| Description |
1 online resource (139 p.) |
| Contents |
Cover -- Book Title -- Copyright -- Contents -- Preface -- Part One: Introduction. -- Rationale for the Book -- Coaching Cycles -- Roadmap to Teacher Autonomy -- Part Two: Before Coaching Cycles Begin -- Administration: Establishing a Baseline -- Just Tell Them -- Relationship Building. -- Choosing the First Cohort for Coaching Cycles -- Part Three: Coaching Cycles -- Pre-observation: Planning a Lesson -- Observing Lessons -- Post-observation Meeting -- Part Four: Miscellaneous Tips and Getting Started -- Tips -- Getting Started |
| Summary |
Coaching cycles are the most impactful contact a coach can have with teachers, but they are also the activity that requires the highest level of skill. Collaboratively planning and observing lessons, and giving supportive feedback on those lessons, is the best way to improve the effectiveness of teaching and therefore student outcomes. Yet this core activity is often undermined by the myriad other demands on a coach's time. This book addresses the issue |
| Notes |
Description based upon print version of record |
| Form |
Electronic book
|
| ISBN |
9781036003487 |
|
1036003485 |
|
