Student-Centered Coaching: The Moves

Diane Sweeney is the author of The Essential Guide for Student-Centered Coaching, Moves for Launching a New Year of Student-Centered Coaching, Leading Student-Centered Coaching, and others. Each of these books is grounded in the simple but powerful premise that coaching can be designed to more directly impact student learning. Diane spends her time speaking and consulting for schools and educational organizations across the country. When she isn’t working in schools, she loves to spend time outside with her family in Denver, Colorado. Leanna Harris is the author of The Essential Guide for Student-Centered Coaching and Moves for Launching a New Year of Student-Centered Coaching. She has worked as a teacher, coach, and consultant across grades K–12 and currently works with Diane Sweeney Consulting to help schools and districts implement Student-Centered Coaching. Her work is based upon the belief that professional development for teachers is most effective when it is grounded in outcomes for student achievement—for every child, every day. Leanna is a passionate skier and cyclist. She lives in Denver, Colorado, with her husband.

"Student-Centered Coaching: The Moves would have been particularly helpful when I began coaching six years ago.  Even now, I have gleaned new insight into what coaching should look like and how to make forward progress with teachers."

• AcknowledgmentsAbout the AuthorsIntroductionOur Coaching BeliefsCore Practices for Student-Centered CoachingStudent-Centered Coaching Is Driven by Formative Assessment DataHow Student-Centered Coaching Compares With Other Coaching ModelsMoving ForwardChapter 1: Setting Goals for Coaching CyclesThe Move—Setting Goals for Coaching CyclesWhy Setting Goals for Coaching Cycles Is ImportantWhat Setting Goals for Coaching Cycles Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 2: Using Learning TargetsThe Move—Using Learning TargetsWhy Using Learning Targets Is ImportantWhat Using Learning Targets Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 3: Getting Ready for Coaching in the ClassroomThe Move—Getting Ready for Coaching in the ClassroomWhy Getting Ready for Coaching in the Classroom Is ImportantWhat Getting Ready for Coaching in the Classroom Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 4: Noticing and NamingThe Move—Noticing and NamingWhy Noticing and Naming Is ImportantWhat Noticing and Naming Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 5: Micro ModelingThe Move—Micro ModelingWhy Micro Modeling Is ImportantWhat Micro Modeling Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 6: Thinking AloudThe Move—Thinking AloudWhy Thinking Aloud Is ImportantWhat Thinking Aloud Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 7: Sorting Student WorkThe Move—Sorting Student WorkWhy Sorting Student Work Is ImportantWhat Sorting Student Work Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 8: Providing Strengths-Based FeedbackThe Move—Providing Strengths-Based FeedbackWhy Providing Strengths-Based Feedback Is ImportantWhat Providing Strengths-Based Feedback Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtChapter 9: Measuring the Impact of CoachingThe Move—Measuring the Impact of CoachingWhy Measuring the Impact of Coaching Is ImportantWhat Measuring the Impact of Coaching Looks LikeLessons From the FieldTools and TechniquesA Final ThoughtIn ClosingAppendixResource A—If/Then ChartsResource B—Coaching LogsResource C—Language StemsResource D—Planning ToolsResource E—Agreements and ProtocolsResource F—Results-Based Coaching ToolReferencesIndex