Acknowledgments
About the Authors
Introduction
Our Coaching Beliefs
Core Practices for Student-Centered Coaching
Student-Centered Coaching Is Driven by Formative Assessment
Data
How Student-Centered Coaching Compares With Other Coaching
Models
Moving Forward
Chapter 1: Setting Goals for Coaching Cycles
The Move—Setting Goals for Coaching Cycles
Why Setting Goals for Coaching Cycles Is Important
What Setting Goals for Coaching Cycles Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 2: Using Learning Targets
The Move—Using Learning Targets
Why Using Learning Targets Is Important
What Using Learning Targets Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 3: Getting Ready for Coaching in the Classroom
The Move—Getting Ready for Coaching in the Classroom
Why Getting Ready for Coaching in the Classroom Is Important
What Getting Ready for Coaching in the Classroom Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 4: Noticing and Naming
The Move—Noticing and Naming
Why Noticing and Naming Is Important
What Noticing and Naming Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 5: Micro Modeling
The Move—Micro Modeling
Why Micro Modeling Is Important
What Micro Modeling Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 6: Thinking Aloud
The Move—Thinking Aloud
Why Thinking Aloud Is Important
What Thinking Aloud Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 7: Sorting Student Work
The Move—Sorting Student Work
Why Sorting Student Work Is Important
What Sorting Student Work Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 8: Providing Strengths-Based Feedback
The Move—Providing Strengths-Based Feedback
Why Providing Strengths-Based Feedback Is Important
What Providing Strengths-Based Feedback Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
Chapter 9: Measuring the Impact of Coaching
The Move—Measuring the Impact of Coaching
Why Measuring the Impact of Coaching Is Important
What Measuring the Impact of Coaching Looks Like
Lessons From the Field
Tools and Techniques
A Final Thought
In Closing
Appendix
Resource A—If/Then Charts
Resource B—Coaching Logs
Resource C—Language Stems
Resource D—Planning Tools
Resource E—Agreements and Protocols
Resource F—Results-Based Coaching Tool
References
Index
Diane Sweeney has been an author and educational consultant
since 1999. The author of Moves for Launching a New Year
of Student-Centered Coaching (Corwin, 2022), Student-Centered
Coaching from a Distance (Corwin, 2021), The Essential
Guide for Student-Centered Coaching (Corwin,
2020), Leading Student-Centered Coaching (Corwin, 2018),
and Student-Centered Coaching: The Moves (Corwin, 2016),
Diane holds a longstanding interest in how adult learning
translates to learning in the classroom. Diane holds a Bachelor’s
Degree from the University of Denver and a Master’s in Bilingual
and Multicultural Education from the University of Colorado,
Boulder. After teaching and coaching in the Denver Public Schools,
Diane served as a program officer at the Public Education &
Business Coalition (PEBC) in Denver. Since then, she has become a
respected voice in the field of coaching and professional
development.
Leanna Harris is the author of The Essential Guide for
Student-Centered Coaching (Corwin, 2020) and Student-Centered
Coaching:The Moves (Corwin, 2016). She has worked as a
teacher, coach, and consultant across grades K-12 and currently
works with Diane Sweeney Consulting to help schools
and districts implement student-centered coaching. Her work is
based upon the belief that professional development for teachers is
most effective when it is grounded in outcomes for student
achievement - for every child, every day.
Leanna is a passionate skier and cyclist. She lives in Denver,
Colorado with her husband and three kids.
"Student-Centered Coaching: The Moves would have been particularly
helpful when I began coaching six years ago. Even now, I have
gleaned new insight into what coaching should look like and how to
make forward progress with teachers."
*Ruthanne Munger, Instructional Coach*
"This book contains many hands-on techniques that can serve coaches
well in working with teachers (and students). It addresses a lot of
the common pitfalls that occur when learning to be a coach. The
book serves as a great tool for experienced coaches as well
as those just entering into the position."
*Ann M. Lorey, Common Core Coach and Science Department
Instructional Supervisor*
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