Student-Centered Coaching: The Moves

ACKNOWLEDGMENTS
ABOUT THE AUTHORS
INTRODUCTION
WHY STUDENT-CENTERED COACHING MATTERS
HOW STUDENT-CENTERED COACHING COMPARES WITH OTHER COACHING MODELS
OUR COACHING BELIEFS
STUDENT-CENTERED COACHING IS DRIVEN BY STUDENT EVIDENCE
CORE PRACTICES FOR STUDENT-CENTERED COACHING
MOVING FORWARD
CHAPTER 1: PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
THE MOVE-PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
WHY PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES IS IMPORTANT
WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
WHAT PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES LOOKS LIKE
THINGS TO CONSIDER WHEN PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 2: 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
THINGS TO CONSIDER WHEN SETTING GOALS FOR COACHING CYCLES ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 3: DEVELOPING AND USING LEARNING TARGETS
THE MOVE-DEVELOPING AND USING LEARNING TARGETS
WHY DEVELOPING AND USING LEARNING TARGETS IS IMPORTANT
WHAT DEVELOPING AND USING LEARNING TARGETS LOOKS LIKE
THINGS TO CONSIDER WHEN DEVELOPING AND USING LEARNING TARGETS ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 4: CO-PLANNING WITH STUDENT EVIDENCE
THE MOVE-CO-PLANNING WITH STUDENT EVIDENCE
WHY CO-PLANNING WITH STUDENT EVIDENCE IS IMPORTANT
WHAT CO-PLANNING WITH STUDENT EVIDENCE LOOKS LIKE
THINGS TO CONSIDER WHEN CO-PLANNING WITH STUDENT EVIDENCE ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 5: CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
THE MOVE-CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
WHY CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES IS IMPORTANT
WHAT CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES LOOKS LIKE
THINGS TO CONSIDER WHEN CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 6: MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
THE MOVE-MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
WHY MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING IS IMPORTANT
WHAT MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING LOOKS LIKE
THINGS TO CONSIDER FOR MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 7: PARTNERING WITH THE PRINCIPAL
THE MOVE-PARTNERING WITH THE PRINCIPAL
WHY PARTNERING WITH THE PRINCIPAL IS IMPORTANT
WHAT PARTNERING WITH THE PRINCIPAL LOOKS LIKE
THINGS TO CONSIDER WHEN PARTNERING WITH THE PRINCIPAL ACROSS LEVELS
TOOLS AND TECHNIQUES
CHAPTER 8: TAKING AN ASSET-BASED APPROACH TO COACHING
THE MOVE-TAKING AN ASSET-BASED APPROACH TO COACHING
WHY TAKING AN ASSET-BASED APPROACH TO COACHING IS IMPORTANT
WHAT TAKING AN ASSET-BASED APPROACH TO COACHING LOOKS LIKE
THINGS TO CONSIDER WHEN TAKING AN ASSET-BASED APPROACH TO COACHING ACROSS LEVELS
TOOLS AND TECHNIQUES
CLOSING
APPENDIX
RESOURCE A - SCENARIOS
RESOURCE B - RESULTS-BASED COACHING TOOL
RESOURCE C - COACHING LOGS ALIGNED WITH THE RESULTS-BASED COACHING TOOL
RESOURCE D - PLANNING TOOLS
RESOURCE E - AGREEMENTS AND PROTOCOLS
REFERENCES
INDEX