what is expected at other grade levels.
Facilitator, resource person
Co-planning Teachers work together to review current data and plan instruction. This might include discussion on grouping options, assessment results, and specific lesson planning.
Resource person, collaborator, encourager
Study Groups A group of educators meet on a regular basis to discuss issues relevant to their teaching. The range of study group options includes job-alike, book study, and action research.
Facilitator, mediator, resource person
Demonstration Lessons
The coach demonstrates particular teaching methods to teachers who are less familiar with these methods or less confident about using them.
Expert, consultant, presenter
Peer Coaching This is the traditional coaching model whereby the coach observes the classroom teacher and provides feedback during a debriefing session.
Expert, encourager, voice
Co-teaching The classroom teacher and the coach plan a lesson together and share responsibility for the lesson's implementation and follow-up.
Collaborator, encourager, voice
Source: Developed by M. C. Moran and Elizabeth Powers.
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Listening Skills Self-Assessment
To help you start to be more aware of your listening habits, complete the following listening self-evaluation. It will give you an idea of which listening habits you can be happy about and which ones you might want to reshape. Answer each question thoughtfully. Put an X in the appropriate column. Do you…..
1. Tune out people who say something you don’t agree with or don’t want to hear?
2. Concentrate on what is being said even if you are not really interested?
3. Assume you know what the talker is going to say and stop listening?
4. Repeat in your own words what the talker has just said?
5. Listen to the other person’s viewpoint, even if it differs from yours?
6. Learn something from each person you meet, even if it is ever so slight?
7. Find out what words mean when they are used in ways not familiar to you?
8. Form a rebuttal in your head while the speaker is talking?
9. Give the appearance of listening when you aren’t?
10. Daydream while the speaker is talking?
11. Listen to the whole message – what the talker is saying verbally and non-verbally?
12. Recognize that words don’t mean exactly the same thing to different people?
13. Listen to only what you want to hear, blotting out the talker’s whole message?
14. Look at the person who is talking?
15. Concentrate on the talker’s meaning rather than how he or she looks?
16. Know which words and phrases you respond to emotionally?
17. Think about what you want to accomplish with your communication?
18. Plan the best time to say what you want to say?
19. Think about how the other person might react to what you say?
Mo
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20. Consider the best way to make your communication (written, spoken, phone,
bulletin board, memo, etc.) work?
21. Think about what kind of person you’re talking to (worried, hostile, disinterested,
rushed, shy, stubborn, impatient, etc.)?
22. Interrupt the talker while he or she is still talking?
23. Think, “I assumed he or she would know that”?
24. Allow the talker to vent negative feelings toward you without becoming
defensive?
25. Practice regularly to increase your listening efficiency?
26. Take notes when necessary to help you to remember?
27. Hear noises without being distracted by them?
28. Listen to the talker without judging or criticizing?
29. Restate instructions and messages to be sure you understand correctly?
30. Paraphrase what you believe the talker is feeling?
Source: Cheliotes, Linda Gross and Reilly, Marceta Fleming (2010). Coaching Conversations: Transforming Your School One Conversation at a Time. Thousand Oaks, CA: Corwin Press.
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Listening Skills Goal Setting Next Steps Checklist
In his review of brain research, David Rock (2006) found that forming “new habits takes time, but not that much.” You should be able to develop specific coach-like behaviors through consistent and intentional practice of individual skills for one to two weeks each. Within a period of several months you will have a broad repertoire of skills that will permit you to hold meaningful and constructive coaching conversations. Below is a list of some new conversations habits you may wish to practice.
1. Practice one committed listening skill with a trusted friend, family member, or colleague. o Listen for the essence of what is said or not said o Allow time for silence after someone speaks with you o Avoid unproductive listening (judgment/criticism, piggybacking, inquisitive listening,
problem solving) o Listen without obligation to act o Begin using your committed listening skills with our staff o Paraphrase what other say to you
2. As you continue to develop your committed listening skills, add powerful speaking skills to your repertoire.
o Prepare for coaching conversations by clearly articulating for yourself the goal of the conversation
o Intentionally choose words at the appropriate level, avoiding promise or “I have to” phrases unless appropriate
o Avoid advice o Ask open-ended questions (“What?” rather than “Do you?”) o Express positive intent through your open-ended questions
3. Continue to practice your committed listening and powerful speaking skills and add reflective feedback.
o Form an intention to develop and maintain trusting relationships through reflective feedback
o Ask clarifying questions or make clarifying statements o Use value statements or questions o Ask open-ended questions that explore possibilities
4. Practice coaching-on-the-fly in short conversations with staff by incorporating all of your new coaching conversation habits of mind. 5. Prepare for a difficult conversation that incorporates coaching conversational skills.
Source: Cheliotes, Linda Gross and Reilly, Marceta Fleming (2010). Coaching Conversations: Transforming Your School One Conversation at a Time. Thousand Oaks, CA: Corwin Press.
TRUST ASSESSMENT
Name: ____________________________________________________ Date: _________________________
Place an “X” on the continuum line that best describes YOUR trustworthy traits. Write a comment to the right, if needed.
Explain/Comment
Doesn’t whine Whines
Nonjudgmental Judgmental
Has lots of long-term friendships Lacks good, long-term friendships
Isn’t afraid to be vulnerable Never shows vulnerability
Avoids being late Careless of others’ time
Puts forth clear solid effort Puts for minimal effort
Doesn’t seek glory Seeks glory
Takes self lightly Cannot laugh at oneself
Uses anger appropriately Gives full vent to anger
Empathetic Lacks empathy
Protective of others’ dignity Does not care about and person protecting others’ dignity
Encourages people Discourages people
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Gracious, without agenda Ungracious – unless they want something or are covering up
Has no hidden agenda Has a hidden agenda
Allowing for others’ choice Controlling
Reliable – walk the talk; yes is a yes Unreliable
Preserves the dignity of Makes fun at others Another person expense
Speaks appropriately, isn’t the Talks too much, too loudly Loudest person in the conversation
Willing to admit when wrong Unwilling to admit when wrong
Displays integrity of speech Duplicitous
Has their stuff together Slick
Makes sure people are aware Enjoys surprising people and putting them on the spot
Doesn’t play games Player
Is frank without being harsh, Harsh, tactless, graceless Tactful, gracious
Speaks with clarity Speaks vaguely
Engages others Engages others to get their way
Loyal Disloyal
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Able to admit when wrong Unable to admit when wrong
Owns their own stuff, responsible Blames, cannot own their stuff, irresponsible
Tells the truth, even at personal expense Hides the truth, lies
Others-focused Self-focused and self-pitying
Open-minded Closed-minded
Good Listener Doesn’t listen well
Habitually Compassionate Lacks compassion
Shows integrity, leads by example Lacks integrity, both verbally and physically
Kind Kind in order to get something, otherwise generally unkind
Honest, genuine, transparent Dishonest, ingenuous, sly sneaky
Doesn’t gossip Gossips
Giver, generous without string attached Taker
Respectful of others Bossy
Which trust characteristic can you personally work on so that your trust factor increases?
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Questions to Pose in Your First Meeting with a New Client
The following questions should be incorporated in such a way that the meeting precedes more like a conversation than an interview or an interrogation. Not all of them need to be asked at every meeting with a new coachee. Background:
1. Can you tell me about why you went into teaching and/or administration? What drew you to this field?
2. What do you enjoy about your position? 3. What is challenging about it? 4. What do you think are your strengths? 5. What do you think are your areas for growth? 6. Outside of work, what are your interests and passions?
Relationships:
1. How would you describe your relationship with our principal? 2. How would you describe your relationship with your colleagues? 3. How would you describe your relationship with your students? 4. How would you describe your relationship with your students’ parents? 5. Do you have colleagues (on-side or off-site) that you trust? That you feel good about
collaborating with? Professional Development and Coaching Experience:
1. How do you feel that you learn best? Can you tell me about a powerful learning experience you’ve had over your time as an educator?
2. Have you worked with a coach before? Describe that experience. What worked well? Were there things that didn’t work for you?
3. What’s prompted you to explore coaching now? 4. What is your understanding of what coaching is? Of my role? 5. What are your hopes and fears for our work? 6. What do you need from me as a coach? 7. Is there anything I should know that would help me in my work with you? That would make
our work together more effective? 8. Is there anything you’d like to know about me that would help make our work more effective? 9. What do you anticipate might be a challenge or get in the way of our working together? 10. How can I support you when those challenges arise? 11. What would you like me to hold you to, as far as your engagement with coaching?
Aguilar, Elena. (2013). The Art of Coaching: Effective Strategies for School Transformation. Danvers, MA: Wiley and Sons.
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TEACHER WORKING STYLE GUIDE (adapted from Stetson & Associates)
Teacher: ________________________ Grade/Subject: ____________________ Date: ________ The teacher working style guide is designed to assist co-teachers in determining the best model of support. There are no right or wrong answers. Please feel free to add comments to any of these items. 1. What are your primary methods of instruction? Place a number by each: #1 – I use the most,
#2 – I use often, #3 – I use sometimes, #4 – I use about once a month
Lecture Class discussions Cooperative groups Worksheets Textbooks, articles Individual work Technology Other: ____________________________________
2. What sorts of teaching materials and media do you like to use?
3. How far ahead do you plan your lessons? One month Two weeks ahead One week ahead Friday before the ahead coming week
The night before I don’t like to plan lessons ahead of time 4. How often do you give tests?
Just at the end Weekly Daily Pop questions of a chapter
5. What test format do you use most frequently: Multiple choice Fill in the blank Matching Short answer Essay Other:
6. I base grades on…. (check as many as apply) Assignments Participation Effort Homework and tests Attendance Behavior
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7. My classroom is considered… (check as many as apply) Quiet Unstructured Noisy Structured Active Project oriented Activity-based
8. What are your daily classroom routines that rarely vary?
9. What are your three most important classroom rules? 1. 2. 3.
10. Under what circumstances would it be acceptable for your co-teacher to spontaneously make a comment or interrupt your lesson? Anytime Only with a Never To correct student predetermined signal behavior first
Please add any comments that you feel would be helpful:
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The Instructional Coaching Cycle
Resource: Three Steps to Great Coaching (Jim Knight, et al)
1. IDENTIFY – The coach and teacher collaborate to set a goal and select a teaching strategy to try
to meet the goal.
The coach helps the teacher get a clear picture of reality because many people don’t have the
correct perception of where they really are with their effectiveness. Coaches can help with
this process by video-taping the instruction and creating questions to help the teacher
determine what to improve through little goal setting. Other data that can be collected:
teacher self-assessment, student work, observation, and formal and informal evaluation
results.
The coach and teacher identify a change that the teacher would like to see in student
achievement, behavior, or attitude.
Next, they develop a measurable student goal that will show that the “hoped-for” change has
occurred.
Coaching questions to help guide teachers to set powerful goals:
o On a scale of 1-10, how close was the lesson to your ideal?
o What would have to change to make the lesson closer to a 10?
o What would your students be doing? Saying?
o What would that look like?
o How would we measure that?
1. Identify
2. Learn3.
Improve
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o Do you want that to be your goal?
o Would it really matter to you if you hit that goal?
o What teaching strategy will you try to hit that goal?
Once a measurable goal has been established, the instructional coach and teacher choose a
strategy or a set of strategies to reach that goal. Coaches need to understand many high-yield
teaching strategies that address the concerns teachers identify.
Remember to create a SMART goal so that it can be measured in a certain period of time.
2. LEARN - Once teacher and coach set a goal and choose a teaching strategy, the teacher must
learn how to implement the strategy. For the coach, this means explaining and modeling teaching
strategies.
Instructional coaches need to explain the teaching strategies in precise, clear ways with
several examples. Coaches can be more explicit by using a checklist on how to implement the
strategies and sharing these checklists of efficiency, ensuring that each piece is understood
and can be implemented.
The coach should model the strategies and debrief with questions and answers about the
strategy’s effectiveness. Modeling can happen in the following ways: in the classroom with
students; in the classroom with no students; co-teaching; and visiting other teachers’
classrooms; watching videos and then debriefing.
If the goal is not being met by using the strategies, then both of you need to revisit the
checklist to see what needs to be modified.
3. IMPROVE - Instructional coaches monitor how teachers implement the chosen teaching strategy
and whether students meet the goal.
Coaches can accomplish this by video recording classes (and other pieces of data) and sharing
this video with collaborating teachers so they can assess for themselves how they
implemented the new teaching strategies and whether students have hit the identified goals.
Next, coach and teacher get together to discuss how effective the strategy was implemented.
Some questions to ask about the strategies are:
o What are you pleased about?
o Did you hit the goal?
o If you hit the goal, do you want to identify another goal, take a break, or keep refining
the current new practice?
o If you did not hit the goal, do you want to stick with the chosen practice or try a new
one?
o If you stick with the chosen practice, how will you modify it to increase its impact?
o If you choose another practice, what will it be?
o What are your next actions? Do you want to revise the goal or create a new one?
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Checklist for the Coach: Instructional Coaching Checklist
Coaching Behavior Discussion/Observation Notes
Step 1: Identify
1. Teacher gets a clear picture of current reality by watching a video of the lesson or by reviewing observation data.
2. Coach asks the “identify questions” with the teacher to identify a goal.
3. Teacher identifies a student-focused goal.
4. Teacher identifies a teaching strategy to use to hit the goal.
Step 2: Learn
1. Coach shares a checklist for the chosen teaching strategy.
2. Coach prompts the teacher to modify the practice if he or she wishes.
3. Teacher chooses an approach to modeling that he/she would like to observe and identifies a time to watch modeling.
4. Coach provides modeling in one or more formats.
5. Teacher sets a time to implement the practice.
Step 3: Improve
1. Teacher implements the practice.
2. Data is gathered on student progress toward the goal.
3. Data is gathered on teacher’s implementation of the practice.
4. Coach and teacher meet to discuss implementation and progress toward the goal.
5. Teacher makes modifications until the goal is met.
6. Coach asks “improvement questions” such as: Did you hit the goal? Yes - I want to continue to refine the use of the practice or choose a new goal. No – I want to revisit how you teach with the new practice, I want to choose a new strategy, or I just need more practice with this strategy.
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Name: ________________________________________________________ Date: ____________________
SMART Goal Setting in Five Easy Steps
Adapted from Active Solutions
Step Mnemonic Description
1 Specific Exactly what is it you want to achieve in your
learning and to what extent? A good objective statement or goal should
answer the questions, which, who, what, when,
where, why?
2 Measurable You need to be able to track the progress and
measure the outcome. A good objective statement or goal should
answer the questions, how much or how many?
3 Action Oriented Say what you are going to do. A good objective statement or goal should
describe a result.
4 Realistic and Relevant Be optimistic, but provide realistic strategies. A good objective statement or goal should
challenge your learning, while remaining realistic
and relevant.
5 Time Based Include a time limit. A good objective statement or goal should
include by when you want to achieve your result.
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Student SMART Goal Form
SMART Goal for: ____________________________________________________ (name)
Starting date: _______________ – _______________ Ending date
Relevance (Goal): I want to ___________________________________________________________
because __________________________________________________________________________
Action: I will do this by ______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Time: I will evaluate my progress on ________________ by doing ____________________________
__________________________________________________________________________________
I did it! I sort of did it! I need to work
on this goal more.
Explain:
Explain:
Explain:
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EXAMPLE MS Math General Education Coaching Goal # 1
Starting Date: 11/1 Ending Date: 12/16 Teacher: Sonya Whitener
My Coach: Molly Shrauner
Subject/Grade: Middle School Math Teacher – General
Educator
Student-Centered Achievement Goal - Academic
GOAL #1: When I teach a new math process, I want my students to master the smaller chunks before I move
forward with bringing the steps together and assessing. I’m not sure of their errors when I wait to check for
understanding at the end of the lesson. I will use the formative assessment process in my middle school
classroom on a daily basis, several times in the lesson, and respond to that data as soon as possible so that
student mastery is addressed sooner.
Success looks like:
Teacher teaching a small chunk of information, assessing that small chunk to determine if students are
practicing it correctly, and then making decisions of what to do next based on that daily data.
Students processing during the math lesson more often – after each step possibly. Students receiving
feedback of their success or errors more quickly.
Strategies: Measurement: Explain how data will be collected to
determine goal achievement
I will plan my lessons with the Gradual Release of
Responsibility – I Do, We Do, Two Do, You Do. I will
check more often during the We Do and Two Do (I
should have more success in the “You Do” section if I
check and change instruction faster). Use the
Instructional Cha Chas format of the formative
assessment process. I will also ensure my coach
times me within each section so that I get to the Two
Do and You Do much sooner.
I will document at the end of each lesson
who is still struggling with the Learning
Outcome by using my Cruisin’ Clipboard.
I will document how I responded to these
students to show that I did catch the
error quickly.
Coach visits and data collected during
that time
On my actual math lesson plan template,
I will check how many and what type of
formatives I used.
Student performing better on the weekly
quizzes because I responded sooner
Student self-assessment form of the daily
learning targets – see Student Target Tracker
I will make sure to use the follow formatives or quick
checks during the lesson: Kleenslates (dry erase
boards), brain ball toss to explain process to another
student, peer checks, pinch cards for vocabulary
assessment, turn and talk, Math Talk Stems, etc.
I will give students Exit Tickets at the end of math
class to determine if they were able to get the math
problem better after my checks and “changes”
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(feedback, reteach mini chunk if needed, pull a small
group to give more support, etc.)
Create a list of strategies that I learned from the
Differentiation Workshop that I incorporated
into my instruction.
I will have anchor activities or math menus in place
each unit so that students can be enriched in my
current curriculum when I’m responding to the
students who need more help.
I need to set up a “responding to daily data” area
within my classroom. I will ask principal for a kidney-
shaped table, mini dry erase board, and a few
baskets/buckets with manipulatives so that I’m
ready to respond to multiple errors quickly.
Student self-assessment form of the daily learning
targets – see Student Target Tracker
Attend training on best ways to analyze data and
recognize what is needed for next steps
(differentiated instruction).
Next Goal for me MIGHT be: Gradual Release of CRA process
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EXAMPLE Special Education Math MS Coaching Goal # 1
Starting Date: 11/1 Ending Date: 12/16 Teacher: Mary Miles Coach: Josh Piccins
Subject/Grade: MS Math – Special Education Teacher
Student-Centered Achievement Goal - Academic
GOAL #1: In order to move my students (and other students who need the same support) faster in
the math MS classroom, I will check for understanding more often and respond that day by pulling a
small group of students who need support to receive specialized instruction with that outcome and
yet blending the IEP goals within that small group instruction time. I tend to just keep running back
and forth to help my students, but I don’t pull the group to give more effective instruction.
Success looks like:
Me pulling a small group of students together in a particular location in the classroom to reteach,
give more support, or just to teach the learning outcome in a smaller group at a slower pace
possibly, so they get more feedback more often during the lesson. There should be more student
mastery of that daily learning outcome if I respond this way. I will also keep the IEP goals handy to
determine how to use them during this mini lesson as well.
Strategies: Measurement: Explain how data will be
collected to determine goal achievement
I will co-plan with the general education teacher to
determine how we will teach the lesson and how we will
both check for understanding throughout the lesson. We
will determine which students we will be checking, noting
and responding to. We will have their names on Cruisin’
Clipboards.
IEP Goals will be in front of me while
at the small group
reteaching/support table – calling it
Learning Club.
Cruisin’ Clipboard with my students’
names ready to go so I can document
their errors and write down how I
responded to the errors
Coach visits and data collected
during that time
On my actual math lesson plan
template, I will check how many and
what type of formatives I used.
We will need to ensure there are two areas for grouping
students: I will have a group and she will have a group.
We will need to set up supplies, manipulatives, processing
tools in these areas in order to respond to the daily data.
We will brainstorm the errors students might make in our
lessons before we teach it so that we will teach “smarter”
and respond in more powerful ways when addressing their
errors.
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During our planning sessions, we will brainstorm when the
checkpoints will occur during the lesson and which
formative we will use for the evidence of where our
students are with that chunk of content. Tools:
Kleenslates (dry erase boards), brain ball toss to
explain process to another student, peer checks,
pinch cards for vocabulary assessment, turn and talk,
Math Talk Stems, etc.
Student performing better on the
weekly quizzes because I responded
sooner
Student self-assessment form of the
daily learning targets – see Student
Target Tracker
Create a list of strategies that I
learned from the Differentiation
Workshop that I incorporated into
my instruction.
I will plan how to address the IEP goals in that lesson. I
will preview the IEPs for my students before they enter
the classroom so I’m more aware of how to meet that goal
during that lesson too.
Student self-assessment form of the daily learning
targets – see Student Target Tracker
Attend training on best ways to analyze data and
recognize what is needed for next steps
(differentiated instruction).
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Teacher: _____________________ Name of Coach: ____________________________
Starting Date: ______ Ending Date: _______
Goal: Purpose of Goal (Needs and Benefits):
Teacher will do the following in order to get the Student Look Fors/Criteria for Success/Outcomes:
Evidence of goal accomplishment – Students will…
Coach Will do the Following to Help Teacher Accomplish the Goal:
Data Collection Ideas:
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Teacher: Maria Sanchez Name of Coach: Dee Smith
Starting Date: 10/1 Ending Date: 12/10
Goal: I will teach with the gradual release of responsibility
with small groups of students so they can create mathematical statements using manipulatives.
Purpose of Goal (Needs and Benefits):
To engage students
To move them from the concrete stage to the representation stage to the abstract stages of mathematical understanding
To allow kinesthetic tools to empower math thinking (best practices)
Teacher will do the following in order to get the Student Look Fors/Criteria for Success/Outcomes:
Checks for understanding often using formative assessments
Receives training on manipulatives use
Creates lesson with format of gradual release of responsibility (I do, We do..)
Creates questions to prompt students to think with the manipulatives
Journals the journey about student statements with the manipulatives (documents)
Responds to that data
Evidence of goal accomplishment – Students will…
Students using appropriate language to explain connections with manipulatives and mathematical practices/concepts
Students using manipulatives to represent their thinking and explaining why/how
Students transfer the learning to writing a statement at the end of the lesson making the connections (Exit Ticket)
Students connecting the manipulatives with representations created
Coach Will do the Following to Help Teacher Accomplish the Goal:
Get manipulatives from district office for teacher
Train the teacher on when/how to use these manipulatives for upcoming standard
Help teacher create the lesson plan
Model how to teach gradual release of responsibility
Model how to facilitate student engagement effectively
Data Collection Ideas: Coach will write teacher prompts, questions and feedback to the
students.
Coach would write student responses (verbal and manipulative movement) during lesson
Coach examines student Exit Slips
Learning Interest inventories/data usage
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Goal Setting Conference Questions/Statement Stems
Coaching activities must have an agreed-upon focus or target behavior and must have
meaning and importance to both teacher & coach. The target should be a research-based strategy that you both agree with have a
significant impact on student achievement. Work to describe what it will look/sound like when it is skillfully used. This will become
a “checklist” for data collection.
Questions to Ask to Promote Goal Setting: (IDENTIFY)
Based on our school-wide goal of __________________, what part of
that process is your strength? Explain
Based on our school-wide goal of ___________________, what part of
that process is your growth opportunity? Explain. Is this an area you
are excited to improve?
What goal do you think you need to work on right now in order to
improve student achievement drastically? Why? Do you have data to
support this idea? How might we write this goal? (Write on Form) **If teacher does not know what goal to work on, you have some choices: create a teacher self-
assessment tool about this concept the school is working on (criteria for success within this
goal); ask to observe if teacher wants help choosing a goal; video-tape a lesson and go through
it together; ask principal to help with choices, etc.
How might this goal improve student achievement in your classroom?
What are the benefits of accomplishing the goal? (Write on Form)
How will you know that you have accomplished this goal? What will it
look like from the teacher’s perspective? Students’ perspective? Let’s
list these pieces as the Criteria for Success for this goal. (Write on
Form)
What problems or hindrances could occur while working on this goal?
What habits might you need to break in order to achieve this goal?
What can I do to support your goal attainment? (Write on Form)
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How could I collect the data in your classroom when I visit your
classroom? What might the form look like? (Write on Form)
Evaluating the Goals After the Post-Conference
On a scale of 1-10, how close was the lesson to your ideal?
What would have to change to make the lesson closer to a 10?
What would your students be doing? Saying?
What would that look like?
How would we measure that?
Do you feel that you accomplished your goal in this lesson?
Can you describe the changes you saw in your classroom instruction
with your efforts toward your goal accomplishment?
Do you have data that shows improved student achievement because
of your efforts toward your goal? (data can be: formative assessment,
student surveys, self-assessments, observation data, etc.)
Choices About Next Steps for Goal:
Do you believe that you should keep this goal a little bit longer? Why
or why not?
If you want to tweak this goal slightly, what might you do?
If you believe you have accomplished this goal, what might your next
one be?
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The Coaching Cycle IF Invited to Yellow/Blue Zone
Identify a Goal or Target
I Teach
We Teach
You Teach
Provide Resources
Reflection
First Meeting
1. Build Relationship
2. Explain the Process
3. Both Commit to Process
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Pre-Conference Questions for Coach
What are your goals? How will this lesson help you reach those goals?
What do you know about your students as strategic thinkers? How will this lesson help them reach
their goals? How might they struggle during this lesson?
What is your learning target/outcome for this lesson? How will you know the students experienced
success in this lesson? What will be the evidence for learning?
What did you teach this group last lesson? What might you teach after this lesson?
Can you explain the sequence of your lesson? Are you using the gradual release of responsibility
during your lessons? (I Do, We Do, Two Do, You Do)
Which strategies have you intentionally planned in this lesson?
Which students will need extra support in this lesson? Specialized Instruction? What special tools or
differentiated instruction did you plan for this lesson to meet their needs?
What would you like for me to note or take data on during the lesson? What tools might be most
effective in gathering the data or evidence?
What might we expect to see? What do you hope we will see?
What concerns to have right now about this lesson?
What might we expect to learn about excellent instruction? Where would you like for me to observe?
Sit at table, stand, walk around, ask students questions? What are you comfortable with me doing
during the lesson?
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Post-Conference Conversation Ideas for Coach
Reminders before the Conversation:
Coach completes data analysis
Coach creates questions about the lesson
Coach creates a plan for the conversation (even follow-up from a less formal
conversation)(set a timer so you don’t go over agreed upon time limits for
meeting)
Coach should refresh memory of the teacher’s goal
Coach should have a way to document the follow-up from this debrief
Question/Statement Stems to Possibly Use:
Questions/SS About the Lesson (goals, student achievement, overall, etc.) **Create questions so the teacher can naturally share from the Reflection Tool
What do you think worked well today? What do you think you did well in this lesson? Did you do some specific things to catch the interest of the students? Did your students accomplish the learning target or outcome? How do you know? What did you do to keep students involved in your lesson? What did you do that caused your lesson to go well? What would you do differently if you could “redo” this lesson with the same group of students? What part of your lesson do you feel did not go very well today? Why? What was least effective in your lesson today? What did you find most difficult about teaching this lesson? Is there anything that didn’t go as well as you had planned?
Questions/SS About the Student Data Collected
What facts or patterns do we notice with this data? One fact I notice is… I am surprised by… A trend I think I see is… I can quantify that by saying… How did the strategy of ____________ help a particular student? What specialized instruction or differentiated instructional tools did you use that were effective? Ineffective? In what ways did the instructional practices move students forward/help students make progress toward the outcome/learning target? How can we further support progress with the following students?
Questions/SS Analyzing the Data
What hunches do we have about the causes of our observations? Why are we getting the results we are? This pattern or trend might be because…
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Maybe we’re not seeing… because… A reason for this result could be…
Questions/SS to Determine Next Steps
So What? Now What? What did you learn about teaching in today’s lesson? How can they help you improve tomorrow’s lesson? How will you respond tomorrow to this data? Ask questions to challenge teacher to set goals for next session. Optional: How did I do in coaching you to reflect on your lesson in deeper ways? Share how you feel about your coaching goal – your reflections. What support do you need from me between now and the next time we meet?
Reminders for After the Conversation
Coach and teacher write their Next Steps based on the conversation. How did
this observation/lesson help you get closer to your goals? How will coach support
the growth of the teacher?
Coach should ask for feedback about the “formal coaching session”.
Documentation Ideas
Teacher’s Aha Moments in Session:
My Aha Moments in Session:
Teacher’s Next Steps:
My Next Steps (Follow-up, research, resources, etc.):
Revised Goals Needed:
Other:
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Instructional Design Tool (Adapted from Stetson & Associates)
Learning Outcome (What am I teaching?):
Evidence of Student Success (Observable/Measurable) – The product, the “show”, the assessment AND the Criteria for Success:
Pre-Assessment Tool/Information (What do the students know about this learning objective? Their interests? Motivators?)
As
Des
ign
ed
Instructional Strategies/Activities Grouping Assessment/Product
Whole Group
Individual Partner Small Group
Additional Instructional Decisions If needed, determine instructional supports for individual students.
Students who Require Instructional Supports
Instructional Accommodations?
Curricular Modifications?
In-Class Support?
Differentiated Assessment?
Per IEP ()
1.
2.
3.
4. Accommodation: A change made to teaching or test procedures in order to increase the student’s access to information and to create an equal opportunity to demonstrate knowledge and skills. It is “how” instruction is delivered and/or learning is assessed. Modification: A change in what the student is expected to learn and/or demonstrate. It is “what” the student is expected to learn. In-Class Supports include the use of peer assistants/tutors, paraprofessionals, support facilitator, or co-teachers.
1 = One Teach/One Observe 5 = Team Teaching 2 = Station Teaching 6 = One Teach/One Assist 3 = Parallel Teaching 4 = Alternative Teaching
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Reflection Questions to Use for Coaching Teachers
Before and After Classroom Observations FOCUS: Differentiated Instruction; Co-Teaching Tool
Created by: LeAnn Nickelsen, M.Ed.
BEFORE TEACHING THE LESSON:
How will you be actively involved in leading instruction; giving
directions step by step; providing pre-teaching if needed; providing re-
teaching; and assessing student performances during this lesson?
Is your outcome or learning target stated in terms that will help the
students understand what learning is expected of them? How will you
post it visually for all to see?
When will you revisit this learning target - at the close of the each
activity and/or periodically throughout the lesson to check for student
understanding of the material?
What relevant examples and models will you use to support the
instruction and how will you relate the concepts to real-world
scenarios?
Can you predict where in your lesson the students might appear to be
confused? How might you restructure content to help students
understand and process the material from a different perspective
during this challenging moment?
How have you planned to use a variety of learning activities and
teaching strategies to keep the students actively engaged in the
learning process toward mastery of the topic?
What formative assessments have you planned to use periodically to
check for their understanding of concepts taught? How will you deliver
assessments that will assist them in gauging where they are in their
learning?
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Will you be meeting with certain children who might struggle (based on
pre-assessments and formative assessments) with the outcome and
offer them specialized instruction that is based on their learning style,
interests, and/or assessed performance?
With your classroom assignments or homework, what different options
do you have prepared to share with students so they can demonstrate
their knowledge or skills in a variety of modalities?
How will your students be purposely grouped and/or regrouped
according to readiness levels, interests, learning styles and/or individual
needs?
How will your students be engaged in self-assessing their own progress
and plotting their success toward the standard in some format?
How will you effectively use interactive technology (interactive boards,
individual student responders, internet, docu-cameras, student laptops,
iPads, etc.) to promote learning?
How will your students be actively engaged throughout the entire
lesson? How will you prepare them to answer your questions or to
generate their own? How will they participate within each teaching
segment?
Other Questions:
AFTER TEACHING THE LESSON:
How did you lead instruction by giving clear directions, providing pre-
teaching, providing re-teaching, and assessing student performance?
Was your learning target stated in terms that helped the students
understand what learning is expected of them? How and when did you
do this?
Did you revisit the learning target at the close of each activity and/or
periodically throughout the lesson to check for student understanding
of the material?
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What relevant examples and models did you use to support the
understanding of your learning target and to make the content more
real-world?
If students were confused, how did you restructure content to help
students understand and process the material from a different
perspective?
What variety of learning strategies and activities did you use to keep
the students actively engaged in the learning process toward mastery
of the topic?
Which formative assessments did you use to check for understanding of
concepts? How did they help you and your students gauge where they
were in learning the outcome?
Did you need to meet with any struggling students (based on pre-
assessments and formative assessments) in order to specialize the
instruction based on their learning styles, interests, and assessed
performance?
How did you present different options for classroom assignments and
homework so they could demonstrate their knowledge of the content
in a variety of modalities?
How did you purposefully group or regroup students according to
readiness, interests, learning styles, and/or individual needs?
How were your students engaged in self-assessing their progress and
plotting their success toward the standard in some format?
How did you use technology effectively? Did the device achieve your
goal? Why or why not?
How did you get all students actively engaged throughout the lesson
and after particular learning segments? Were the engagement
strategies appropriate and related to the objective? Did the strategies
help students master the outcome? Why or why not?
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BONUS: Questions to Ask Students When Walking Through:
1. What are you learning right now?
2. How do you know that you are doing a good job?
3. What could you do if you are struggling? Need more challenge?
4. What tools do you have available to help you achieve the outcome today?
5. Is this interesting to you? Why or why not?
6. What are your learning goals for this lesson?
7. How will your prove that you accomplished the goal?
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Reflective Prompts for a Coach Prompts for Daily or Weekly Reflection:
What happened in today’s coaching session?
What did you notice about your client?
What did you notice about your own coaching? About your thoughts and feelings today?
What kind of impact did your coaching have on your client today? How do you know?
When did your coaching feel effective today? What made it feel that way?
Was it possible that your client had any “aha” moments today? What led to that moment?
What was challenging for you in today’s session?
What did you notice about your own listening? About your inner dialogue?
What do you appreciate about your own coaching today?
What would your client say about your coaching today?
What do you think was “not said” by your client today?
Was your client sharing any stores today? Were these new stores or ones she’s told in the past?
What indicators were there today that your client made progress toward her goals?
Where do you think your client is ready to go next?
What are you curious about or to you want to learn more about?
What is your next coaching move?
What would help your client move forward?
What do you want to do or say in your next meeting? Prompts for Occasional Reflection:
What do you enjoy about coaching? What draws you to this practice?
When have you felt particularly effective as a coach? What happened?
How does coaching align to your core values?
What do you see as the possible effect or potential of coaching?
What’s challenging about coaching? When do you feel frustrated or ineffective?
What kind of client (gender, age, race, background, experience, and so on) seems the “easiest” for you to coach? What makes coaching him or her easy?
What kind of client feels the “hardest” to coach? What makes coaching him or her hard?
What personality types feel easy and challenging to coach? What comes up for you when you need to coach someone whose personality is very different from your own?
What kinds of thoughts go through your mind when you are introduced to someone who comes from a very different background than you? Who seems very different than you?
Think of a client with whom you struggled. What might he or she have said or thought about you? What would his or his “side” of the story be?
Consider your initial beliefs about a client’s capacity to grow with what actually happened as you coached him or her. What happened? What did you learn that you might apply when working with future clients?
What metaphor could represent what coaching is to you?
What are you learning about yourself through coaching?
What would you like to pay more attention to?
What do you want to stay curious about? Aguilar, Elena. (2013). The Art of Coaching: Effective Strategies for School Transformation. Danvers, MA: Wiley and Sons.
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Coaching Resources
Aguilar, Alena. (2013). The Art of Coaching: Effective Strategies for School Transformation. San
Francisco: Jossey-Bass.
Bambrick-Santoyo, Paul. (2012). Leverage Leadership: A Practical Guide to Building Exceptional
Schools. San Francisco: Jossey-Bass.
Crane, Thomas. (2012). The Heart of Coaching: Using Transformational Coaching to Create a High-
Performance Coaching Culture. San Diego: FTA Press
Goleman, Daniel; Richard Boyatzis; and Annie McKee (2013). Primal Leadership: Unleashing the Power
of Emotional Intelligence. Boston, MA: Harvard Business Review Press.
Hall, Pete and Alisa Simeral. (2008). Building Teachers’ Capacity for Success: A Collaborative Approach
for Coaches and School Leaders. Alexandria, VA: ASCD.
Knight, Jim. (2016). Better Conversations: Coaching Ourselves and Each Other To Be More Credible,
Caring and Connected. Thousand Oaks, CA: Corwin Press.
Knight, Jim. (2011). Unmistakable Impact: A Partnership Approach for Dramatically Improving
Instruction. Thousand Oaks, CA: Corwin Press.
Marzano, Robert and Julia Simms (2013). Coaching Classroom Instruction. Bloomington, IN: Marzano
Research Laboratories.
Robbins, Pam. (2015). Peer Coaching: To Enrich Professional Practice, School Culture, and Student
Learning. Alexandria, VA: ASCD.
Stanier, Michael Bungay. (2016). The Coaching Habit: Say Less, Ask More and Change the Way You
Lead Forever. Crayons Press.
Sweeney, Diane. (2011). Student-Centered Coaching: A Guide for K-8 Coaches and Principals.
Thousand Oaks, CA: Corwin Press.