Teachers Teaching Teachers, March 2007, Vol. 2, No. 6
Conversations can kick off the coaching
School-based coaching is still new for many schools. How can leaders get teachers to embrace a coaching program? In this article, Jim Knight outlines the benefits of one-to-one conversations between teachers and coaches. Learn how interviews can be conducted, read sample questions, and explore important elements in establishing effective teacher-coach relationships.
By Jim Knight
Voice of a teacher leader: Meeting agenda item: Pull!
Respond to Ferriter as he reminisces about family whitewater rafting trips -- the trips down the river were tiring, full of challenges, and immensely rewarding. As Ferriter writes, the work of his team at school is often just like this. With each adventure, the team grows stronger and more confident. Read Ferriter's thoughts on this topic and more in his blog. Return often -- Ferriter posts his provocative ideas frequently and would love to hear about your experiences and challenges
By Bill Ferriter
Focus on NSDC's Standards: How to spread the wealth of data
Today's schools are awash in data from a number of sources. However, not all teachers are accessing and using this data to guide instructional decisions. Learn how school-based coaches can assist teachers in accessing, analyzing, and acting upon data in this month's column from Joellen Killion.
By Joellen Killion
Research brief: Counseling and achievement are tied
Results of a quasi-experimental study published in Professional School Counseling show that students who receive structured, counselor-led group instruction in "essential skills for school success" scored higher on the reading and math sections of the state asessment than students who did not. Learn more about this research study and its implications for school-based coaches in this online article.
By Carla Thomas McClure
NSDC profile: Diane Bennett -- Technology without tears
A technology coach at Mt. Juliet High School in Mt. Juliet, Tenn., started with the basics as she helped 100% of the faculty integrate technology into classroom lessons. Learn from Diane Bennett's experience; she found she had to overcome teacher fears related to technology. By the end of her first coaching year, teachers were collaborating, innovating, and raising student test scores.
By Tracy Crow
NSDC tools: Technology integration -- Reflection and collection and Checking the indicators of engaged learning
Download two tools that high school technology coach Diane Bennett uses with the teachers she works with as they develop technology-integrated lessons. In one, teachers reflect on how their lessons worked and what challenges they faced. In another, teachers investigate what evidence they find that students are engaged in effective technology use and inquiry-based learning during the lessons.
