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    Coaching Side By Side

    One-on-one collaboration creates caring, connected teachers

    By Learning Forward
    Categories: Coaching, Implementation
    June 2015
    Ask a teacher if he or she has ever been coached, and you are likely to first hear silence, then an answer that offers little information. “Why do you ask?” “There are coaches in my district.” “I met with a coach once.” Teachers are programmed to make it look like they do it all on their own when it comes to professional learning. The problem is that this solo learner stance doesn’t provide a helpful picture of teacher learning. Sometimes the answer is mixed up in what teachers think administrators want to hear about coaching. Different coaching models have different attributes. Most coaching models fall into two types: districts and schools that implement coaching tied to one or more initiatives, and those that implement to

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    Authors

    Nancy Akhavan

    Nancy Akhavan (nakhavan@csufresno.edu) is assistant professor at California State University Fresno.

    References

    Akhavan, N. (2004). How to align literacy instruction, assessment, and standards and achieve results you never dreamed possible. Portsmouth, NH: Heinemann.

    Akhavan, N. (2014). The nonfiction now lesson bank: Strategies & routines to meet today’s demands for higher-level content-area reading, grades 4-8. Thousand Oaks, CA: Corwin Press.

    Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman Publishers.

    Costa, A.L. & Garmston, R.J. (2002). Cognitive Coaching: A foundation for renaissance schools (2nd ed.). Boston, MA: Christopher-Gordon.

    Guskey, T.R. (1998). Attitude and perceptual change in teachers. International Journal of Educational Research, 13(4), 439-453.

    Kouzes, J.M. & Posner, B.Z. (2008). The leadership challenge (4th ed.). San Francisco, CA: Jossey-Bass.

    Sarason, S.B. (1990). The predictable failure of educational reform: Can we change course before it’s too late? San Francisco, CA: Jossey-Bass.

    Tschannen-Moran, M. & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and the implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245.

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    Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

    Categories: Coaching, Implementation

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