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Having a project needs a purpose not just passion

Having a project needs a purpose not just passion

"Donald B. Bartalo reveals the experiences of school leaders and teachers who have discovered that meaningful school improvement does not necessarily come from the top-it comes from effective teaching and leaders who support it. Based on eight fundamental tenets, the text features a clear how-to process, success stories, and methods for bridging the teaching gap between the kinds of teaching needed for the 21st century and that which is found in most schools. Special features include: An interactive writing style that "coaches" educators Powerful "what to do" and "how to do it" tools Case illustrations and success stories Protocols for leading collaborative inquiry Journal reflections Leadership team activities"

Helping teachers, administrators, and policymakers to understand the research on adult learning, teacher professional growth, and learning in community. Supporting teacher learning, creating environments and expectations for successful learning communities. Develop processes for collecting evidence and documenting effects of teacher learning.

Instructional Coaching programs are usually initiated because a school/district/or outside agency has a DREAM or vision to add instructional coaching positions as a support system for the educators in the building. Coaching can be somewhat of an isolated position, especially if there are minimal coaches at a school.

I was unable to attend the School Administrators of Iowa Conference this year due to a broken foot. (A lovely souvenir from a day-trip to Put-In-The-Bay, Ohio.) In order to archive tweets I tried Storify. This was my first attempt with this format. I am not sure I used the process correctly.

Steve Barkley's concept of "backwards planning" shifts the process of teaching practices, coaching, and professional staff development in significant and comprehensive ways. Steve's research suggests that teachers don't cause student achievement; students do, when armed with the right learning behaviors taught and modeled by others. From those behaviors, they become lifelong learners. Receive guidance and insights into specific coaching skills, questioning strategies, and ways to work with principals. The result ensures that teachers are fully supported in the highly complex and challenging world of education.

What does an instructional coach do? Look at "instruction"-the act, process, or art of imparting knowledge and skill. Look at "coach"-to teach.

This comprehensive guide encompasses a multilayered model that provides a rich experience for both coach and trainee. How to Coach Teachers Who Don't Think Like You covers the process and content of coaching and describes a unique approach that encourages teachers to write and reflect upon their practices. Coaches can use literacy strategies to train across content areas and learn how to individualize their approach to honor teachers' distinctive learning styles. The author presents samples of teacher writing and student work generated from coaching and offers narratives from practicing coaches across the country in school-based, district, and independent settings to illustrate the real world of coaching.

Cognitive CoachingSM is a process that supports individuals and organizations in becoming self-directed. Its mission is to produce self-directed persons with the cognitive capacity for excellence both independently and as members of a community.

"Applies the concept of medical rounds to solving instructional problems and outlines the process of planning, organizing, facilitating, and implementing this innovative way to improve teaching and learning by having groups of teachers and administrators"