Teachers Teaching Teachers, April 2007, Vol. 2, No. 7
Role of the school-based coach: Resource provider
As resource providers, coaches help teachers locate resources, materials, equipment, and examples of best practice, as well as information on delivery of instruction, assessment of student learning, and management of the classroom. Being a resource provider is often the first step when a coach is trying to get a foot in the door of teachers' classrooms. Working in this role helps coaches develop trust and credibility.
By Joellen Killion , Cindy Harrison
NSDC tool: Journal/research reflection sheet
This month's tool is designed to assist teachers in getting the most from professional readings; coaches could use the tool in individual or group contexts. Questions encourage readers to consider what they want to gain from an article before they begin. Follow-up questions ask teachers to share key ideas and write implications for future practice.
Voice of a teacher leader: Be like a virus and connect
We don't usually think of the flu as a good thing. In his column this month, teacher leader Bill Ferriter writes that teachers need to learn from how the influenza virus works. What does it mean to really make your work contagious? In addition to his monthly column for T3, Ferriter writes frequently in his blog on NSDC's web site. Join Ferriter in exploring the challenges of working as a school-based leader and change agent. See the blog at www.nsdc.org/blog/.
By Bill Ferriter
Focus on NSDC's standards: No. 1 resource has a human face
The Resources standard states: Staff development that improves the learning of all students requires resources to support adult learning and collaboration. As Killion writes, coaches are resources themselves, and they also provide resources. Explore how implementing this NSDC standard impacts the work of the school-based coach and the teachers he or she serves.
By Joellen Killion
NSDC profile: Luis Salinas -- With this coach, the topic always turns back to instruction
Johnston High School in Austin (Texas) Independent School District hired school-based coaches two years ago as part of an effort to bring the school out of academically unacceptable status. Luis Salinas (standing in photo) used to teach science at the school -- now he's an instructional coach for the subject. Read about Salinas's challenges and how he works to keep the teachers focused on curriculum, instruction, and assessment.
By Tracy Crow
Research brief: New math concept? To teach it, show it
The way teachers introduce new topics in mathematics class can influence student achievement, according to a recent research study. The study examined six instructional methods for introducing new topics. Read how the study was conducted and a summary of the study's results.
By Carla Thomas McClure
