Coaching whole school change : lessons in practice from a small high school

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000003505751	LB2831.92 A45 2008	Open Access Book	Book	Searching... Unknown
Searching... SPACE KL Main Library	30000003505710	LB2831.92 A45 2008	Open Access Book	Book	Searching... Unknown

School coaching is an increasingly popular school-change strategy, yet we have relatively few detailed pictures of actual coaching practice. This book provides an in-depth look at the practice of coaching in a small high school, and includes case studies, stories, tools, and artifacts from the life of the school. The authors identify and describe a set of "coaching habits" that foster instructional planning across the curriculum, distributed leadership, and the development of a strong professional learning community. Because effective coaching is always collaborative, the text looks at coaching from the perspectives of the coach and three of the teachers whom she coaches, as well as that of a school-based researcher. This guide to effective coaching:

Focuses on "change coaching," which encompasses school culture and organization, as well as curriculum content. Describes how coaching develops and changes in the life of one school over a period of 5 years. Provides examples and tools that will be invaluable to school coaches, administrators, district staff, staff developers, and organizations that support coaching.

Author Notes

David Allen teaches secondary English education at the College of Staten Island. His most recent books are The Facilitator's Book of Questions (with Tina Blythe,) and Looking Together at Student Work, Second Edition (with Tina Blythe and Barbara Powell). Suzanne Wichterle Ort has been a teacher, a school coach, and a research associate at NCREST. She is an assistant principal at Park East High School in New York City. Alexis Constantini and Joseph Schmidt teach at Park East High School and Jennie Reist formerly taught at Park East.

Thomas SobolSylvia Rabiner

Foreword	p. vii
Acknowledgments	p. xi
1 Introduction: Coaching as a Professional Practice	p. 1
How Is School Coaching Defined?	p. 3
The ISA Principles and ISA Coaches	p. 3
Coaching as a Professional Practice	p. 5
What Are the Habits of Coaching?	p. 7
Why Focus on One Coach and One School?	p. 11
Who Are the Audiences for the Book?	p. 12
How Is the Book Organized?	p. 13
How Was the Book Made?	p. 14
2 The Development of Coaching over Time	p. 15
The School	p. 16
New Partnerships	p. 17
The Coach	p. 18
Stage 1 Initiating Coaching	p. 19
Stage 2 Building Structures and Developing Habits	p. 25
Stage 3 Addressing Quality and Responsiveness	p. 35
3 Organizing Coaching Time	p. 38
Weekly Routines in and out of School (Suzy)	p. 38
Deciding How to Spend My Time (Suzy)	p. 46
With Whom and Doing What? (Suzy)	p. 48
4 Planning for Instruction	p. 50
Planning "Our Water" Project (Alexis)	p. 51
Bringing in the Books (Jennie)	p. 58
Teaching Writing Transformed (Joe)	p. 68
5 Complementary Strategies	p. 77
Observing Classrooms	p. 77
Providing Resources	p. 80
Checking In	p. 82
Making Connections, Sharing Strengths	p. 85
6 Expanding Professional Community	p. 90
What's in a Look?	p. 92
Intellectually Engaged	p. 95
Protocols in Professional Community	p. 99
"Too Much Stuffing" (Alexis)	p. 107
7 Growing Leadership	p. 113
Becoming the Conduit for Communication	p. 115
Planning (Of Course!)	p. 116
When Can We Meet? What's the Agenda?	p. 118
Mini Case Study: Preparing for the ISA Summer Institute	p. 119
Expanding Facilitation and Developing Facilitators	p. 121
Giving It Structure	p. 123
8 Reflecting on Coaching	p. 125
Turning Inward and Reaching Outward	p. 125
Reflecting Backward and Forward	p. 128
A Permanent Role for Coaching	p. 134
Afterword	p. 139
Appendix The ISA Model	p. 143
References	p. 149
About the Authors	p. 151

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Table of Contents