Coaching: It's Not Just for Sports

By: Ashley K, Brittanni B, Grayson L, & Philip J

Chapter 7: Coaching to Improve Practice

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Define instructional coaching: What does it look like? Why is it important?

  • Focused on instructional practice
  • Embedded in teachers' classrooms
  • Intensive and ongoing
  • Grounded in partnerships
  • Facilitated through respectful communication

Peer Coaching/ Mentoring

Experienced teachers supporting novice teachers in their first few years in the profession.

Cognitive Coaching

Plans conversations with other teachers about upcoming lessons, discussing goals and strategies, and sets a focus for data collection.

Content Coaching

Someone who focuses in instructional practice within certain content areas.

Instructional Coaching

Someone who brings research- based practice to classrooms by working with adults, not students.

Research- Decide Coach

Gathers information about the teacher, makes decisions about what works best with the teacher, then choosing a teaching method.
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Chapter 8: The Leader's Role in Improving Teacher Practice

Egyptian Rat Slap

A.K.A Reciprocal Accountability

"Reciprocal accountability simply means that if we are going to hold you accountable for something, we have an equal and commencurate responsibility to ensure you know how to do what we are expecting you to do."

Why does this happen?

Principals do not take the relationship between teachers and students for granted, they do however often fail to recognize the similar reciprocal nature with their role with their own teachers.


Just as teachers need to know their students as individual learners, principals need to know their teachers as individual learners.

"Excellent principals use a variety of assessment tools to know teachers' strengths, weaknesses, learning styles, and needs."

Leadership - True Colors

So what must an admin do in order to get desired results in teaching practices?

"If principals want teachers to teach differently-in any way, shape, or form-then they must guide, support, and nuture teacher learning just like we expect teachers to do for students."

Building Relationships & Management by Wandering Around

3 Types of Observations

  1. The Learning Walkthrough
  2. The Goal-Setting & Implementation Walkthrough
  3. The Supervisory Walkthrough

Habits of Thinking for Instructional Leadership

  • Noticing & Wondering
  • Analysis
  • Developing a Theory to Test
  • Gathering More Questions


Pg. 233-236

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5 Dimensions of Central Office Transformation

"What do central office leaders need to know and be able to do in order to help principals improve their instructional leadership practice so that teachers in turn improve their teaching practice?"