Page 12 - 00_Instructional Coaching_8-2-11

This is a SEO version of 00_Instructional Coaching_8-2-11. Click here to view full version

« Previous Page Table of Contents Next Page »

Instructional Coaching with the End in Mind vi

nations around the world. So I am grateful for a chance to acknowledge that debt in this new work on instructional coaching.

At the Kansas Coaching Project, what we are seeing as we work with educators around the globe is a real need for books like Instructional Coaching with the End in Mind: Using Backwards Planning to Increase Student Achievement . We need to know more about instructional coaching and we need more coaching strategies, precisely because coach-ing is so important. Learning new teaching strategies is complex, and asking teachers to learn how to teach without providing follow-up in the classroom is a bit like asking a swimmer to learn how to swim without ever getting in the pool. Without coaching, professional learning may have no impact on student learning or teacher practice. With coach-ing there is hope.

Our hope for coaching, however, will only be realized if the coaching proves effective. We can’t expect coaches to have a meaningful impact in a school unless they learn and implement the art and skill of this important and complicated work.

Instructional Coaching with the End in Mind helps us understand what good coaching looks like, and it provides us with many strategies we can use to improve the entire coaching process.

Perhaps Steve’s biggest contribution in this new coaching book is his concept of backwards design—the idea of beginning with students and moving back to the teaching practice. The re-search we are conducting at the Kansas Coaching Project supports the focus on students described here. We have found that if coaches and teachers

Page 12 - 00_Instructional Coaching_8-2-11

This is a SEO version of 00_Instructional Coaching_8-2-11. Click here to view full version

« Previous Page Table of Contents Next Page »