Full Description
Now in a revised and updated second edition for today's changing K-12 landscape, this book gives instructional coaches an innovative framework for building strong relationships and enacting positive change in schools. Emphasizing a systems approach, Rita M. Bean and Jacy Ippolito explain the multiple roles of the coach as change agent, facilitator, designer, and advocate. Vivid examples show how effective coaches draw on these mindsets in working with individual teachers and groups and in developing, implementing, and sustaining schoolwide instructional programs. The book is rich with "Voices from the Field" vignettes; chapter-opening questions; and end-of-chapter discussion prompts, learning activities, and resources. Reproducible coaching tools can be copied from the book or downloaded from the companion website.
New to This Edition
Broader scope--addresses coaching across all instructional areas, not just literacy.
Discussions of virtual instruction and coaching, the coach's role in supporting equity, and other timely topics.
Significantly revised case study chapter, with three new cases.
Incorporates current research, lessons learned in the field, and the ongoing development of the mindsets model.
Contents
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
Appendix J. Sample Disciplinary Literacy Protocols Shared by Michael P. Henry
References
Index
