Differentiated Coaching
A Framework for Helping Teachers Change
1st Edition
Published on 28. March 2006
Book
Paperback/Softback
264 pages
978-1-4129-1643-1 (ISBN)
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 teachers
When 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.
`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 teachers
When 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.
Reviews / Votes
"Jane Kise's Differentiated Coaching aligns with coaching's fundamental belief in the other person's ability to generate solutions and continuously improve and grow. In our world of fast change and results that often minimize relationships and produce little change, this book illuminates the importance of intentionally knowing and caring about those we coach. As a result, trust and respect exist and change becomes possibility!" -- Kathryn Kee, Leadership Coach and Consultant, Coaching School Results, Inc. "This is an outstanding book that has the potential to help educators make significant, positive changes in staff development and teaching. It has helped me, an experienced staff developer, understand for the first time the psychology of staff development. I now know 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 improve their practices." -- Charles F. Adamchik, Jr., Corporate Director of Curriculum "Jane Kise really understands teachers. Results come when instructional coaches understand the beliefs and perceptions of the teachers with whom they are working and adapt their coaching moves to match those styles. Jane Kise uses her own coaching experiences with a variety of teachers to show how a framework for understanding their beliefs leads to results." -- Lois Brown Easton, Consultant and Former Director of Professional Development "Teacher-centered staff development recognizes the differences in adults that we seem to more easily recognize in our children. Much as we may oversimplify the delivery of staff development at the school or district level, practice informs us that one size clearly does not fit all. Kise provides us with a framework for acknowledging differences in adults and shows us how to use this framework to address these differences to support reform." -- John S. Freeman, Principal "Gives educators a framework for self-improvement, mentoring/coaching, staff development, sense of team, and the ultimate bottom line in education-student achievement. Provides practical implementation advice that is often 'missing in action' when solutions are created by researchers versus those in the trenches." -- James M. Bauck, Superintendent "Kise helps teachers understand their strengths and styles and how to work with other staff members who have different or similar strengths and needs. The recommended coaching strategies encourage leaders to identify what teachers need during change and how to support these needs." -- Meryl Babcock, PrincipalMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Weight
454 gr
ISBN-13
978-1-4129-1643-1 (9781412916431)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Book
08/2017
2nd Edition
Corwin Press Inc
€42.60
Shipment within 15-20 days
Person
Jane Kise, an educational consultant with extensive experience in leadership, instructional coaching, differentiation, and effective mathematics instruction, is considered a worldwide expert in Jungian type and its impact on leadership and education. The author of over 20 books, she works with schools and businesses, facilitating the creation of environments where everyone-leaders, teachers and students-can flourish.
She trains educators around the world on coaching, collaborative practices, effective change processes, and differentiated instruction, especially in mathematics. A frequent conference keynote speaker, her past engagements include education conferences and type conferences across the United States and in Europe, Saudi Arabia, Australia and New Zealand. Jane has also written articles for several magazines and has received awards for her differentiated coaching research.
Jane currently teaches doctoral courses in education leadership for the University of St. Thomas and is a past faculty member of the Center for Applications of Psychological Type. She served as President of the Association for Psychological Type International. She holds an MBA from the Carlson School of Management and a doctorate in Education Leadership from the University of St. Thomas. She is certified in Neuroscience and Jungian Personality, is a MBTI (R) Master Practitioner qualified to use MBTI Steps I, II and III, and is certified in emotional intelligence instruments and leadership 360 tools. You can read more about her work at www.janekise.com.
She trains educators around the world on coaching, collaborative practices, effective change processes, and differentiated instruction, especially in mathematics. A frequent conference keynote speaker, her past engagements include education conferences and type conferences across the United States and in Europe, Saudi Arabia, Australia and New Zealand. Jane has also written articles for several magazines and has received awards for her differentiated coaching research.
Jane currently teaches doctoral courses in education leadership for the University of St. Thomas and is a past faculty member of the Center for Applications of Psychological Type. She served as President of the Association for Psychological Type International. She holds an MBA from the Carlson School of Management and a doctorate in Education Leadership from the University of St. Thomas. She is certified in Neuroscience and Jungian Personality, is a MBTI (R) Master Practitioner qualified to use MBTI Steps I, II and III, and is certified in emotional intelligence instruments and leadership 360 tools. You can read more about her work at www.janekise.com.
Content
Acknowledgments
About the Author
Part I: Staff Development That Changes Classroom Practices
1. 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 Change
5. A Common Framework: Creating a Climate Where Change Is Possible
6. Learning Styles and Coaching: An Effective Alliance
7. Coaching Your Whole Staff for Change
8. Differentiated Coaching for Teachers: The Power of a Strengths-Based Model
9. A Framework for Solving Problems
10. Organizing Staff Development Efforts in the Same Backpack
Appendix A: The Sixteen Types: Strengths, Beliefs, and Needs During Change
Appendix B: Problem-Solving Model
Appendix C: Case Studies in Coaching Teachers for Change
References
Index
About the Author
Part I: Staff Development That Changes Classroom Practices
1. 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 Change
5. A Common Framework: Creating a Climate Where Change Is Possible
6. Learning Styles and Coaching: An Effective Alliance
7. Coaching Your Whole Staff for Change
8. Differentiated Coaching for Teachers: The Power of a Strengths-Based Model
9. A Framework for Solving Problems
10. Organizing Staff Development Efforts in the Same Backpack
Appendix A: The Sixteen Types: Strengths, Beliefs, and Needs During Change
Appendix B: Problem-Solving Model
Appendix C: Case Studies in Coaching Teachers for Change
References
Index