| Preface |
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1 | (1) |
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1 | (1) |
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What Is Coaching with Powerful Interactions? |
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2 | (2) |
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4 | (1) |
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It's All About the Children |
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5 | (1) |
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It's Simple and Affordable, and Applies to All of Us |
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5 | (1) |
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Coaching Is About Relationships |
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6 | (1) |
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Thoughts About Coaching with Powerful Interactions |
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7 | (4) |
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Chapter 1 Powerful Interactions Between Coach and Teacher: An Introduction |
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11 | (8) |
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What Is a Powerful Interaction Between a Coach and Teacher? |
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12 | (1) |
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Step One: Be Present to Coach |
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13 | (1) |
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Being Present Leads to More Effective Coaching |
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14 | (2) |
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Step Two: Connecting as a Coach |
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16 | (1) |
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Connecting and Trusting Relationships Lead to More Effective Coaching |
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16 | (1) |
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Step Three: Coaching to Extend Learning |
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17 | (1) |
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Extending Learning and Continuing to Learn Lead to More Effective Coaching |
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17 | (1) |
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The Three Steps: A Cumulative Effect |
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18 | (1) |
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Chapter 2 Coaching with Powerful Interactions: Five Principles |
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19 | (24) |
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Principle One A Strengths-Based Perspective Searches for and Highlights Competence |
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22 | (6) |
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A Strengths-Based Perspective Makes You a More Effective Coach |
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25 | (1) |
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A Strengths-Based Perspective in Practice |
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25 | (3) |
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Principle Two Articulation, Sharing Observations and Describing Why They Are Important, Provides Information to Be Used in Intentional Ways |
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28 | (3) |
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Using Articulation to Promote Intentionality Makes You a More Effective Coach |
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28 | (1) |
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29 | (2) |
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Principle Three Individualizing Supports the Development of Respectful, Trusting Relationships Needed for Learning |
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31 | (3) |
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Individualizing Makes You a More Effective Coach |
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32 | (1) |
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Individualizing in Practice |
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33 | (1) |
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Principle Four A Mutual Learning Partnership Promotes Shared Responsibility and Accountability |
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34 | (3) |
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Building a Mutual Learning Partnership Makes You a More Effective Coach |
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35 | (1) |
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A Mutual Learning Partnership in Practice |
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35 | (2) |
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Principle Five Modeling Matters--What You Say and Do Influences All Outcomes |
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37 | (6) |
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Modeling Supports Being Effective as a Coach |
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37 | (1) |
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38 | (1) |
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A strengths-based coaching perspective searches for and highlights competence |
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38 | (1) |
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Articulation gives teachers information they need to be more intentional |
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38 | (1) |
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Individualizing what you say and do allows you to build the respectful, trusting relationship needed for learning |
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39 | (2) |
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A mutual learning partnership promotes shared responsibility and accountability |
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41 | (2) |
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Chapter 3 Coaching with Powerful Interactions: The Three Steps |
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43 | (48) |
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Step One Be Present to Coach |
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44 | (4) |
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46 | (1) |
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46 | (1) |
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How can I adjust to fit and connect with the other person? |
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47 | (1) |
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Step Two Connecting as a Coach |
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48 | (14) |
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Connect Strategy One: Be Trustworthy |
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50 | (2) |
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Be trustworthy: Stories from the field |
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52 | (1) |
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Tips for being trustworthy |
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53 | (2) |
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Connect Strategy Two: Listen to Learn |
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55 | (1) |
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Listen to learn: Stories from the field |
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55 | (1) |
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Tips for listening to learn |
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56 | (2) |
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Connect Strategy Three: Communicate to Form Partnerships |
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58 | (2) |
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Communicate to form a partnership: Stories from the field |
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60 | (1) |
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Tips to communicate to form a partnership |
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61 | (1) |
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Step Three Coaching to Extend Learning |
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62 | (2) |
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Extend Learning Strategy One: Focus on Goals You Set Together |
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64 | (8) |
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65 | (2) |
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Focus on goals: Stories from the field |
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67 | (3) |
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Tips for focusing on goals |
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70 | (2) |
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Extend Learning Strategy Two: Notice Moments of Effectiveness |
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72 | (6) |
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Using "I notice" statements: Stories from the field |
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75 | (1) |
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Tips for using "I notice" statements |
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75 | (3) |
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Extend Learning Strategy Three: Use Prompts and Questions to Think Together |
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78 | (3) |
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Prompts and questions: Stories from the field |
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78 | (1) |
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Tips for prompts and questions |
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79 | (2) |
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Extend Learning Strategy Four: Document Plans and Progress Together |
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81 | (8) |
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Documenting keeps you focused on goals |
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82 | (1) |
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Documentation supports accountability and reciprocity |
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82 | (1) |
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Documentation sustains ongoing conversation |
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83 | (1) |
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Documentation reveals progress and change over time |
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84 | (1) |
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Keep the conversation going: Stories from the field |
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84 | (2) |
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Tips for documenting plans and progress |
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86 | (3) |
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89 | (2) |
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91 | (11) |
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Coaching Strategies at-a-Glance |
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91 | (2) |
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A Powerful Interactions Classroom Observation and Feedback Conversation |
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93 | (2) |
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Rehearsing a Coaching Conversation |
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95 | (5) |
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A Powerful Interactions Introductory Coaching Conversation |
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97 | (3) |
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Planning for the Feedback Conversation |
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100 | (2) |
| References |
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102 | (3) |
| About the Authors |
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105 | (1) |
| Acknowledgments |
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106 | (2) |
| Index |
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108 | |
Lisainfo e-raamatute kohta