"Renwick encourages school leaders to think like a coach who embodies these five practices: Create Confidence Through Trust Organize Around a Priority Affirm Promising Practices Communicate Feedback Help Teachers Become Leaders and Learners This book will be especially helpful for new leaders who need to build credibility and veteran leaders who want to support their staff and build a community of learners. Leading like a coach reframes our approach to schoolwide change, from acting as a autocratic leader to embracing the leadership capacity within our staff and empowering them to improve on their own areas of strength"--…mehr
"Renwick encourages school leaders to think like a coach who embodies these five practices: Create Confidence Through Trust Organize Around a Priority Affirm Promising Practices Communicate Feedback Help Teachers Become Leaders and Learners This book will be especially helpful for new leaders who need to build credibility and veteran leaders who want to support their staff and build a community of learners. Leading like a coach reframes our approach to schoolwide change, from acting as a autocratic leader to embracing the leadership capacity within our staff and empowering them to improve on their own areas of strength"--
Matt Renwick has served in public education for over 20 years. He started as a 5th and 6th-grade teacher in a country school outside of Wisconsin Rapids, WI. Matt now serves as an elementary principal for the Mineral Point Unified School District. See more of his work at https://mattrenwick.com/.
Inhaltsangabe
Acknowledgments About the Author Foreword by Regie Routman Introduction The Purpose of This Book My Coaching Journey Reflective Questions Chapter 1: Why Should I Lead Like a Coach? Benefits of Leading Like a Coach Expand on Your Current Identities Shifting Toward a Coaching Stance Reflective Questions Chapter 2: How Instructional Walks Help Leaders Adopt a Coaching Stance Introducing Instructional Walks The Instructional Walk Process From Judging to Learning What Instructional Walks Are Not Reflective Questions Chapter 3: Create Confidence Through Trust Defining Trust Four Conditions for Trust Condition 1: Consistency Condition 2: Compassion Condition 3: Communication Condition 4: Competence Success Indicators for Creating Confidence Through Trust Reflective Questions Chapter 4: Organize Around a Priority Defining a Priority Step 1: Analyze and Understand Your Current Reality Step 2: Examine Your Beliefs About Instruction Step 3: Engage in Focused Professional Learning Step 4: Create Collective Commitments Around Promising Practices Success Indicators for Organizing Around a Priority Reflective Questions Chapter 5: Affirm Promising Practices Four Principles for Initiating Positive Change Principle 1: Adopt an Instructional Framework Principle 2: Learn With Your Faculty Principle 3: Develop Collaborative Learning Communities Principle 4: Institutionalize Promising Practices Success Indicators of Affirming Promising Practices Reflective Questions Chapter 6: Communicate Feedback Defining Feedback Communicating Feedback Through Engagement (vs. Bypass) Differentiating Feedback to Meet Teachers' Needs Example 6.1: Exploring New Ideas for Classroom Management Example 6.2: How the Task Supports Student Engagement Example 6.3: A Better Way to Assess Success Indicators for Communicating Feedback Reflective Questions Chapter 7: Help Teachers Become Leaders and Learners A Journey to Excellence Example 7.1: Teacher Self-Assessment (Wilmot Elementary School, Jefferson County Public Schools, Denver, Colorado) Example 7.2: Residency Model for Professional Development (Winnipeg School District, Winnipeg, Manitoba, Canada) Success Indicators of Helping Teachers Become Leaders and Learners Final Reflective Questions Conclusion: What Will Be Your Legacy? References Index
Acknowledgments About the Author Foreword by Regie Routman Introduction The Purpose of This Book My Coaching Journey Reflective Questions Chapter 1: Why Should I Lead Like a Coach? Benefits of Leading Like a Coach Expand on Your Current Identities Shifting Toward a Coaching Stance Reflective Questions Chapter 2: How Instructional Walks Help Leaders Adopt a Coaching Stance Introducing Instructional Walks The Instructional Walk Process From Judging to Learning What Instructional Walks Are Not Reflective Questions Chapter 3: Create Confidence Through Trust Defining Trust Four Conditions for Trust Condition 1: Consistency Condition 2: Compassion Condition 3: Communication Condition 4: Competence Success Indicators for Creating Confidence Through Trust Reflective Questions Chapter 4: Organize Around a Priority Defining a Priority Step 1: Analyze and Understand Your Current Reality Step 2: Examine Your Beliefs About Instruction Step 3: Engage in Focused Professional Learning Step 4: Create Collective Commitments Around Promising Practices Success Indicators for Organizing Around a Priority Reflective Questions Chapter 5: Affirm Promising Practices Four Principles for Initiating Positive Change Principle 1: Adopt an Instructional Framework Principle 2: Learn With Your Faculty Principle 3: Develop Collaborative Learning Communities Principle 4: Institutionalize Promising Practices Success Indicators of Affirming Promising Practices Reflective Questions Chapter 6: Communicate Feedback Defining Feedback Communicating Feedback Through Engagement (vs. Bypass) Differentiating Feedback to Meet Teachers' Needs Example 6.1: Exploring New Ideas for Classroom Management Example 6.2: How the Task Supports Student Engagement Example 6.3: A Better Way to Assess Success Indicators for Communicating Feedback Reflective Questions Chapter 7: Help Teachers Become Leaders and Learners A Journey to Excellence Example 7.1: Teacher Self-Assessment (Wilmot Elementary School, Jefferson County Public Schools, Denver, Colorado) Example 7.2: Residency Model for Professional Development (Winnipeg School District, Winnipeg, Manitoba, Canada) Success Indicators of Helping Teachers Become Leaders and Learners Final Reflective Questions Conclusion: What Will Be Your Legacy? References Index
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