Building Leadership Capacity to Transform Teacher Practice (pdf)

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Mary Budd Rowe found incorporating pausing of between 3 and 5 seconds brought about higher student achievement and more thoughtful responses. • After the coach ask a question • After the coachee responds • Before the coach responds
Work in pairs Partner A talks about his/her vision of being an instructional leader / coach Partner B paraphrases what A is saying while also using elements of rapport and pausing Switch roles
Page 1 and 2: Chancellor’s Academy Monday, June
Page 3 and 4: Arrange group into a circle - what
Page 5 and 6: Understand the roles a coach / inst
Page 7 and 8: Private think time - brainstorm the
Page 9 and 10: 1. Resource provider - chapter 2 2.
Page 11 and 12: Rapport Paraphrasing Pausing
Page 13: posture Gesture Tonality Languag
Page 17: Attend fully Listen with the inten
Page 21 and 22: Journal Important Moments 1
Page 23 and 24: Partner with someone you make eye c
Page 25 and 26: Understand the steps involved in co
Page 27 and 28: Working in partners, silently read
Page 30 and 31: What did you notice about the coach
Page 32 and 33: Read • Coaching Heavy and Coachin
Page 34 and 35: Stand up and mix with colleagues O
Page 36 and 37: Agenda Welcome Heavy coaching/ li
Page 38 and 39: Lesson goals Lesson plan and desig
Page 41 and 42: Practice a planning conversation wh
Page 43 and 44: Reading protocol
Page 45 and 46: Read • Transforming the Demonstra
Page 47 and 48: Chalk Talk Protocol: Compare the fo
Page 49 and 50: Agenda Chalk talk Post-conference
Page 51 and 52: Tell me about the highlights of you
Page 55 and 56: Plan for two coaching cycles Or On
Page 57: To achieve greatness: Start where y

Building Leadership Capacity to Transform Teacher Practice (pdf)

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