Observing Efficiently
Creating a Record
Using Technology to Your Advantage
Conferencing Skills
Preparation
Communication Strategies
Responses to Common Challenges
Professional Support Techniques
Modeling and Demonstration
Visitation
Active Coaching
Co-Teaching
Methods for Measuring Change
Strategies for Celebrating Success
Verbal Praise
Public Acknowledgement
Personalized Recognition
Summary
Getting Off the Ground
Setting Effective Goals
Defining a Model of Instruction
Defining the Coach’s Role
Communicating With Stakeholders
Selecting a Viable Coaching Model
Instructional Coaching
Curricular Coaching
Program Coaching
Peer Coaching
Emulating Successful Programs
Time in Classrooms
Support From Staff
Program Assessment
Distinction Between Coaching and Supervision
Summary
Fundamentals of Peer Coaching
The Peer Coaching Model
Advance Training
Partner Selection
Modifications to the Coaching Cycle
Lessons From the Field
Summary
Program Supervision and Leadership
Documenting the Program
Allocating Resources
Financial Resources
Coaching Schedules
Securing and Training Coaches
Providing Support
Leadership and Guidance
Conflict Resolution
Evaluating the Program
Evaluating Coaches
Evaluating the Program as a Whole
Reporting
Summary
About the Author
Tom Roy, PhD, works with schools and districts on methods to improve student learning, assessment, and school leadership. He has also worked with schools and nonprofit organizations nationally and internationally on issues of leadership, coaching, curriculum, assessment, and organizational effectiveness.
A lifelong educator, Dr. Roy has served as a science and mathematics teacher and coach in elementary, middle, and high schools. As a school administrator, his experiences include guiding districtwide curriculum and instruction. He was a superintendent for twelve years, and he taught college for twelve years. Dr. Roy worked in Papua New Guinea to develop a science curriculum that has been delivered via radio to remote areas.
Dr. Roy has expertise in teaching for understanding, student assessment, and coaching teachers and administrators. He uses The New Art and Science of Teaching and other models of instruction as a vehicle for teacher improvement in both coaching and evaluation. Dr. Roy has delivered long-term professional development services in inner-city schools with School Improvement Grants. His contributions to books include proof illustrations for Excursions in Historical Geology and text for Coaching Classroom Instruction.
He holds an associate of applied science in chemistry technology (Corning College), a bachelor of science (State University of New York at Plattsburgh), a master of science in Education (Elmira College), and a doctorate in Curriculum and Instruction (Boston College).
Introduction
Matt Schnur was a master teacher. He was also among the best mentors and coaches. In the late 1960s, Matt coached me through my first years of teaching (though the term coaching as applied to teachers was not yet in use). No one asked him to; no one paid him. He was an experienced biology teacher who had many years of outstanding teaching under his belt. I was a first-year teacher who, because of the rapid growth in school population paired with a lack of certified science teachers, had neither graduated college nor student taught. Matt’s response was neither condescending nor trivial. He offered help from day one. As a result, my professional growth was rapid and impressive. I had the benefit of observing and being coached by a master teacher with significant experiential background.
The coaching took several forms. Matt visited my classroom to observe and provide support. He explained curriculum development and how to modify content and lab experiences to fit the syllabus, then critiqued the results and offered further suggestions. He helped with and reviewed lesson plans. He watched me teach, offered suggestions for improvement, and gave me directions for practicing the skills. He also invited me into his classes to watch him—perhaps the most powerful experience. I could determine from the students’ perspective what content he taught, how discipline unfolded, how to be present to each student, and how to differentiate as understanding (or lack thereof) became apparent. Matt