The Art of Coaching: Effective Strategies for School Transformation

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Add To List. Hands-on resources for new and seasoned school coaches This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice.

Offers a practical resource for school coaches, principals, district leaders, and other administrators Presents a transformational coaching model which addresses systems change Pays explicit attention to surfacing and interrupting inequities in schools The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.

Also in This Series. More Like This. Table of Contents. How Can Coaching Transform Schools? What Is Professional Development for Coaches? Loading Excerpt Author Notes. Loading Author Notes LC Subjects.


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      The following is from chapter one. There's generally an agreement that educators need more knowledge, skills, practice, and support after they enter the profession. Malcolm Gladwell, the author of Outliers: The Story of Success , calculates that it takes ten thousand hours of deliberate practice -- practice that promotes continuous improvement -- to master a complex skill.

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      This translates into about seven years for those working in schools. The majority of teachers and principals want professional development; they want to improve their craft, be more effective, implement new skills, and see students learn more. Opinions diverge as to what professional development, PD should look like. Traditionally, PD has taken the form of a three-day training, say in August before school starts, and then perhaps a couple of follow-up sessions throughout the year.

      This kind of PD by itself, which just about every teacher has experienced, rarely results in a significant change in teacher practice and rarely results in increased learning for children. According to a study on professional development, teachers need close to fifty hours of PD in a given area to improve their skills and their students' learning Darling-Hammond and others, While the research on the ineffectiveness of "one-shot" PD continues to pile up, a search is under way for PD that might work Coaching is an essential component of an effective professional development program.

      Coaching can build will, skill, knowledge, and capacity because it can go where no other professional development has gone before: into the intellect, behaviors, practices, beliefs, values, and feelings of an educator. Coaching creates a relationship in which a client feels cared for and is therefore able to access and implement new knowledge.

      How Coaching Can Impact Teachers, Principals, and Students

      A coach can foster conditions in which deep reflection and learning can take place, where a teacher can take risks to change her practice, where powerful conversations can take place and where growth is recognized and celebrated. Finally, a coach holds a space where healing can take place and where resilient, joyful communities can be built.

      When considering hiring a coach, principals often ask the following kinds of questions about the impact of coaching: What does the research say about how coaching can transform a school? Is there a model that is most effective?

      The Art of Coaching Effective Strategies for School Transformation

      Is there evidence that coaching will result in increased student achievement? As coaches, it is our responsibility to know what can be expected. We can't go into schools purporting to raise test scores by 50 percent in the first year.

      ISBN 13: 9781118206539

      We need to articulate what we might be able to accomplish. Fortunately, there is a growing body of research indicating that coaching can help create the conditions necessary for instructional practices to change and student outcomes to improve. These are valuable data points for coaches to be aware of as they help direct the work we do; our work is not simply about working individually with teachers to improve their practice -- it must extend farther.

      To date, the most thorough and comprehensive study on coaching was done in by the Annenberg Foundation for Education Reform.