Acknowledgments |
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xi | |
About the Authors |
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xiii | |
Preface |
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xv | |
Chapter 1 Remodeling Schools for Effective Literacy Learning: The Case for Coaching |
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1 | (18) |
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Basic Beliefs About Coaching |
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2 | (2) |
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4 | (1) |
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What Is Coaching and How Does It Support High-Quality Literacy Instruction? |
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5 | (1) |
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Framework for Thinking and Working Like a Coach |
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6 | (7) |
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Major Assumptions About Coaching |
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13 | (4) |
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17 | (1) |
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17 | (2) |
Chapter 2 Cultivating Coaching Mindsets: Ways of Thinking and Working Like a Coach |
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19 | (18) |
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Frame 1: Thinking Like a Leader; Authentic Leadership and Leading Adult Learning |
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20 | (6) |
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Frame 2: Thinking Like a Facilitator; Coaching Roles, Stances, and Positionality |
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26 | (3) |
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Frame 3: Thinking Like a Designer; Considering Form and Function |
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29 | (2) |
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Frame 4: Thinking Like an Advocate; Standing for Something |
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31 | (5) |
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36 | (1) |
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36 | (1) |
Chapter 3 Coaching for Student Success: What 21st Century Literacy Leaders Need to Know |
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37 | (20) |
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Standards as the Driver for Developing Curriculum That Meets High Expectations |
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38 | (2) |
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Major Shifts: How Now Is Different From Then |
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40 | (4) |
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Marrying the Content and Processes of Effective Literacy Instruction |
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44 | (7) |
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Technology as a Tool to Support Teacher and Student Learning |
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51 | (3) |
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Thinking Ahead to School-Wide Literacy Programming |
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54 | (1) |
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55 | (1) |
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55 | (2) |
Chapter 4 Analyzing and Shaping School Culture: All Systems Go! |
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57 | (18) |
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School Culture: How Important Is It? |
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59 | (3) |
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Creating Change at the Organizational Level: Improving Literacy Instruction |
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62 | (2) |
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64 | (3) |
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The Principal and Coaching |
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67 | (4) |
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Working With Other Specialized Professionals |
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71 | (1) |
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Example of a School Change Initiative: The Importance of System-Wide Change |
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72 | (1) |
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73 | (1) |
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73 | (2) |
Chapter 5 Overview: Ways of Working With Teachers |
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75 | (16) |
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The Power of Language: Talking With Individuals and Groups of Teachers |
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76 | (3) |
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The Power of Discussion-Based Protocols |
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79 | (4) |
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Coaching Activities for Developing Relationships With Individuals and Groups of Teachers |
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83 | (7) |
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90 | (1) |
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90 | (1) |
Chapter 6 Working With Individual Teachers to Analyze and Transform Instructional Practices |
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91 | (22) |
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93 | (2) |
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95 | (2) |
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97 | (2) |
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99 | (12) |
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111 | (1) |
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111 | (2) |
Chapter 7 Working With Groups to Establish Schools as Places of Learning |
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113 | (22) |
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Why Coaches Work With Groups |
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114 | (2) |
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General Guidelines for Working With Groups of All Sizes |
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116 | (3) |
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119 | (3) |
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Other Strategies for Facilitating Small Groups |
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122 | (4) |
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Large-Group Presentations |
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126 | (2) |
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128 | (1) |
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Group Activities That Support the Development of Professional Learning Communities |
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128 | (4) |
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132 | (1) |
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132 | (3) |
Chapter 8 Assessment as a Guide for Student Literacy Learning and School Improvement |
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135 | (18) |
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Assessment of Student Learning: What and Why |
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136 | (2) |
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Large-Scale, High-Stakes Measures: Potential and Pitfalls |
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138 | (3) |
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Ideas for Literacy Leaders: Using Data to Improve Classroom Instruction |
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141 | (5) |
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Teach Students to Self-Assess and Set Their Own Learning Goals |
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146 | (1) |
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Using Data for School and District Improvement |
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147 | (4) |
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151 | (1) |
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151 | (2) |
Chapter 9 Developing, Implementing, and Sustaining School-Wide Literacy Programs |
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153 | (20) |
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The Role of Literacy Leaders in Improving School-Wide Literacy |
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154 | (2) |
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Establishing a Literacy Leadership Team |
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156 | (3) |
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The Needs-Assessment Process |
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159 | (3) |
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The Comprehensive Literacy Plan: Planning for Action |
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162 | (2) |
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Implementation and Sustainability: Keys to Change |
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164 | (4) |
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Developing or Selecting Materials for the Literacy Program |
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168 | (2) |
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Maintaining the Dual Focus on Individuals and the System |
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170 | (1) |
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171 | (1) |
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172 | (1) |
Chapter 10 Working With Families and Communities |
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173 | (14) |
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The Importance of Engaging Families and Community |
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174 | (1) |
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Ideas for Developing a School Culture That Understands, Values, and Celebrates the Diversity of Its Communities |
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175 | (3) |
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Build Two-Way Communication Channels to Enhance Family Understanding and Involvement |
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178 | (3) |
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Capitalizing on Community Resources by Establishing Relationships |
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181 | (5) |
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186 | (1) |
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186 | (1) |
Chapter 11 The Literacy Leader as Lifelong Learner |
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187 | (20) |
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A Quick Caveat About "Expertise" |
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188 | (2) |
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Knowledge That Supports Literacy Leadership Work |
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190 | (7) |
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Self-Assessments: Possibilities and Pitfalls |
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197 | (6) |
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A Quick Reminder About the Many Pathways to Becoming an Effective Coach |
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203 | (1) |
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A Final Note About Our Own Coaching Habits of Mind |
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204 | (1) |
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204 | (1) |
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204 | (3) |
Chapter 12 Coaching Cases: Stories of Coaches and Coaching |
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207 | (18) |
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Case 1: The Evolution of a Coach |
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208 | (4) |
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Case 2: Learning, Leading Learning, and Enacting Disciplinary Literacy at Brookline High School |
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212 | (6) |
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Case 3: Conducting a Needs Assessment: An Example of the GALS in Action |
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218 | (2) |
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Case 4: Pennsylvania Institute for Instructional Coaching (PIIC) |
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220 | (5) |
Appendix A: Ways of Thinking and Working Like a Coach Framework |
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225 | (6) |
Appendix B: For Further Study: Resources for Literacy Leaders |
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231 | (8) |
Appendix C: Note-Taking Organizer When Coach Is Modeling Instruction |
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239 | (2) |
Appendix D: Observation Protocol for Content-Area Instruction |
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241 | (4) |
Appendix E: Lesson Analysis Guide for the Post-Observation Conversation |
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245 | (2) |
Appendix F: Developing a Comprehensive Assessment System |
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247 | (4) |
Appendix G: Sample Assessment-Focused Professional Learning Experiences |
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251 | (2) |
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251 | (1) |
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Follow-Up Questions for the Grade-Level or Academic Team |
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252 | (1) |
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252 | (1) |
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Individual Support and Feedback |
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252 | (1) |
Appendix H: Developing a Comprehensive Reading Plan: Questions to Consider |
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253 | (4) |
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253 | (1) |
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254 | (1) |
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254 | (1) |
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Process-for-Change Questions |
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255 | (2) |
Appendix I: Action-Planning Guide |
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257 | (4) |
Appendix J: An Adapted Data-Driven Dialogue Protocol From Hudson High School |
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261 | (4) |
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Phase I: Predictions-5 MinutesOn Your Own |
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261 | (1) |
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Phase II: Observations-15 MinutesOn Your Own |
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262 | (1) |
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Phase III: Sharing Observations-15 MinutesIn Small Groups |
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262 | (1) |
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Phase IV: Inferences Dialogue-15 MinutesIn Small Groups |
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262 | (1) |
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Phase V: Whole-Team Inference Dialogue-20 MinutesAs a Whole Team |
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262 | (3) |
References |
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265 | (16) |
Index |
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281 | |