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Instructional Coaching with the End in Mind 6

Worse is the plight of teachers who have suc-cumbed to pressure, who have simply given up, downshifted to a place where they make sure students get the required grades or meet the standards so they can move on, whether they have actually learned anything or not. These teachers may effectively meet requirements, but they are not teaching well. And often, they do their jobs all alone.

Coaching and Mentoring

to the Rescue

It doesn’t have to be this way . . . and it shouldn’t be this way. And in many places, teaching is not performed in this way. Coaching and mentoring programs are blossoming throughout the country and in successful pockets of education throughout the world. These successful programs bring educa-tors, administrators, professional staff developers, and coaches together in partnerships that beneft from the cooperation and support of other educa-tors as they team up to work for the betterment of students.

The History of Coaching

The concept of “coach” has been around for decades. While for some it may conjure images of a spoke-wheeled, horse-drawn wooden carriage or a red-faced, whistle-blowing athletic coach shouting orders at a team, coaching has dramatically grown as a profession and a concept, assisting people in both personal and professional arenas. Executive coaching, which evolved from the role of manage-ment consultant, now serves as a perk for those

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