[Dr._Jim_Knight]_Instructional_Coaching_A_Partner(b-ok.xyz)

234 • Instructional Coaching

follow-up and dialogue and, 207 Content Coaching:
instructional coach, 197 Critical Questions Checklist, 153
partnership approach and, 211 developing essential questions and, 151–153
walking on solid ground and, 203 direct instruction and, 160
Classroom Academic Engagement Form, 147 Example Compare-and-Contrast Organizer, 156
Classroom Organization and Management Example Descriptive Organizer, 157
Example Problem-Solution Organizer, 157
Program, Web sites, 142 Example Sequential Organizer as a
Cloud, Henry: Timeline, 156
Identifying, Defining, and Teaching
importance of being clear and, 203 Concepts, 158–160
leadership and, 217–218 mapping content and, 152–158
CNN, “Macarena fever” and, 181 modeling and, 163–165
Coaching: Unit Organizer, 154
books on, 16
Coaching in Schools, 16 Content Coaching, 151–162
coactive coaching and, 9–10 Content Enhancement, 150, 203, 205
cognitive coaching and, 10–11 Content Enhancement Routine, 47, 158, 172, 176
common forms of, 9–14
components of, 89–94 overview of, 8, 121
executive coaching and, 9 Content knowledge, overview of, 23
final word about and, 15–16 Content Structures, 158
literacy coaching, 11–12
reading coaching, 11–12 contracting, Getting Teachers on Board and,
Coaching and Feedback for 94–95, 94

Performance, 16 Core Group Theory, 192
Coaching for Leadership, 16 Course Organizers, praxis and, 49
Coaching Instruction, advance and post Covey, Stephen:

organizers, 162–163 The 7 Habits of Highly Effective People, 79
Coaching: Evoking Excellence in Others, 16 The Eighth Habit: From Effectiveness to
Coactive coaching, overview of, 9–10
Coffman, Curt, outstanding managers and, 218 Greatness, 53
Cognitive coaching, 10–11 empathy in the act of listening, 63
Coherence-building practices, 185–186 listening strategies and, 65
Collaboration: living a fulfilled life, 45
Critical Questions Checklist, 153
exploration of data and, 122–132 Csikszentmihalyi, Mihaly:
instructional coaching and, 27–28 competition and, 182
“language of ongoing regard” and, 125–126 evolution of ideas and, 181
top-down feedback, 123–124 flow experiences and, 169
Collins, Jim, leadership and, 213 key to happiness and, 169
Communication: student learning and, 168
partnership principles and, 60 “Cue, Do, Review” teaching routine, 121
six aspects of, 57
Communication process: Danielson, Charlotte, Direct instruction and, 23
building emotional connections and, 75–77 Davenport, Thomas, need for autonomy and,
components of, 59–60
empathy and respect, 63–64 133–134
employing authentic listening and, 60–65 Dawkins, Richard, memes and, 181
facial expressions and, 73–75 DeClaire, Joan, emotional connections and, 24
interference and, 60 Deshler, Don, Strategic Advantage project, 14
recognizing and overcoming interference, Dialogue:

69–73 books and, 135–136
self-awareness and, 62 collaborative exploration of data and, 126–129
understanding of, 59–60 definition of, 54
understanding our audience and, 65–69 partnership and, 25, 46–47
Concept Diagram, 161 strategies for promoting and, 127–129
Concept Mastery Routine, 6, 31, 159, 205 Differentiated Coaching, 68
Contemplation, stages of change and, 85 Differentiated Coaching: A Framework for
Contemplative stage, teachers and, 87
Content, teaching and, 101 Helping Teachers Change, 67
Difficult Conversations: How to Discuss What

Matters Most, 69
Direct instruction, overview of, 23

Index • 235

Dunekack, Devona: developing high-quality assessments,
biography of, 20 172–173
caring and, 207
collaboration and, 28 involving students and, 175–176
enrolling teachers and, 22 overview of, 23
modeling and, 29 teaching and, 102
Pathways to Success and, 19 Framing Routine, 82, 88
support and, 32 Freire, Paulo:
partnership and, 39
Edmiston, Jim, emotional connections and, 75 Pedagogy of the Oppressed, 52
Eichinger, Sherry, finding confidants and, 214 Fulfillment, goal of, 10
The Eighth Habit: From Effectiveness to Fullan, Michael:
change in schools and, 195
Greatness, 53 direct approach and, 185
Eisler, Riane: moral purpose and, 204
partnership and, 39
Chalice and the Blade: Our History, Our personality and, 188
Future, 53 “pressing immediacy” and, 4

partnership and, 39, 52 Gadotti, Moacir, praxis and, 49
Ekman, Paul: Gallup Organization, outstanding managers

Emotions Revealed, 79 and, 218
Facial Action Coding System, 74 Gau, Tom, persuasive people and, 188
Ellis, Ed, “I Do It, We Do It, You Do It” GEAR UP program, 13
Getting Results With Curriculum Mapping, 23
approach, 165 Getting Teachers on Board:
emotional bids, 76–77
emotional connections, building and, 24–26 “The Big Four” and, 100–102
Emotions Revealed, facial expressions and, 74 building relationships during interviews, 94–96
Empathy, listening and, 63–64 contracting and, 94–95
Enrico, Roger, PepsiCo and, 205 enrollment and, 90
enrollment, Getting Teachers on Board, 90 explaining the teaching practice, 102–103
Equality: identify and, 99
definition of, 53 interview questions and, 93–94
partnership and, 24 Large-Group Presentations, 97–98
partnership and, 40–41 One-to-One Informal Meetings, 98
Evertson, Carolyn, collaboration and, 142 One-to-One Interviews, 90–91
Example Compare-and-Contrast Organizer, 156 overview of, 81–83
Example Descriptive Organizer, 157 Principal Referrals, 98–99
Example Problem-Solution Organizer, 157 professional learning in schools and, 87–89
Example Sequential Organizer as a Timeline, 156 scheduling interviews and, 91–92
Executive coaching, overview of, 9 small-group meetings and, 95–96
Expectations: spiral model of change and, 87
developing and teaching, 143–151 stages of change and, 85–87
ratio of interactions and, 143–144 the first meeting and, 99–100
Exploring, collaborative exploration of data translating research into practice and,

and, 122–132 103–106
Extraversion and Introversion, energy and, 67 Gladwell, Malcolm:

Facial Action Coding System, 74 Blink, 78
Facial expressions, 73–75 law of the few and, 191
Faith, 215 sharing ideas and, 188
Fear, overcoming fear and, 20–22 spreading ideas and, 180, 194
Feedback: Gleick, John, fast times and, 28
Godin, Seth, spreading ideas and, 180, 193–194
instructional variables and, 174 Goleman, Daniel, leadership and, 217
observing and providing feedback and, 29–31 Gottman, John:
Five Tactics for Translating Research Into emotional connections and, 24
The Relationship Cure, 78
Practice, 103–106 Greenleaf, Robert K., servant leadership and, 61
Flow experiences, 169 Gregorio, Vince, model lessons and, 119
Formative assessment, 168–176

Developing Course and Unit Questions,
171–172

236 • Instructional Coaching

Gronquist, Paul, model lessons and, 117 Observation Form, 113
Guskey, Tom, knowledge of processes and observing and providing feedback and, 29–31
overcoming fear and, 20–22
procedures, 171 partnering with principal and, 32–33, 189–191
starting points and, 22
HALO effect, addressing student needs and, 167 support and, 31–32, 31
Hargreaves, Andy, “pressing immediacy” and, 4 Tactic 1: Staying Detached, 198–203
Harvard Negotiation Project, 132, 135 Tactic 2: Walk On Solid Ground, 203–204
Heen, Sheila, listening skills and, 61 Tactic 3: Clarifying Your Message, 204–205
Heifetz, Ronald, resistance and personal Tactic 4: Managing Change Effectively,

attacks, 199 205–208
High-Level Questions, 165–166 Tactic 5: Confronting Reality, 208–210
Hirsch, Stephanie, coaching programs and, 185 Tactic 6: Understanding School Culture,
Holmgren, LaVonne:
210–211
advance organizers and, 163 Tactic 7: Being Ambitious and Humble,
“assessment literacy” and, 170
background of, 141 211–213
CHAMPs and, 143 Tactic 8: Taking Care of Yourself, 213–216
collaboration and, 142 Instructional Coach’s Tool Kit, 219–223
Content Enhancement, 150 Interference, recognizing and overcoming,
correcting inappropriate behavior and, 145
developing essential questions and, 151–153 69–73
instructional coach, 139 International Reading Association, literacy and
interviews and, 91
involving students and, 175 reading coaches, 12
modeling and, 164–165 Interventions, 184
teaching for understanding and, 162 Interviews:
Honesty, listening techniques, 63
Hope and Hopelessness When Leading building relationships during, 94–96
during the interviews and, 92
Change, 214 interview questions and, 93–94
Hunter, Madeline, Direct instruction and, 23 scheduling interviews and, 91–92
teacher interviews and, 117–118
“I Do It, We Do It, You Do It,” format, 110, Isaacs, William:
163, 165 advocacy of, 128
Dialogue and the Art of Thinking Together,
identity conversation, overview of, 69
Inquiry, overview of, 128 126, 136
Instruction, teaching practices and, 101–102 listening and, 61
Instructional Coaches, questions for respect and, 64
role of theory and, 39
collaborating teachers and, 66–67 self-awareness and, 62
Instructional Coaches and Implementation,
Jacobs, Heidi Hayes, Getting Results With
graph for, 3 Curriculum Mapping, 23
Instructional Coaches Professional Learning
Jeary, Tony, Life Is a Series of Presentations, 79
Community, 104 Jensen, Bill, Simplicity, 106
Instructional coaching: Judging and Perceiving, approaching life and, 67

as leaders of change and, 197 Kansas University Center for Research on
The Attempt, Attack, Abandon Cycle, Learning:

200–203 Big Four overview and, 100, 139
Big Four issues and, 22–23 components of coaching and, 89
building emotional connections and, 24–26 instructional practices and, 23
coherence-building practices and, 185–186 Pathways to Success and, 13
Creating Answers for Unit Questions, 172 Strategic Instruction Model and, 5
Developing Course and Unit Questions, Kanter, Rosabeth Moss, “stuck” and “moving”

171–172 institutions, 210
developing high-quality assessments, 172–173 Kise, Jane, Differentiated Coaching: A
encouraging implementation and, 26–27
following the law of the few and, 191–194 Framework for Helping Teachers
formative assessment and, 170–176 Change, 67
getting teachers on board and, 81–84 Kleiner, Art, Core Group Theory and, 192
infectious personality and, 187–189 Kline, Frank, feedback and, 175

Index • 237

Kolb, Deborah, responsive turns and, 211 open-ended questions and, 129
Kuhn, Thomas, understanding the world and, 70 reflection and, 132
McTighe, Jay, diagnostic assessments and, 170
LaFrance, Dee: Memes, understanding memes and, 181–182
infectious personality and, 187 Meyerson, Debra, tempered radicals and, 211
teaching practices of, 194 Model lessons:
survey results and, 116–117
Laing, R. D., listening and, 61 “tacit” knowledge and, 119–120
Lake, Linda, model lessons and, 118 Modeling, 29, 163–165
Lancaster, Paula, Strategic Advantage project, 14 The Observation Form, 111–112
Large-Group Presentations, 97–98 overview of, 109–110
Lawrence-Lightfoot, Sarah, Respect, 44 providing model lessons and, 114–116
Learning conversations: Ready-Made Checklists and, 112
teacher interviews and, 117–118
creation of, 57–58, 57 Myers-Briggs Type Indicator tool (MBTI),
empathy and respect, 63–64
employing authentic listening and, 60–65 overview of, 67
recognizing and overcoming interference,
Negotiation, core concerns and, 132–135
69–73 No Child Left Behind (NCLB) legislation, 1, 184
understanding our audience and, 65–69
Learning Teams, 192–193 O’Brien, Mike, simplicity and, 106
Lenz, Keith: Observation Form, 113
Course, 23 Observing:
Course Organizer, 152
Lewin, Kurt, pioneers of social psychology “language of ongoing regard” and, 125–126
model lessons and, 120–122
and, 37 top-down feedback, 123–124
Linsky, Marty, resistance and personal O’Connor, Ken, diagnostic assessments and, 170
The October Session, 5–9
attacks, 199 One-Shot Professional Development, impact on
Listening:
teacher practices and, 2
misconceptions and, 61–62 One-shot sessions, The October Session, 5–9
self-awareness and, 62 One-to-One Informal Meetings, 98
Listening Strategies: One-to-One Interviews, 90–91
building emotional connections and, 75–77 “Opportunities to respond”, 146–148
clarifying and, 65
communicating our understanding, 65 Palma, Ric:
developing inner silence, 64 dialogue and, 47
facial expressions and, 73–75 equality and, 41
listening for what contradicts our instructional coaching approach, 39
listening and, 46
assumptions, 65 partnership and, 37
practicing every day and, 65 Pathways to Success project, 40
practicing with terrible listeners and, 65 praxis and, 50
understanding our audience and, 65–69 reciprocity and, 51
Literacy coaching, 11–12 reflection and, 48

Maintenance: Palmer, Parker:
stages of change and, 86 reflection and, 48
supporting a teacher and, 88 teaching and vulnerability, 26

Mapping content, 152–158 Paragraph Writing Strategy, 105, 182–183
Maryland State Department of Special Partnership:

Education, Passport to Success and, 14 choice and, 41–43
Marzano, Robert, Classroom Management That dialogue and, 46–47
equality and, 40–41
Works, 142 overview of, 37–38
McKale, Tricia: praxis and, 49–50
reciprocity and, 50–51
background of, 112 reflection and, 47–49
collaboration and, 110, 142 voice and, 43–46
collaborative exploration of data, 124
dialogue and, 126
instructional coach, 109
model lessons and, 114–116
observing lessons and, 121

238 • Instructional Coaching

Partnership Learning, 14 Reinke, Wendy
overview of, 39 collaboration and, 142
Time on Task and, 146
Partnership Learning Structures
large-group presentations and, 97 The Relationship Cure, emotional bids and, 78
overview of, 106 Research, overview of, 13–14
Respect:
Partnership Mind-set, definition of, 24
Passport to Success program, 14 creating respect and, 148
Pathways to Success, 104, 183, 189, 190, listening and, 63–64
Respect, 44
192, 194 Responsive Turns:
coaching term and, 15 chart for, 212
research and, 13–14 definition of, 211
teacher fidelity and, 34 Rosenholtz, Susan, reality and, 210
Pedagogy of the Oppressed, 52
Pinchot, Elizabeth, comparing executive Safe and Civil Schools, Web sites, 176
Sanctuary, 215–216
coaches to therapists, 140 Scanlon, David, The Order Routine, 158
Pinchot, Gifford, comparing executive coaches Schön, Donald A., reflection and, 48
Schumaker, Jean, Strategic Advantage
to therapists, 140
Planning conversation, cognitive coaching and, 11 project, 14
Polanyi, Michel: Scott, Susan, attentiveness and, 62
Self-awareness, listening and, 62–63
tacit aspects of knowledge, 119 Seligman, Martin
understanding the world and, 70
Post organizers, 162–163 “learned helplessness” and, 194
Praxis: optimism and, 188
definition of, 54 Senge, Peter:
partnership and, 25, 49–50 partnership and, 39
Preconference, first conversation and, 100 understanding the world and, 70
Precontemplation, stages of change and, 85 Sensing and Intuition, gathering information
Precontemplative stage, teachers and, 87
Preparation: and, 68
stages of change and, 86 The Sentence Writing Strategy, 52
teachers and, 88 Seven Principles for Making Marriage
Principal, partnering with, 189–191
Principal Referrals, 98–99 Work, 78
Sheritts, Hannah, model lessons and, 118
Quality Assignment Routine, 166, 171 Simplify, tactics for translating research
Quality Assignments, 166–168
Question Exploration Device, 172 into practice, 106
Question Exploration Guide, 173 Small-Group Meetings, 95–96
Questions: Sparks, Dennis, leadership and, 217
spiral model of change, getting teachers
Critical Questions Checklist, 153
developing essential questions and, 151–153 on board, 87
High-Level Questions, 165–166 Spreading knowledge:

Rademacher, Joyce, Quality Assignment coherence-building practices and, 185–186
Routine, 166 following the law of the few and, 191–194
infectious personality and, 187–189
Ratio of Interactions, 143–144 intellectual evolution and, 194
Reading coaching, 11–12 interventions and, 184
Reciprocity: overview and, 179–180
partnering with principal, 189–191
definition of, 54 understanding memes and, 181–182
partnership and, 26 Sprick, Randy:
partnership and, 50–51 CHAMPs approach, 31
Reflecting conversation, cognitive coaching CHAMPs: A Proactive and Positive

and, 11 Approach to Class, 142
Reflection: correcting rule violations, 145
Standards for Middle and High School Literacy
components of coaching and, 130
definition of, 53 Coaches, 33
partnership and, 25 Standards for Staff Development, 33
partnership and, 47–49 Status, definition of, 134

Index • 239

Stewardship, 42, 52 Tichy, Noel, clarity and, 204–205
Stiggins, Richard: Time on Task, 145–146
Tomorrow’s Children: A Blueprint Education
formative assessment and, 168
state assessments and, 171 for Partnership for the 21st Century, 53
student motivation and, 169 Top-down feedback, 123–124
Student-Involved Assessment for Learning, 23 Traditional professional development
Strategic Advantage project, 14
Strategic Instruction Model, 194, 205 failure and, 1–5
learning strategies and, 175 “initiative overload” and, 4
Student-Involved Assessment for Learning, 23 The October Session, 5–9
Sturtevant, Elizabeth, literacy coaches and, 12 “pressing immediacy” and, 4
Sue Woodruff, instructional coach, 81 Turning to One Another: Simple Conversations
Support:
components of coaching and, 129 to Restore Hope to the Future, 57
instructional coaching and, 31–32 Tutu, Desmond, 58
Synthesize, tactics for translating research into
The U.S. Army Leadership Field Manual,
practice, 104 reflection and, 130

“Tacit” knowledge, model lessons and, U.S. Army: After-Action Review (AAR), 130
119–120 Understanding by Design, 23

Taxonomy of Educational Objectives, 165 developing essential questions, 152
Teachable Point of View (TPOV), building Unit Organizer Routine, 28, 154, 199, 205
Unit Organizers, 23
blocks of, 205
Teachers’/Students’ Eyes, tactics for translating Virus, worm virus, 180
Voice:
research into practice, 105
Teaching: definition of, 53
partnership and, 25
and “The Job I Love”, 26–27 partnership and, 43–46
coherence-building practices and, 185–186
content and, 149-150 Waldy, Hannah, model lessons and, 118
developing essential questions and, 151–153 Web sites:
distinguish your role from your self, 214
Do I have proper equipment?, 206–207 Center for Research on Learning, 177
Do I Know What Is Expected of Me?, 206 Classroom Organization and Management
effective corrective comments and, 144–145
finding confidants and, 214–215 Program, 142
finding sanctuary and, 215–216 Safe and Civil Schools, 176
infectious personality and, 187–189 Wheatley, Margaret:
interventions and, 184 listening and, 61
mapping content and, 152–158 Turning to One Another: Simple
mastering new teaching practices and, 110–111
“Opportunities to respond” and, 146–148 Conversations to Restore Hope to
partnering with principal, 189–191 the Future, 57
quality assignments and, 166–168 Williams, Judith, responsive turns and, 211
“resisting change” and, 3 Wilson, Kim, instructional coaching and, 81
survey results and, 116–117 Woodruff, Sue:
Time on Task and, 145–146 background of, 84
Tempered radicals, definition of, 211 enrolling teachers and, 90
Termination: interviews and, 91
stages of change and, 86 partnership approach and, 83
teaching and, 88 seeing things through teachers’ eyes, 105
Theme Writing Strategy, 82, 88 the Big Four and, 102
Theory, definition of, 39 the first meeting and, 99–100
Thinking and Feeling, making decisions Worm virus, 180

and, 68 Yankelovich, Daniel
Thom, Ronald J., Trent University campus dialogue and, 126
The Magic of Dialogue: Transforming
and, 185 Conflict Into Cooperation, 136

Yersinia pestis, virus and, 179

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