ERIC Number: ED607368
Record Type: Non-Journal
Publication Date: 2020-Aug
Pages: 320
Abstractor: As Provided
ISBN: 978-1-5063-3378-6
ISSN: N/A
EISSN: N/A
The Joy of Coaching: Characteristics of Effective Instructional Coaches
Frazier, Rebecca
Corwin
Successful coaching has long been seen as a mental exercise--in order to do right by the teachers you serve, you put theory into practice, establish orderly processes, analyze data effectively, and implement externally mandated reforms. The truth, though, is that truly "great" coaches derive their success not just from what they do, but also from who they are. This groundbreaking book, based on research from an innovative mixed-methods study, provides a holistic approach to coaching that honors both mind and heart. As you explore the most important characteristics of the best instructional coaches--caring, authenticity, trustworthiness, flexibility, and more--you'll develop and hone those same characteristics in yourself. Features include: (1) A framework and structure for developing the characteristics of effective instructional coaches; (2) Comprehensive analysis of each characteristic; (3) Examples and stories of effective coaching in action; (4) Activities, exercises, and action points; and (5) Resources for encouragement and renewal. School coaches have the power to make a real difference in the lives and futures of teachers and students. By balancing your outward competencies with the inspirational application of your own inward growth, you'll bring new joy--and success--into your coaching relationships. [Foreword by Jim Knight.]
Descriptors: Coaching (Performance), Instructional Effectiveness, Holistic Approach, Teacher Effectiveness
SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://bibliotheek.ehb.be:3622
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A