Leading like a C.O.A.C.H. : 5 strategies for supporting teaching and learning

著者

    • Renwick, Matt
    • Routman, Regie

書誌事項

Leading like a C.O.A.C.H. : 5 strategies for supporting teaching and learning

Matt Renwick ; foreword by Regie Routman

Corwin, c2022

  • : pbk

タイトル別名

Leading like a coach

大学図書館所蔵 件 / 全1件

この図書・雑誌をさがす

注記

Includes bibliographical references (p. 157-161) and index

内容説明・目次

内容説明

Expand your leadership capacity to help your school reach its potential All schools have the capacity for schoolwide instructional excellence. Schools with leaders who adopt a coaching stance as part of their practice are more likely to realize this success. Leaders achieve success with their teachers, their students, and their families, not alone. Leading like a C.O.A.C.H. reframes the approach to schoolwide change from a leader acting alone to a leader working with a community in which each member contributes their strengths and ideas to improving instruction. Renwick, a well-known blogger and writer on literacy and leadership, encourages school leaders to embody five practices: 1. Create confidence through trust; 2. Organize around a priority; 3. Affirm promising practices; 4. Communicate feedback; and 5. Help teachers become leaders and learners. Throughout this practical guide, readers will find Reflective questions Activities Indicators of success Examples of leaders coaching teachers to excellence Wisdom from the field This book provides new and veteran leaders with a practical approach and easily adoptable ideas for helping their schools realize their full potential.

目次

Acknowledgments About the Author Foreword by Regie Routman Introduction The Purpose of This Book My Coaching Journey Reflective Questions Chapter 1: Why Should I Lead Like a Coach? Benefits of Leading Like a Coach Expand on Your Current Identities Shifting Toward a Coaching Stance Reflective Questions Chapter 2: How Instructional Walks Help Leaders Adopt a Coaching Stance Introducing Instructional Walks The Instructional Walk Process From Judging to Learning What Instructional Walks Are Not Reflective Questions Chapter 3: Create Confidence Through Trust Defining Trust Four Conditions for Trust Condition 1: Consistency Condition 2: Compassion Condition 3: Communication Condition 4: Competence Success Indicators for Creating Confidence Through Trust Reflective Questions Chapter 4: Organize Around a Priority Defining a Priority Step 1: Analyze and Understand Your Current Reality Step 2: Examine Your Beliefs About Instruction Step 3: Engage in Focused Professional Learning Step 4: Create Collective Commitments Around Promising Practices Success Indicators for Organizing Around a Priority Reflective Questions Chapter 5: Affirm Promising Practices Four Principles for Initiating Positive Change Principle 1: Adopt an Instructional Framework Principle 2: Learn With Your Faculty Principle 3: Develop Collaborative Learning Communities Principle 4: Institutionalize Promising Practices Success Indicators of Affirming Promising Practices Reflective Questions Chapter 6: Communicate Feedback Defining Feedback Communicating Feedback Through Engagement (vs. Bypass) Differentiating Feedback to Meet Teachers' Needs Example 6.1: Exploring New Ideas for Classroom Management Example 6.2: How the Task Supports Student Engagement Example 6.3: A Better Way to Assess Success Indicators for Communicating Feedback Reflective Questions Chapter 7: Help Teachers Become Leaders and Learners A Journey to Excellence Example 7.1: Teacher Self-Assessment (Wilmot Elementary School, Jefferson County Public Schools, Denver, Colorado) Example 7.2: Residency Model for Professional Development (Winnipeg School District, Winnipeg, Manitoba, Canada) Success Indicators of Helping Teachers Become Leaders and Learners Final Reflective Questions Conclusion: What Will Be Your Legacy? References Index

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