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Introduction xiii

professional learning communities, peer coaching programs, team teaching, and professional staff development that shifts its focus from teacher performance to eliciting student learning behaviors. Throughout, we look at opportunities in which educators can rely on the synergy and value of coaching to shore up their skills.

Working in collaboration, requires certain talents, of course, as does most group interaction and communication. Facilitation, for example, provides educators and coaches with the opportunity to focus on the process of learning, monitoring, and guiding toward desired improvement. It involves creating and delivering questions that are fnely structured and designed to elicit the thinking—and therefore guidance—that allows others to achieve and succeed. My hope is to convey sound question-ing strategies and vital facilitation skills that create a mindset of incorporating facilitation, not only among educators, but also among students.

My “Aha’s”

The Value of Questioning Skills

My own professional and personal growth in recent years has spurred several “aha’s.” While I knew that questioning was an important skill in coaching, my knowledge of questioning skills has expanded to be richer and deeper to the point where I now see questioning as the most critical of all coaching skills. An in-depth, detailed look at questioning and proven facilitation skills, including PLS’s Questions for Life ® model, is therefore found in these pages.

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