JSD, February 2015: Coaching

Feb 03, 2015



Up close: Deep smarts start hereDownloadNow_small

  • Teachers’ coaching preferences
  • Questions for leaders
  • Mindsets matter
  • What’s inside

3 steps to great coaching: A simple but powerful instructional coaching cycle nets results DownloadNow_small
By Jim Knight, Marti Elford, Michael Hock, Devona Dunekack, Barbara Bradley, Donald D. Deshler, and David Knight

By studying the steps coaches take, researchers identify the key ingredients to effective instructional coaching.

Problem solvers: Teacher leader teams with content specialist to strengthen math instruction DownloadNow_small
By Sara Zrike and Christine Connolly

A district math content specialist and a teacher leader use classroom observations to pinpoint strengths and challenges in math instruction, followed by common planning time that focuses learning around the results.
(Available to the public.)

Talking points: Data displays are an effective way to engage teachers DownloadNow_small
By Alyson Adams, Dorene Ross, Jamey Burns, and Lauren Gibbs

Data displays that are specific, nonevaluative, descriptive, and easy to understand give coaches a way to engage teachers in conversation about instruction.

What we learned from a tomato: Partnering with a content expert plants new ideas for instruction DownloadNow_small
By Bradley A. Ermeling

Researchers get a close-up look at what happens to instructional practice when teacher teams partner with outside content experts.

Clear goals, clear results: Content-focused routines support learning for everyone — including coaches DownloadNow_small
By Donna DiPrima Bickel, Tabetha Bernstein-Danis, and Lindsay Clare Matsumura

Setting clear expectations for teacher practice and student outcomes paves the way for open dialogue that enhances professional learning and expands teachers’ ability to raise student achievement levels.

Power tools for talking: Custom protocols enrich coaching conversations DownloadNow_small
By Francesca Pomerantz and Jacy Ippolito

Building teachers’ skills to explore and design protocols can enhance their implementation and effectiveness as tools for professional learning.

Check your gauges: Calibrating conversations assist teachers in fine-tuning instruction DownloadNow_small
By Arthur L. Costa and Robert J. Garmston

Calibrating conversations support self-directed learning and foster teachers’ career-long development and growth.

Principals boost coaching’s impact: School leaders’ support is critical to collaborationDownloadNow_small
By Les Foltos

Successful coaching is a result of an interdependent relationship between principals and coaches.
(Available to the public.)

The character of a coach: Success depends on trustworthiness DownloadNow_small
By Kay Psencik

To help leaders develop and model the character traits that lead to trusting relationships, coaches must take on moral leadership and develop bonds with those they coach in order to model trust throughout the school.


From the editorDownloadNow_small
By Tracy Crow

Coaching as a continuous improvement tool.
(Available to the public.)

Essentials: Keeping up with hot topics in the fieldDownloadNow_small

  • Building leaders
  • Talk around the clock
  • Implementation roadblocks
  • Going digital
  • Share experiences
  • Learning technology
  • Teacher voices


Philosophy of coaching.

Lessons from researchDownloadNow_small
By Joellen Killion

Fidelity of implementation proves key to achieving student results.
(Available to the public.)


  • Goals for 2015
  • Book Club
  • On Board
  • Galveston County initiative
  • Foundation’s impact in 2014
  • Spring webinars
  • Learning Forward calendar
(Available to the public.)

From the directorDownloadNow_small
By Stephanie Hirsh

Make coaching’s purpose clear, and make its results known.
(Available to the public.)


A step in the right direction: Learning walks build a bridge between central office and schools DownloadNow_small
By Barbara Deane-Williams, Shaun Nelms, and Sheila B. Robinson

District leaders in Greece, New York, conduct learning walks through schools to review student data, troubleshoot intervention systems and strategies, and talk with staff, collecting data to build a learner-centered partnership with the principal and school leaders.