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Foreword vii

focus on teaching without setting a student goal within the coaching process, they run the risk of investing a lot of time and effort with no meaning-ful change in student behavior or learning. In truth, if teachers and coaches don’t start with student goals, they may never know whether their hard work made a difference.

By starting with the student and moving back-wards, instructional coaches, principals, teachers, and all other educators become more likely to make changes that really make a difference. And few things are more motivating to teachers than watching their efforts translate into more joy, hap-piness, and learning in the classroom.

Instructional Coaching with the End in Mind is packed with useful material for anyone interested in developing good coaches or good coaching. Steve reviews the peer-coaching process, frst de-scribed in his book Quality Teaching in a Culture of Coaching, and arms us with additional useful and powerful strategies that should help any coach and, particularly, instructional coaches. He deepens our understanding of the importance of trust, provides techniques and a language to help us defuse teacher resistance and introduces a question-ing model and questioning strategies that should help just about anyone who asks questions—and that would be all of us.

Steve also helps us better understand what in-structional coaches do by laying out their roles and responsibilities and by distinguishing between mentors, instructional coaches, and peer coaches. The book also describes ways in which coaches and principals can work together to support all

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