The art of coaching : effective strategies for school transformation

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. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources.

Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools.

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.

Author Notes

Elena Aguilar is an instructional and leadership coach in the Oakland Unified School District. Elena writes about education for Education Week's Teacher Magazine, and is also a member of the Teacher Leaders Network.

Introduction	p. xi
Coaching for Transformation
What Might a Transformed Education System Be Like?
One Purpose and Two Promises
Where I'm Coming from and Who This Book Is For
Summary of the Contents and How to Use This Book
A Couple Notes
Part 1 Foundations of Coaching	p. 1
Chapter 1 How Can Coaching Transform Schools?	p. 3
A Story about What Coaching Can Do
What Will It Take to Transform Our Schools?
A New Tool Kit Based on Ancient Knowledge
What Can Coaching Do for a School? What Does the Research Say?
The Necessary Conditions
Speaking of Race
The Value of Coaching
Chapter 2 What Is Coaching?	p. 17
A Story about a Coach Who Didn't Know What She Was
Why We Need a Definition
What Are the Different Coaching Models?
A Vision for Coaching
A Coach Who Knows Who She Is and Can Travel Back in Time
Chapter 3 Which Beliefs Help a Coach Be More Effective?	p. 33
The Dangers of Unmonitored Beliefs
The Basics about Beliefs
Coaching Beliefs and Core Values
My Transformational Coaching Manifesto
Identifying and Using Your Coaching Beliefs
Chapter 4 What Must a Coach Know?	p. 45
Introducing New Coaching Tools: Coaching Lenses
A Story about a Teacher Who Seems to Struggle with Classroom Management: Part 1
A Story about a Teacher Who Seems to Struggle with Classroom Management: Part 2
When Will I Use These Lenses?
Part 2 Establishing Coaching with a Client	p. 73
Chapter 5 Beginning a Coaching Relationship: How Do I Develop Trust with a Coachee?	p. 75
"Without Trust There Can Be No Coaching"
A Story about Trust
What Is Trust?
Useful Lenses for This Stage
Ten Steps to Building Trust
Assessing Levels of Trust
"The Thin Cord of Trust"
Chapter 6 The Exploration Stage: What Do I Need to Know at the Outset?	p. 97
From the Edge of the Field
The Stage of Exploration
Useful Lenses for This Stage
Ten Steps in Exploration
Moving on to Planning
Chapter 7 Developing a Work Plan: How Do I Determine What to Do?	p. 119
What Role Does a Work Plan Play?
Useful Lenses for This Stage
Developing a Work Plan
How Do I Use This Work Plan?
Part 3 The Coaching Dance	p. 145
Chapter 8 Listening and Questioning	p. 147
The Three Movements in the Coaching Dance
Listening in Transformational Coaching
Listening as a Vehicle for Whole-School Transformation
Questioning in Transformational Coaching
Chapter 9 Facilitative Coaching Conversations	p. 163
Coaching Conversations
Facilitative Coaching
Chapter 10 Facilitative Coaching Activities	p. 175
Engaging Clients in Learning Activities
Scaffolding the Learning
Facilitative Coaching Activities
Conclusion
Chapter 11 Directive Coaching Conversations	p. 195
When Is Directive Coaching Useful?
A Story about a Principal Who Needed a Directive Coaching Stance
Mental Models
The Confrontational Approach
The Informative Approach
The Prescriptive Approach
Coaching for Systems Change: Institutional Mind-Sets
Chapter 12 Directive Coaching Activities	p. 211
Further Engaging in Learning Activities
Observations
Conclusion
Chapter 13 Technical Tips and Habits of Mind	p. 231
Tricks of the Trade
Scheduling
Planning for a Coaching Conversation
The Arc of a Coaching Conversation
Logistics during a Conversation
Coach Responsibility during Conversation
Closing the Conversation
Conclusion
Chapter 14 Reflection and Assessment: What's Next?	p. 247
A Midyear Crisis
The Midyear and End-of-Year Reflection
Coaching for Systems Change
Part 4 Professional Development for Coaches	p. 265
Chapter 15 What Is Professional Development for Coaches?	p. 267
The Importance of a Team
Professional Development for Coaches
Developing Reflective Practices
Conclusion
Conclusion	p. 287
A Final Story
The Road Ahead
Fearlessness and Faith
Appendix A The Coach's Optical Refractor (The Coaching Lenses)	p. 291
Appendix B Coaching Sentence Stems	p. 297
Facilitative Coaching
Directive Coaching
Appendix C Transformational Coaching Rubric	p. 301
Appendix D Cheat Sheets and Lists	p. 307
Essential Frameworks for Transformational Coaching
Coaching for Systems Change
Tips for Using Different Approaches
The Coaching Conversation
Five Steps for a Midyear or End-of-Year Reflection
Appendix E Recommended Resources	p. 311
Appendix F Glossary	p. 317
Acknowledgments	p. 321
References	p. 325
Index	p. 329

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Table of Contents