Student-Centered Coaching

Acknowledgments
About the Authors
Introduction
Chapter 1: Setting Goals for Coaching Cycles
The Move - Setting Goals for Coaching Cycles
Why Setting Goals for Coaching Cycles is Important
What Setting Goals for Coaching Cycles Looks Like
Tools and Techniques
A Final Thought
Chapter 2: Using Learning Targets
The Move – Using Learning Targets
Why Using Learning Targets is Important
What Using Learning Targets Looks Like
Tools and Techniques
A Final Thought
Chapter 3: Getting Ready for Coaching in the Classroom
The Move – Getting Ready for Coaching in the Classroom
Why Getting Ready for Coaching in the Classroom is Important
What Getting Ready for Coaching in the Classroom Looks Like
Tools and Techniques
A Final Thought
Chapter 4: Noticing and Naming
The Move – Noticing and Naming
Why Noticing and Naming is Important
What Noticing and Naming Looks Like
Tools and Techniques
A Final Thought
Chapter 5: Micro Modeling
The Move – Micro Modeling
Why Micro Modeling is Important
What Micro Modeling Looks Like
Tools and Techniques
A Final Thought
Chapter 6: Thinking Aloud
The Move – Thinking Aloud
Why Thinking Aloud is Important
What Thinking Aloud Looks Like
Tools and Techniques
A Final Thought
Chapter 7: Sorting Student Work
The Move – Sorting Student Work
Why Sorting Student Work is Important
What Sorting Student Work Looks Like
Tools and Techniques
A Final Thought
Chapter 8: Providing Strengths-Based Feedback
The Move – Providing Strengths-Based Feedback
Why Providing Strengths-Based Feedback is Important
What Providing Strengths-Based Feedback Looks Like
Tools and Techniques
A Final Thought
Chapter 9: Measuring the Impact of Coaching
The Move – Measuring the Impact of Coaching
Why Measuring the Impact of Coaching is Important
What Measuring the Impact of Coaching Looks Like
Tools and Techniques
A Final Thought
In Closing
Appendix
References
Index