Full Description
`Jane Kise's Differentiated Coaching aligns with the fundamental belief of coaching in the other person's ability to generate solutions and continuously improve and grow. In our world of fast change and results which often minimizes relationships and produces little change, this book illuminates the importance of intentionally knowing and caring about those we (coach)' - Kathryn Kee, Leadership Coach & Consultant, Coaching School Results, Inc., Past President, National Staff Development Council `This is an outstanding book which has the potential to help educators make significant positive changes in staff development and teaching. I now have an understanding of why specific behaviors are observed during staff development and why it often does not promote real change. This book is a 'must read' for all educators who want to successfully help others in their schools improve their practices' - Charles F. Adamchik, Jr., Corporate Director of Curriculum, Learning Sciences International Change is hard work, even when we are convinced it's worth the effort. Teachers are expected to change without clear explanations or evidence of how the changes will benefit them or their students. Meaningful change is most likely to occur when teachers' beliefs, feelings, and personality are taken into consideration. Differentiated Coaching applies the latest research and theory of personality type, multiple intelligences, experiential learning models, and mind styles models to create a differentiated approach for staff development. This innovative resource touches on six key elements: o A common framework for unbiased reflection on education o Teachers' strengths and beliefs about teaching and learning o Information and evidence that can influence those beliefs o The needs of the teacher during change o The relationship of what is being learned to the problem the teacher wants to solve in the classroom o The value of creating an environment for deep, reflective collaboration among teachersWhen teachers understand how their strengths and beliefs may lock them into practices that limit freedom to help students succeed, they can begin to entertain fresh possibilities and stay open to new avenues for professional growth.
Contents
AcknowledgmentsAbout the AuthorPart IClassroom Practices1. What Do Teachers Believe?2. What Do Teachers Need During Change?3. What Problems Do Teachers Want to Solve?4. How Can Teachers Collaborate?Part II: Developing a Language for Change5. A Common Framework: Creating a Climate Where Change Is Possible6. Learning Styles and Coaching: An Effective Alliance7. Coaching Your Whole Staff for Change8. Differentiated Coaching for Teachers: The Power of a Strengths-Based Model9. A Framework for Solving Problems10. Organizing Staff Development Efforts in the Same BackpackAppendix A: The Sixteen Types: Strengths, Beliefs, and Needs During ChangeAppendix B: Problem-Solving ModelAppendix C: Case Studies in Coaching Teachers for ChangeReferencesIndex
