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Student-Centered Coaching
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Table of Contents

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

About the Author

Diane Sweeney is the author of Student-Centered Coaching: The Moves (Corwin, 2016), Student-Centered Coaching: A Guide for K-8 Coaches and Principals (Corwin, 2011) and Student-Centered Coaching at the Secondary Level (Corwin, 2013). Each of these books is grounded in the simple but powerful premise that coaching can be designed to more directly impact student learning. Her first book, Learning Along the Way (Stenhouse, 2003) shares the story of how an urban elementary school transformed itself to become a learning community. Diane spends her time speaking and consulting for schools and educational organizations across the country. She is also an instructor for the University of Wisconsin, Madison. When she isn't working in schools, she loves to spend time outside with her family in Denver, Colorado. Leanna Harris is the co-author of Student-Centered Coaching: The Moves (Corwin, 2016). She has worked as a teacher, coach, and consultant across grades K-12 and currently works with Diane Sweeney Consulting to help schools and districts implement student-centered coaching. Her work is based upon the belief that professional development for teachers is most effective when it is grounded in outcomes for student achievement - for every child, every day. Leanna is a passionate skier and cyclist. She lives in Denver, Colorado with her husband and three kids.

Reviews

"Student-Centered Coaching: The Moves would have been particularly helpful when I began coaching six years ago. Even now, I have gleaned new insight into what coaching should look like and how to make forward progress with teachers." -- Ruthanne Munger, Instructional Coach

"This book contains many hands-on techniques that can serve coaches well in working with teachers (and students). It addresses a lot of the common pitfalls that occur when learning to be a coach. The book serves as a great tool for experienced coaches as well as those just entering into the position."

-- Ann M. Lorey, Common Core Coach and Science Department Instructional Supervisor

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