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Instructional Coaching with the End in Mind xvi

student achievement to occur, rather than involving harder work by either teacher or student.

But I’m getting ahead of myself. While students can be observed exhibiting behaviors that signify an ability to learn, teachers also exhibit behaviors that show whether they are learning too. They display skills, performance patterns, and attitudes that indicate what needs to be done to bring out behaviors that will cause improved teaching, and thus improved student achievement. As teachers embody these behaviors, they become a model for similar behaviors in students.

The Crucial Link

Again drawing a parallel between coach and coachee and between teacher and student, I hope to show the crucial link made by identifying and facilitating behaviors that achieve learning goals. Methods of getting there include questioning strategies, facilitation skills, collaboration, keen observation, instructional coaching, and motiva-tion. Trust and transparency form the foundation and sustainability of learning among teachers, administrators, coaches, parents, and last—but never least—our students.

It is my hope that this book will help you see the parallels, grasp the importance of a shift in focus to student behavior, and embrace the value of collaboration in education.

In Chapter 1 we look at some of the forces in the world and in education that create the need and desire for collaboration among educa-tors. The complexities of teaching, impact of

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