Teacher-coach collaboration is critical to teacher effectiveness and student learning, but sometimes the in-the-moment response rate required when supporting several teacher requests at once can make literacy coaching appear to be, well, rather random. No More Random Acts of Literacy Coaching looks at the common obstacles and misconceptions that can prevent effective coaching, and offers strategies that literacy coaches, teachers, and principals can employ to make wise use of their time together. The authors offer ...
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Teacher-coach collaboration is critical to teacher effectiveness and student learning, but sometimes the in-the-moment response rate required when supporting several teacher requests at once can make literacy coaching appear to be, well, rather random. No More Random Acts of Literacy Coaching looks at the common obstacles and misconceptions that can prevent effective coaching, and offers strategies that literacy coaches, teachers, and principals can employ to make wise use of their time together. The authors offer practical steps to create a climate of positive professional learning that include: Providing responsive coaching in varied settings Identifying coaching activities that have the greatest impact Matching goals and priorities to coaching cycles Honoring teachers as co-designers of the work. When literacy coaching is intentional, carefully planned, and a collaborative team effort with teachers and principals, the results are dramatic. Student literacy growth increases, and the number of students needing intervention decreases. Learn how your team can work together to accelerate student success. SamplesPreview sample pages from No More Random Acts of Literacy Coaching About the seriesThis series, Not This But That helps teachers examine common, ineffective classroom practices and replace them with practices supported by research and professional wisdom. In each book a practicing educator and an education researcher identify an ineffective practice; summarise what the research suggests about why; and detail research-based, proven practices to replace it and improve student learning.
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