Verfügbarkeit: Creating a coaching culture for professional learning communities

Creating a coaching culture for professional learning communities:

Gespeichert in:

Bibliographische Detailangaben
Hauptverfasser:	Kise, Jane A. G. (VerfasserIn), Russell, Beth (VerfasserIn)
Format:	Buch
Sprache:	English
Veröffentlicht:	Bloomington, IN Solution Tree Press 2010
Schlagworte:	Lehrer Teachers > In-service training > United States Teachers > Professional relationships > United States Professional learning communities > United States Lehrerfortbildung USA
Online-Zugang:	Inhaltsverzeichnis
Beschreibung:	Includes bibliographical references and index
Beschreibung:	X, 221 S.
ISBN:	9781935249412 9781935249429

Internformat

MARC


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Datensatz im Suchindex

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adam_text	TABLE OF CONTENTS ACKNOWLEDGMENTS III ABOUT THE AUTHORS IX INTRODUCTION: WHY USE THESE PAGES? .1 FOCUSING ON STUDENT LEARNING AND ADULT LEARNING . 3 1 UNDERSTANDING WHY PLCS NEED A COACHING CULTURE . 11 ELEMENT 1: A COMMON, UNBIASED FRAMEWORK .. 12 ELEMENT 2: A DEEP UNDERSTANDING OF TEACHER STRENGTHS AND BELIEFS 14 ELEMENT 3: CONCRETE EVIDENCE THAT INFLUENCES BELIEFS . . . . . . . . 15 ELEMENT 4: COMMUNICATION AND COACHING THAT MEET EACH TEACHER S NEEDS 17 ELEMENT 5: A FOCUS ON PROBLEMS THAT CONCERN THE TEACHERS 18 ELEMENT 6: DEEP, U LEVEL 111 COLLABORATION . . . . 19 ESSENTIALSOF PLCS 20 HANDOUT 1.1: KEY COMPONENTS OF EFFECTIVE PLCS . 22 HANDOUT 1.2: MARKERS OF A COACHING CU/TURE .. 23 2 3 DESCRIBING A FRAMEWORK TOR COACHING, TEACHING, AND LEARNING CONSTRUCTIVE USE OF DIFFERENCES . . . . . . . . . . . . . . EXTRAVERSION AND INTROVERSION: WHAT IS YOUR SOURCE OF ENERGY? SENSING AND INTUITION: WHAT INFORMATION CATCHES YOUR ATTENTION? THINKING AND FEELING: HOW DO YOU MAKE DECISIONS? . . . . . . JUDGING AND PERCEIVING: HOW DO YOU APPROACH LIFE AND WORK? VERIFYING YOUR PERSONALITY TYPE. . . DO GUR TYPE PREFERENCES CHANGE? . . . . . . . . . . . . . . . THE CASE OF THE CRITICAL COLLEAGUES. . . . . . . . . . . . . . . HANDOUT 2.1: EXTRAVERSION OR NTROVERSION-HOW ARE YOU ENERGIZED? HANDOUT 2.2: SENSING OR INTUITION-GATHERING INFORMATION HANDOUT 2.3: WHICH TEST QUESTION? . . . . . . HANDOUT 2.4: THINKING AND FEELING-DECISIONS . HANDOUT 2.5: GIVING ZEROS . HANDOUT 2.6: JUDGING AND PERCEIVING-HOW 00 YOU APPROACH LIFE? COACHING YOURSELF AS ALEADER . TYPE AND LEADERSHIP . . . . . . . . . . . . . . . PLC DEVELOPMENT STAGES AND LEADERSHIP PRIORITIES 25 26 27 29 31 35 36 37 38 39 40 41 42 43 45 47 48 49 V VI CREATING A COACHING CULTURE STAGE 1: LEADER AS CATALYST RO/ESFOR LAUNCHING PLCS . 51 STAGE 2: LEADER AS STRATEGIST ROLES FOR BUILDING PLC CAPACITY . 53 STAGE 3: LEADER AS MANAGER ROLES FOR PLC SUSTAINABILITY 55 BALANCING LOOSE/TIGHT LEADERSHIP . . . . . . . . . . . . 57 WH ICH ROLES WILL YOU FILL? . . . . . . . . . . . . . . . . 59 HANDOUT 3.1: ACHECKIIST FOR LOOSE/TIGHT PLC LEADERSHIP 61 HANDOUT 3.2: SAMP/E PLC ASSIGNMENT-STUDENT-FOCUSED DISCUSSIONS TASK 62 HANDOUT 3.3: LEADING EFFECTIVE PROFESSIONAL LEARNING COMMUNITIES 63 DIFFERENTIATING THE PLC STRUCTURE 65 STEP 1: USING THE COMMON FRAMEWORK. . . . . . . . 66 STEP 2: UNDERSTANDING TEACHER STRENGTHS AND BELIEFS . 67 STEP 3: COACHING TO MEET EACH TEACHER S LEARNING STYLE AND NEEDS 67 STEP 4: DIFFERENTIATING CONCRETE EVIDENCE 73 STEP 5: FOCUSING ON PROBLEMS THAT CONCERN PLC MEMBERS . 74 STEP 6: DEEPENING COLLABORATION . . . . . . . . . . 75 HANDOUT 4.1: TYPE PREFERENCES AND LEARNING NEEDS 77 HANDOUT 4.2: THE PRAGMATIC PLC 78 HANDOUT 4.3: THE SUPPORTIVE PLC . 79 HANDOUT 4.4: THE COLLEGIAL PLC . . 80 HANDOUT 4.5: THE /NTELLECTUAL PLC . 81 HANDOUT 4.6: PLC ACTIVITIES . . 82 4 5 6 COACHING FOR GENUINE COMMUNITY . PROCESS 1: ASSESSING THE QUALITY OF RELATIONSHIPS . PROCESS2: BUILDING COLLABORATION SKILLS AND GROUP NORMS . PROCESS3: SETTING AVISION . PROCESS4: ESTABLISHING COLLABORATION TIME HANDOUT 5.1: COLLABORATION SURVEY ... HANDOUT 5.2: LEARNING STYLES SUMMARY . HANDOUT 5.3: DIFFERENTIATING PLC MEETINGS FOR LEARNING STY/ES HANDOUT 5.4: TIPS FOR WORKING WITH OPPOSITES COACHING A GROUP INTO A COLLABORATIVE TEAM WELCOMING DIVERSITY . . . . . . . . . ASKING QUESTIONS, SHARING BELIEFS ... SHARING STRUGGLES AS WEIL AS SUCCESSES . DEFINING PROBLEMS, REACHING CONSENSUS CONFLICT THAT BRINGS COMMUNITY RENEWAL 83 84 92 94 95 97 99 100 101 103 105 107 109 113 116 TABLE OF CONTENTS VII 7 KNOWING WHEN TO TAP OUTSIDE RESOURCES . . . . . . . 118 WELCOMING MUTUAL ACCOUNTABILITY FOR STUDENT LEARNING 120 DIVERSE PATHS TO THE SAME INSTRUCTIONAL GOALS . . . . . 121 PROGRESSING TOWARD EFFECTIVENESS AND SUSTAINABILITY IN YOUR PLC 124 HANDOUT 6.1: PEER CLASSROOM OBSERVATION SHEET . . . . 125 HANDOUT 6.2: LEARNING PROGRESSION FOR FRACTIONS . . . . . . 126 HANDOUT 6.3: NONCOACHING CULTURE OR COACHING CULTURE? . 127 COACHING FOR OPTIMAL STUDENT ENGAGEMENT AND ACHIEVEMENT . 129 THE CASE FOR TYPE AS AN EDUCATION FRAMEWORK . 130 TYPE BIASESIN EDUCATION . . . . . . . . . . . . . . 132 CHANGING WHAT IT MEANS TO TEACH . . . . . . . . . 134 WHAT 00 OUR STUDENTS NEED TO KNOW? AND TYPE 136 WHAT ENGAGES STUDENTS IN LEARNING? AND TYPE . 138 HOW WILL WE KNOW IF THEY KNOW IT? AND TYPE . 142 WHAT WILL WE 00 IF THEY DON T GET IT? AND TYPE 145 HOW WILL WE EXTEND LEARNING? AND TYPE . . . . 147 USING TYPE IN PLCS:AN EQUITY STRATEGY. . . . . . . 149 HANDOUT 7.1: LEARNING STY/ES, FAVORITE ACTIVITIES, AND MOTIVATING WORDS. 151 HANDOUT 7.2: A SAMPIE RUNNING RECORD OF CLASSROOM OBSERVATION 152 HANDOUT 7.3: FORMATIVE ASSESSMENTS AND LEARNING STY/ES . . . . . 153 APPENDIX A DESCRIPTIONS OF THE SIXTEEN TYPES ISTJ ISTP ESTP ESTJ ISFJ. ISFP ESFP ESFJ INFJ INFP ENFP. ENFJ INTJ INTP 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 VIII ENTP. ENTJ . CREATING A COACHING CULTURE 170 171 APPENDIX B PROBLEM-SOLVING MODEL . . . . . . STEP 1: PRACTICE PROBLEM . . . . STEP 2: WORK ON A REAL PROBLEM HANDOUT 8.1: PROBLEM-SOLVING MODEL HANDOUT 8.2: ORDER IN WHICH THE FOUR FUNCTIONS OEVE/OP. APPENDIX 173 173 175 177 178 C READING ON STUDENT MOTIVATION . . . . . . . . . . . . . . . . . . . . . ANTICIPATION GUIDE: WHAT 00 YOU KNOW ABOUT STUDENT MOTIVATION? ANTICIPATION GUIDE INSTRUCTIONS HOW 00 STUDENTS GET SMART? . . . . . . . . . . . . . . . . . . . . 181 182 183 184 APPENDIX D ACADEMIC RIGOR READING . WHAT IS RIGOR? . . . . 189 190 E APPENDIX STUDENT WORK SAMPIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 APPENDIX F ACADEMIC RIGOR TASK CARDS LANGUAGE ARTS SOCIAL STUDIES SCIENCE. . . . MATHEMATICS . ELEMENTARY LEVEL . GLOSSARY OF KEY CONCEPTS AND TERMS REFERENCES AND RESOURCES INDEX . 201 202 202 203 203 204 205 209 217
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author	Kise, Jane A. G. Russell, Beth
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spellingShingle	Kise, Jane A. G. Russell, Beth Creating a coaching culture for professional learning communities Lehrer Teachers In-service training United States Teachers Professional relationships United States Professional learning communities United States Lehrerfortbildung (DE-588)4035096-4 gnd
subject_GND	(DE-588)4035096-4 (DE-588)4078704-7
title	Creating a coaching culture for professional learning communities
title_auth	Creating a coaching culture for professional learning communities
title_exact_search	Creating a coaching culture for professional learning communities
title_full	Creating a coaching culture for professional learning communities Jane A. G. Kise, Beth Russell
title_fullStr	Creating a coaching culture for professional learning communities Jane A. G. Kise, Beth Russell
title_full_unstemmed	Creating a coaching culture for professional learning communities Jane A. G. Kise, Beth Russell
title_short	Creating a coaching culture for professional learning communities
title_sort	creating a coaching culture for professional learning communities
topic	Lehrer Teachers In-service training United States Teachers Professional relationships United States Professional learning communities United States Lehrerfortbildung (DE-588)4035096-4 gnd
topic_facet	Lehrer Teachers In-service training United States Teachers Professional relationships United States Professional learning communities United States Lehrerfortbildung USA
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