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       Observing Efficiently

       Creating a Record

       Using Technology to Your Advantage

       Conferencing Skills

       Preparation

       Communication Strategies

       Responses to Common Challenges

       Professional Support Techniques

       Modeling and Demonstration

       Visitation

       Active Coaching

       Co-Teaching

       Methods for Measuring Change

       Strategies for Celebrating Success

       Verbal Praise

       Public Acknowledgement

       Personalized Recognition

       Summary

       CHAPTER 4

       School and District Models

       Getting Off the Ground

       Setting Effective Goals

       Defining a Model of Instruction

       Defining the Coach’s Role

       Communicating With Stakeholders

       Selecting a Viable Coaching Model

       Instructional Coaching

       Curricular Coaching

       Program Coaching

       Peer Coaching

       Emulating Successful Programs

       Time in Classrooms

       Support From Staff

       Program Assessment

       Distinction Between Coaching and Supervision

       Summary

       CHAPTER 5

       Peer Coaching

       Fundamentals of Peer Coaching

       The Peer Coaching Model

       Advance Training

       Partner Selection

       Modifications to the Coaching Cycle

       Lessons From the Field

       Summary

       CHAPTER 6

       Program Supervision and Leadership

       Documenting the Program

       Allocating Resources

       Financial Resources

       Coaching Schedules

       Securing and Training Coaches

       Providing Support

       Leadership and Guidance

       Conflict Resolution

       Evaluating the Program

       Evaluating Coaches

       Evaluating the Program as a Whole

       Reporting

       Summary

       Epilogue

       Appendix

       References and Resources

       Index

       About the Author

      Tom Roy, PhD, works with schools and districts on methods to improve student learning, assessment, and school leadership. He has also worked with schools and nonprofit organizations nationally and internationally on issues of leadership, coaching, curriculum, assessment, and organizational effectiveness.

      A lifelong educator, Dr. Roy has served as a science and mathematics teacher and coach in elementary, middle, and high schools. As a school administrator, his experiences include guiding districtwide curriculum and instruction. He was a superintendent for twelve years, and he taught college for twelve years. Dr. Roy worked in Papua New Guinea to develop a science curriculum that has been delivered via radio to remote areas.

      Dr. Roy has expertise in teaching for understanding, student assessment, and coaching teachers and administrators. He uses The New Art and Science of Teaching and other models of instruction as a vehicle for teacher improvement in both coaching and evaluation. Dr. Roy has delivered long-term professional development services in inner-city schools with School Improvement Grants. His contributions to books include proof illustrations for Excursions in Historical Geology and text for Coaching Classroom Instruction.

      He holds an associate of applied science in chemistry technology (Corning College), a bachelor of science (State University of New York at Plattsburgh), a master of science in Education (Elmira College), and a doctorate in Curriculum and Instruction (Boston College).

       Introduction

      Matt Schnur was a master teacher. He was also among the best mentors and coaches. In the late 1960s, Matt coached me through my first years of teaching (though the term coaching as applied to teachers was not yet in use). No one asked him to; no one paid him. He was an experienced biology teacher who had many years of outstanding teaching under his belt. I was a first-year teacher who, because of the rapid growth in school population paired with a lack of certified science teachers, had neither graduated college nor student taught. Matt’s response was neither condescending nor trivial. He offered help from day one. As a result, my professional growth was rapid and impressive. I had the benefit of observing and being coached by a master teacher with significant experiential background.

      The coaching took several forms. Matt visited my classroom to observe and provide support. He explained curriculum development and how to modify content and lab experiences to fit the syllabus, then critiqued the results and offered further suggestions. He helped with and reviewed lesson plans. He watched me teach, offered suggestions for improvement, and gave me directions for practicing the skills. He also invited me into his classes to watch him—perhaps the most powerful experience. I could determine from the students’ perspective what content he taught, how discipline unfolded, how to be present to each student, and how to differentiate as understanding (or lack thereof) became apparent. Matt

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