Description

By (author) Sweeney Diane; By (author) Harris, Leanna S.

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The authors present a practical vision of what it looks like to engage in student-centered coaching across a rich array of contexts.

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The essential coaching moves that every coach needs to know

Student-centered coaching is a highly-effective, evidence-based coaching model that shifts the focus from “fixing” teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice?

Student-Centered Coaching: The Moves shows you the day-to-day coaching moves that build powerful coaching relationships. This innovative book is the perfect companion to Diane Sweeney’s Student-Centered Coaching: A Guide for K-8 Coaches and Principals and Student-Centered Coaching at the Secondary Level. Readers will find:

Coaching moves that can be used before, during, and after lessons
An abundance of field-tested tools and practices that can be put to immediate use
Original video clips that depict and unpack key moves
Richly detailed anecdotes from practicing coaches that provide multiple access points and strategies

Written for coaches who work with teachers in all K-12 content areas, Student-Centered Coaching: The Moves will help coaches support teacher development, foster a culture of learning, and improve student achievement.

“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
Palo Alto Unified School District, CA

Table of contents:
AcknowledgmentsAbout the AuthorsIntroductionOur Coaching BeliefsCore Practices for Student-Centered CoachingStudent-Centered Coaching Is Driven by Formative Assessment DataHow Student-Centered Coaching Compares With Other Coaching ModelsMoving ForwardChapter 1: Setting Goals for Coaching CyclesThe Move—Setting Goals for Coaching CyclesWhy Setting Goals for Coaching Cycles Is ImportantWhat Setting Goals for Coaching Cycles Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 2: Using Learning TargetsThe Move—Using Learning TargetsWhy Using Learning Targets Is ImportantWhat Using Learning Targets Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 3: Getting Ready for Coaching in the ClassroomThe Move—Getting Ready for Coaching in the ClassroomWhy Getting Ready for Coaching in the Classroom Is ImportantWhat Getting Ready for Coaching in the Classroom Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 4: Noticing and NamingThe Move—Noticing and NamingWhy Noticing and Naming Is ImportantWhat Noticing and Naming Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 5: Micro ModelingThe Move—Micro ModelingWhy Micro Modeling Is ImportantWhat Micro Modeling Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 6: Thinking AloudThe Move—Thinking AloudWhy Thinking Aloud Is ImportantWhat Thinking Aloud Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 7: Sorting Student WorkThe Move—Sorting Student WorkWhy Sorting Student Work Is ImportantWhat Sorting Student Work Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 8: