coaching is not scripted, but is embedded in a conversation
High Expectations: What to Look For | ASCD Inservice - 0 views
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" I often hear educators talking about high expectations and rigor. These are buzzwords that everyone agrees are an important part of education. However, as I participate in walkthroughs with principals and debrief what we are seeing, I'm finding that school leaders often struggle to know what to actually look for. They can identify a rigorous text and determine whether expectations around scholar product are "high" or "low," but seem to miss opportunities to identify key cultural indicators of the presence or absence of high expectations."
People for Education - Principals sound the alarm about students' mental health - 1 views
The Why and When of Walkthroughs - 1 views
A Taxonomy of Reflection: A Model for Critical Thinking - 3 views
A Principal's Reflections: The Pedagogy of Blended Learning - 1 views
Five Practices to Do Today for More Effective Instructional Coaching - 2 views
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when teachers do not even realize a conversation was actually coaching because it was truly a dialogue between professionals—fluid, natural, action oriented, and collegial—then you have truly become a coach
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Coaching teachers or principals in a vacuum (i.e. without a framework to ground the conversation), can be very tricky for even the most experienced coaches and invites the common pitfall of basing the coaching conversation on opinion.
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