Atnaujinkite slapukų nuostatas

Cultivating Coaching Mindsets: An Action Guide for Literacy Leaders [Minkštas viršelis]

  • Formatas: Paperback / softback, 304 pages, aukštis x plotis: 229x152 mm
  • Išleidimo metai: 30-Jun-2016
  • Leidėjas: Learning Sciences International
  • ISBN-10: 1941112331
  • ISBN-13: 9781941112335
Kitos knygos pagal šią temą:
  • Formatas: Paperback / softback, 304 pages, aukštis x plotis: 229x152 mm
  • Išleidimo metai: 30-Jun-2016
  • Leidėjas: Learning Sciences International
  • ISBN-10: 1941112331
  • ISBN-13: 9781941112335
Kitos knygos pagal šią temą:
A Joint Publication with the International Literacy Association Literacy leaders are working to provide highly effective, rigorous teaching and learning as they work with families, communities, individuals, and the system simultaneously. To do that, they need to wear many hats, serving as leaders, facilitators, designers, and advocates. In Cultivating Coaching Mindsets, authors Rita Bean and Jacy Ippolito lay out a detailed framework to help literacy leaders promote the advancement of literacy instruction that improves and deepens learning. They also explore facilitation techniques for providing meaningful feedback while respecting teachers' views and knowledge supporting teachers as they build their capacity to reflect on and improve literacy learning for all students.

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