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Instructional Coaching with the End in Mind xviii

roles and responsibilities of instructional coaches—how they are the same as and dif-ferent from peer coaches or mentors. It ties the concept of backwards planning to the role of instructional coach and describes various techniques and models to use with educators, including the interchangeable role of facilitator and teacher and the benefts and value of using live events to achieve student behaviors that produce learning.

Chapter 5 describes the role an instructional coach plays in altering teacher behaviors to elicit learning behaviors in students. It defnes the partnership between principals and in-structional coaches, and touches on the role of instructional coaches in Professional Learning Communities (PLCs). It introduces the value of a questioning model, Questions for Life, for coaching and teaching. Here are tackled the problems of resistance to coaching and to behavior change in general, outlining tactics and language that can be used to defuse resistance by employing specifc ex-amples and scenarios.

Chapter 6 explores the impact of Professional Learning Communities on teaching and school leadership. It describes their benefts and value, and provides tips on forming a PLC and on making time to ensure its success. Within the framework of the PLC, we look at how facilitation and instructional coaching work with the concept of backwards planning to shore up collaboration and teamwork among teachers, instructional coaches, and principals.

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