About the Book

The essential coaching moves that every coach needs to know

Student-centered coaching is a highly-effective, evidence-based coaching model that shifts the focus from "fixing" teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice?

Student-Centered Coaching: The Moves shows you the day-to-day coaching moves that build powerful coaching relationships. This innovative book is the perfect companion to Diane Sweeney’s Student-Centered Coaching: A Guide for K-8 Coaches and Principals and Student-Centered Coaching at the Secondary Level. Readers will find:

• Coaching moves that can be used before, during, and after lessons
• An abundance of field-tested tools and practices that can be put to immediate use
• Original video clips that depict and unpack key moves
• Richly detailed anecdotes from practicing coaches that provide multiple access points and strategies

Written for coaches who work with teachers in all K-12 content areas, Student-Centered Coaching: The Moves will help coaches support teacher development, foster a culture of learning, and improve student achievement. 

"This book contains many hands-on techniques that can serve coaches well in working with teachers (and students). It addresses a lot of the common pitfalls that occur when learning to be a coach. The book serves as a great tool for experienced coaches as well as those just entering into the position."
—Ann M. Lorey, Common Core Coach and Science Department Instructional Supervisor
Palo Alto Unified School District, CA

Table of Contents:
Acknowledgments About the Authors Introduction Our Coaching Beliefs Core Practices for Student-Centered Coaching Student-Centered Coaching Is Driven by Formative Assessment Data How Student-Centered Coaching Compares With Other Coaching Models Moving Forward Chapter 1: Setting Goals for Coaching Cycles The Move—Setting Goals for Coaching Cycles Why Setting Goals for Coaching Cycles Is Important What Setting Goals for Coaching Cycles Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 2: Using Learning Targets The Move—Using Learning Targets Why Using Learning Targets Is Important What Using Learning Targets Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 3: Getting Ready for Coaching in the Classroom The Move—Getting Ready for Coaching in the Classroom Why Getting Ready for Coaching in the Classroom Is Important What Getting Ready for Coaching in the Classroom Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 4: Noticing and Naming The Move—Noticing and Naming Why Noticing and Naming Is Important What Noticing and Naming Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 5: Micro Modeling The Move—Micro Modeling Why Micro Modeling Is Important What Micro Modeling Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 6: Thinking Aloud The Move—Thinking Aloud Why Thinking Aloud Is Important What Thinking Aloud Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 7: Sorting Student Work The Move—Sorting Student Work Why Sorting Student Work Is Important What Sorting Student Work Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 8: Providing Strengths-Based Feedback The Move—Providing Strengths-Based Feedback Why Providing Strengths-Based Feedback Is Important What Providing Strengths-Based Feedback Looks Like Lessons From the Field Tools and Techniques A Final Thought Chapter 9: Measuring the Impact of Coaching The Move—Measuring the Impact of Coaching Why Measuring the Impact of Coaching Is Important What Measuring the Impact of Coaching Looks Like Lessons From the Field Tools and Techniques A Final Thought In Closing Appendix Resource A—If/Then Charts Resource B—Coaching Logs Resource C—Language Stems Resource D—Planning Tools Resource E—Agreements and Protocols Resource F—Results-Based Coaching Tool References Index