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Coaching
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Table of Contents

Chapter 1 What is coaching? Six Definitions of Coaching Coaching is Voluntary Approaches to Coaching What is a Growth Mindset? Developing a Growth Mindset Hindrances to a Growth Mindset Staying Positive Around Negative People Working Together SMART Goals Specific Goal Measurable Goal Attainable Goal Realistic Goal Timely Goal Reflect and Apply Activities References Chapter 2 Teacher Effectiveness Characteristics of Effective Teachers as Determined by Teachers' Perception Characteristics of Effective Teachers as Determined by Student Achievement Effective Coaches PBWorks Characteristics of Effective Coaches Coaching and Supervision Coaching is Not Supervision Components of Coaching Relationship Skills Leadership Skills Content Area Skills Literacy Skills Assessment Skills Writing Skills Differentiation Skills Adult Learning Skills Reflect and Apply Activities References Chapter 3 Categories of Teachers Processing Information Short-Term Memory Working Memory Increasing Working Memory Long-Term Memory Moving Information from Short Term to Long Term Memory Self-Concept Humor Teaching Implications Reflect and Apply Activities References Chapter 4 Leadership Characteristics Comparing Characteristics of Effective Coaches Data Analysis Disaggregation Trend Cohort Longitudinal Data Provides the Basis for the Coaching Process Professional Development Adult Learners Learning Improves our Brain Long-Term Memory Types of Long-Term Memory Declarative Memory Non-Declarative Memory Application Reflect and Apply Activities References Chapter 5 Learning Climate Retention Rote Rehearsal Elaborative Rehearsal Serial Position Effect Instructional Methods Multisensory Approaches Learning and Motor Skills Factors Impacting Retrieval Rates Structuring Professional Development Using the Gradual Release Model to Plan Professional Development Establish the Purpose I Do We Do We Do Together You Do Reflection Types of Coaching Informal Coaching Model Mixed Model of Informal and Formal Coaching Formal Literacy Coaching Model Peer Coaching and Mentoring Model Cognitive Coaching Model Clinical Supervision Model Coaching Continuum of Learning Formats Reflect and Apply Activities References Chapter 6 Methods of Data Collection Formal and Informal Assessments Norm- and Criterion-Referenced Assessments Types of Formal Assessments Screening Assessments Diagnostic Assessments Progress Monitoring Assessments Summative/Evaluative/Outcome Assessments Types of Informal Assessments Levels of Data Analysis School and District Data Class Data Student Data Can Instruction Really Make a Difference? Collecting Teacher Data Anonymous or Identified Response Type Structuring Questions Question Order Reflect and Apply Activities References Chapter 7 Learning Styles of Children and Adults Visual Learners Kinesthetic Learners Auditory Learners Gardner's Intelligences Adult Learning Theories Andragogy Self-directed Learning Transformative Learning Professional Development Coaching Practices Observational Categories Using Data from Observations Teacher Evaluation Systems Reflect and Apply Activities References Chapter 8 Components of a Well-Designed Coaching System Content-based Focus on Adult Learning Conditions that Support Effective Coaching Instructional Leadership Provided by the Coach Teachers at Different Career Stages Working with Teachers Feedback Specific Praise Instructional Scaffolding Corrective Feedback Reflect and Apply Activities References Chapter 9 Teaching Digital Natives Task Switching Complex Texts Use of Novelty Use of Humor Use of Movement Lesson Preparation Incorporate Digital Resources Don't Overload Information Lesson Preparation and Teacher Evaluation Systems Professional Learning Communities Keys to Effective Coaching Listening Skills Level 1- Internal Listening Level 2: Focused Listening Level 3: Global Listening Use of Silence Minimal Encouragers Verbal Listening Skills Questioning Using Questions in the Coaching Session Reflect and Apply Activities References Chapter 10 Classroom Environment Physical Environment Lighting Noise Temperature Room Arrangement Traffic Flow Visual Displays Social/Cultural Environment Teacher-Student Interactions Peer Interactions Respect is Evident Student Expectations Clearly Stated Multicultural Materials Used Classroom Management Instructional Environment Organization Student Involvement Differentiation Transitions Student Achievement is Valued Providing Feedback after an Observation Grade Level Concerns Setting the Teacher at Ease Teacher Respect Structuring Feedback Reflect and Apply Activities References Chapter 11 Bloom's Taxonomy Levels of Higher Order Thinking Encouraging Higher Order Thinking Thinking and Emotion Difference between Complexity and Difficulty Working with Resistant Teachers Avoiding a Top-Down Process Peer-Coaching Action Research Make Them Part of a Group Steps in the Action Research Process Providing Support Reflect and Apply Activities References Chapter 12 Classroom Management Establishing Classroom Rules Specific Rules General Rules Procedures and Routines Individual Intervention Strategies Point Sheets Observing a Student ABC Chart Off-Task Behavior Reflect and Apply Activities References Chapter 13 Tips for Beginning Coaches Developing Skills Coaching Support Professional Development to Change Practice Reflect and Apply Activities References Appendices: Appendix A Evaluating Instruction Short-Term Memory Checklist Appendix B Evaluating Instruction Short- and Long-Term Memory Checklist Appendix C Checklist for Moran's Continuum of Learning Formats Appendix D Basic Literacy Data Collection Tool 186 Appendix E Literacy Data Collection by Standard 187 Appendix F K-5 Mathematics Data Collection Tool Appendix G 6-8 Mathematics Data Collection Tool Appendix H Environmental Observation Form Appendix I Higher Order Question Stems Appendix J Weekly Point Sheet Appendix K ABC Chart Appendix L Off-Task Behavior Chart

About the Author

Lin Carver, Ph. D, is a professor, literacy coach, author, and presenter with over 40 years of experience at the K-12 and the university level in both face to face and online formats. Dr. Carver is the Reading Program Administrator at Saint Leo University where she has been for the past seven years. She is active supporting the local K-12 school district and literacy associations, conducting research in the areas of literacy, technology, and student engagement, and presenting both nationally and internationally. Judith A. Orth, Ph.D., is a pedagogical professional with over 45 years of experience in public and higher education. She has a plentitude of publications and educational experience in the elementary/middle school classroom, public school administrator, university professor and university administrator, in both land and online academic institutions. Dr. Orth has presented at conferences, workshops and seminars and has been affiliated with Walden University for over 12 years. She is very active in local literacy foundations as well as national reading/educational associations.

Reviews

Written by authors with extensive classroom and research experience, Coaching: Making a Difference for Teachers and Students provides a comprehensive explanation of methods for implementing coaching in any school and/or classroom. The chapters provide a logical sequence with theory and concomitant examples serving as a useful guide for teachers. I highly recommend this resource for all instructional coaches. -- Carol Todd, PhD, Rio Salado College
Coaching: Making a Difference for Teachers and Students covers a compelling variety of relevant topics in a logical progression. The inclusion of topics from coaching theory, instructional practices, teacher evaluation systems, learning theory, and classroom management provide an excellent foundation for beginning instructional coaches or experienced professionals. The end of chapter activities are appropriate for coursework or use in professional learning communities. Excellent book for supporting instructional coaches in their crucial role. -- Lauren Pantoja, Learning Design Coach, Chasco Middle School

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