Instructional Coaching: A Partnership Approach to Improving Instruction
| Price: | $34.95 |
|---|---|
| Availabitliy: | Usually ships within 4 to 6 weeks |
An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture!
Data demonstrates that inservice sessions rarely supply enough support for teachers to implement new, complex change initiatives. In today’s reform-intensive environment, what professional development framework can provide the foundation teachers need to embrace new practices?
Instructional coaching, a research-based, job-embedded approach to instructional intervention, provides the assistance and encouragement necessary to implement new programs that improve learning. The product of more than eight years of study, this approach to professional learning has been proven to help schools respond to the pressures of accountability and reform.
Experienced trainer, developer, and researcher Jim Knight describes the “nuts and bolts” of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, observing teachers, and engaging in reflective conversations. Each user-friendly chapter includes:
- First-person stories from successful coaches
- Sidebars highlighting important information
- A “Going Deeper” section of suggested resources
- Forms, worksheets, checklists, logs, reports, and other ready-to-use tools
- A short summary of the main chapter points
This book is perfect for coaches, aspiring coaches, and the staff developers, trainers, teacher leaders, principals, and other educators who work with coaches and oversee coaching programs.
“Teachers helping teachers is a great way to create a powerful instructional staff. Knight has included very practical and useful tools to help teachers achieve excellence.” —Dale E. Moxley, Principal, Round Lake Elementary School, Mount Dora, FL
“Provides valuable insight for mentors who are in the field working daily with novice teachers.” —J. Helen Perkins, Assistant Professor, The University of Memphis
