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Coaches' leadership skills that communicate trust building will increase teacher vulnerability and therefore teacher growth.

"Empowering questions can help coaches identify a teacher's agenda - what is important to the teacher. Empowering questions reveal a teacher's value system and help the coach understand what makes the teacher tick. Coaches develop credibility when their feedback continually relates to what an individual teacher values. "

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.

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.

This is a group for instructional coaches, teacher mentors, and anyone in a teacher mentoring role. Members: 7 Latest Activity: May 16 Started by Carole Fuller. Last reply by Scott H Snyder May 16. 0 Likes I coach teachers of adult students, mostly teaching ESL but also Workforce content areas such as computer skills.

"In this issue's lead article, Bob Tschannen-Moran and Megan Tschannen-Moran ("The Coach and the Evaluator", p. 10) decry the approach of connecting teacher evaluation with efforts to help teachers grow and improve through a coaching cycle. They call into question such common administrator practices as using coaching to help a teacher achieve specific improvement goals. Although such practices are well-meaning, the Tschannen-Morans claim, they "typically generate little growth… Power struggles, rather than cooperative efforts…often ensue."