(Ebook) Coaching to Empower Teachers : A Framework for

Improving Instruction and Well-Being by Hart, Catherine,

Nash, Fredrica ISBN 9781032023663, 9781003186045,
9781032029658, 9781000429176, 9781000429206, 103202366X,
1003186041, 103202965X, 1000429172 Pdf Download

https://ebooknice.com/product/coaching-to-empower-teachers-a-
framework-for-improving-instruction-and-well-being-54765128

★★★★★
4.9 out of 5.0 (78 reviews )

DOWNLOAD PDF

ebooknice.com
 (Ebook) Coaching to Empower Teachers : A Framework for
Improving Instruction and Well-Being by Hart, Catherine,
Nash, Fredrica ISBN 9781032023663, 9781003186045,
9781032029658, 9781000429176, 9781000429206, 103202366X,
1003186041, 103202965X, 1000429172 Pdf Download

EBOOK

Available Formats

■ PDF eBook Study Guide Ebook

EXCLUSIVE 2025 EDUCATIONAL COLLECTION - LIMITED TIME

INSTANT DOWNLOAD VIEW LIBRARY

 We believe these products will be a great fit for you. Click
the link to download now, or visit ebooknice.com
to discover even more!

(Ebook) Biota Grow 2C gather 2C cook by Loucas, Jason; Viles,

James ISBN 9781459699816, 9781743365571, 9781925268492,
1459699815, 1743365578, 1925268497

https://ebooknice.com/product/biota-grow-2c-gather-2c-cook-6661374

(Ebook) Matematik 5000+ Kurs 2c Lärobok by Lena Alfredsson, Hans

Heikne, Sanna Bodemyr ISBN 9789127456600, 9127456609

https://ebooknice.com/product/matematik-5000-kurs-2c-larobok-23848312

(Ebook) SAT II Success MATH 1C and 2C 2002 (Peterson's SAT II

Success) by Peterson's ISBN 9780768906677, 0768906679

https://ebooknice.com/product/sat-ii-success-math-1c-and-2c-2002-peterson-
s-sat-ii-success-1722018

(Ebook) Master SAT II Math 1c and 2c 4th ed (Arco Master the SAT
Subject Test: Math Levels 1 & 2) by Arco ISBN 9780768923049,
0768923042

https://ebooknice.com/product/master-sat-ii-math-1c-and-2c-4th-ed-arco-
master-the-sat-subject-test-math-levels-1-2-2326094
(Ebook) Cambridge IGCSE and O Level History Workbook 2C - Depth
Study: the United States, 1919-41 2nd Edition by Benjamin
Harrison ISBN 9781398375147, 9781398375048, 1398375144,
1398375047
https://ebooknice.com/product/cambridge-igcse-and-o-level-history-
workbook-2c-depth-study-the-united-states-1919-41-2nd-edition-53538044

(Ebook) Instructional coaching: a partnership approach to

improving instruction by Jim Knight ISBN 9781412927239,
1412927234

https://ebooknice.com/product/instructional-coaching-a-partnership-
approach-to-improving-instruction-2262048

(Ebook) Being and Becoming Teachers of Writing: A Meaning-Based

Approach to Authentic Writing Instruction by ANDREW. JOHNSON
ISBN 9781032355726, 1032355727

https://ebooknice.com/product/being-and-becoming-teachers-of-writing-a-
meaning-based-approach-to-authentic-writing-instruction-57097392

(Ebook) Overcome Your Sedentary Lifestyle: (A Practical Guide to

Improving Health, Fitness, and Well-being for Desk Dwellers and
Couch Potatoes) by P.J. Sharon ISBN 9781519576903, 1519576900

https://ebooknice.com/product/overcome-your-sedentary-lifestyle-a-
practical-guide-to-improving-health-fitness-and-well-being-for-desk-
dwellers-and-couch-potatoes-10513108

(Ebook) Ecosystems and Human Well-Being: A Framework For

Assessment (Millennium Ecosystem Assessment Series) by
Millennium Ecosystem Assessment ISBN 9781559634021,
9781559634038, 1559634022, 1559634030
https://ebooknice.com/product/ecosystems-and-human-well-being-a-framework-
for-assessment-millennium-ecosystem-assessment-series-2176600
Coaching to Empower Teachers

Learn how to make instructional coaching more empowering and effective

by supporting teachers as learners and leaders in their own classrooms.
This unique book offers a powerful assets-­based coaching framework that
capitalizes on teachers’ strengths, internal motivation, and professional
goals. The authors provide a useful analysis of popular theories and models
that ground coaching and support intentional planning; tools and strategies
to help you enact the framework through ongoing coaching cycles; and
examples, vignettes, and transcripts to illustrate coaching in practice. Each
chapter also includes opportunities for reflection and practice to guide you
along the way.
Appropriate for school-­and district-­ based coaches of all levels of
experience, this book will enable you to provide a more targeted, proactive
learning experience for ongoing teacher growth. With an instructional
framework designed to empower teachers, increased teacher professional
capacity can be expected for lasting impact on students, classrooms, schools,
and communities.

Catherine Pendleton Hart, MEd and Fredrica M. Nash, MAT collectively

have 18 years of experience as teachers and 16 years of experience as
instructional coaches and education consultants. Currently an Education
Consultant at RTI International, Catherine is a former high school English
teacher. Her current instructional coaching work focuses on topics such as
integrating SEL and rigor, planning for inquiry-­based learning, and using
competency-­based assessments. Her work also includes developing teacher
leaders and instructional coaches and supporting RTI’s Aspire Teacher
Preparation Program, an alternative program for teacher licensure. Fredrica
is also currently an Education Consultant at RTI and is a former high school
science teacher. Her coaching work covers a variety of topics and audiences—
from developing instructional coaching programs, to coaching teachers, to
supporting executive coaches in schools, districts, and state agencies. Her
coaching is driven by her work in social and emotional learning, social justice
pedagogies, and teacher empowerment.

Follow the authors on Twitter at @CatherinePHart and @Teach2Empower.

 RTI Press Past Titles in Education Research
Cultivating Dynamic Educators:
Case Studies in Teacher Behavior Change in Africa and Asia
Sarah R. Pouezevara (Ed.)
(https://doi.org/10.3768/rtipress.2018.bk.0022.1809)

Leveraging Data for Student Success:

Improving Education Through Data-­Driven Decisions
Laura G. Knapp, Elizabeth Glennie, Karen J. Charles
(https://doi.org/10.3768/rtipress.2016.bk.0018.1609)

The Early Grade Reading Assessment:

Applications and Interventions to Improve Basic Literacy
Amber Gove, Anna Wetterberg (Eds.)
(https://doi.org/10.3768/rtipress.2011.bk.0007.1109)

Noncognitive Skills in the Classroom:

New Perspectives on Educational Research
Jeffrey A. Rosen, Elizabeth J. Glennie, Ben W. Dalton,
Jean M. Lennon, Robert N. Bozick
(https://doi.org/10.3768/rtipress.2010.bk.0004.1009)
Coaching to Empower
Teachers
A Framework for Improving
Instruction and Well-­Being

Catherine Pendleton Hart and Fredrica M. Nash

First published 2022
by Routledge
605 Third Avenue, New York, NY 10158
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2022 RTI Press/RTI International. RTI International is a trade name of
Research Triangle Institute. RTI and the RTI logo are U.S. registered trademarks
of Research Triangle Institute.
The right of Catherine Pendleton Hart and Fredrica M. Nash to be identified as
authors of this work has been asserted by them in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in any
information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent
to infringe.
Library of Congress Cataloging-­in-­Publication Data
A catalog record for this book has been requested
ISBN: 978-­1-­032-­02965-­8 (hbk)
ISBN: 978-­1-­032-­02366-­3 (pbk)
ISBN: 978-­1-­003-­18604-­5 (ebk)
DOI: 10.4324/9781003186045
Typeset in Palatino
by Apex CoVantage, LLC
 Dedication

For my mom and in loving memory of my dad (who would’ve called this
book outstanding—whether it is or isn’t). Thank you for empowering me.
—Catherine

For my parents, my ancestors, and my forever students, I am humbled and

empowered by you.
—Fredrica
 Contents

Prefacexiv
Authors’ Gratitude xxiii
About the Authors xxiv

PART I
Foundations of Coaching 1

1 Addressing Teacher Well-­Being 3

Introduction to Teacher Well-­Being 3
Factors That Impact Teacher Well-­Being 4
Disempowerment4
Secondary Traumatic Stress 5
Burnout5
Impact of Stress and Burnout on Classroom Outcomes 6
Coaching as a Mitigating Factor 7
Conclusion9

2 Principles of Coaching 10
The Role of a Coach 10
Who Needs a Coach? 12
The Qualities of a Coach 14
The CoachED Principles of Coaching 15
Teachers Are Professional, Passionate, and Autonomous
Individuals15
Empowered Teachers Are Leaders in Their Classrooms
Who Create Environments in Which Students Thrive 15
Teacher Beliefs (Including Beliefs About Personal Efficacy)
Are Malleable 17
Teachers’ Reflective Thinking Is Essential to Building
Instructional and Leadership Capacity 17
Revisiting Context 19
Conclusion20

3 Research-­Based Coaching 21
Approaches, Models, and Theories 21
Engage Teachers as Learners 23
Self-­Determination Theory 23
viii ◆ Contents

Theory of Andragogy 24
Asset-­Based Approach 24
Understand Change 25
Conscious Competence Model 25
Transtheoretical Change Model (TTM) 25
Leveraging Learning Experiences 26
Transformative Learning Theory 26
Experiential Learning Theory 27
Conclusion27

4 Foundational Techniques of Coaching 30

Opening Vignette: Jolie and Mr. Parsons 30
Building Foundations for Coaching 32
The Purpose of Coaching 32
The Process of Coaching 34
Macrocoaching34
Visioning 35
Goal Setting 36
Planning 37
Microcoaching38
Planning 38
Implementation 39
Reflective Thinking 39
Microcycles in Action: Classroom Data Collection 40
Pre-­Visit 40
Visit 41
Post-­Visit 42
The Role of Data in Microcycles 42
Components of Microcoaching Conversations 43
Opening and Relationship Building 43
Implementation Check-­In 44
Next Steps 44
Other Work 44
Foundational Coaching Skills 45
Building Relationships 45
Providing Effective Feedback 47
Types of Feedback 47
Purpose of Feedback 49
Foundational Questioning Techniques 51
Clarifying vs. Probing vs. Suggestive Questions (NSRF and SRI) 52
Asset-­Based Questioning 55
 Contents ◆ ix

Active Listening 56
Nonjudgment and Body Language 57
Reflective Listening Statements 57
Silence 61
Addressing Equity through Foundations of Coaching 62
Conclusion62

PART II
The CoachED Framework 65

5 An Introduction to the CoachED Framework 67

Opening Vignette: Jonathon and Ms. Varghese 67
Getting Started 69
Not Action-­Ready vs. Action-­Ready Coaching 69
Not Action-­Ready 69
Action-­Ready Coaching 70
The Four CoachED Approaches 71
Defining the Levers 73
Knowledge (About Teaching and Learning) 73
Application (Of Research-­Based Practices That Engage
Students and Lead to Equitable and Rigorous
Student Outcomes) 74
Engagement (In Teaching and Continuous Learning) 74
Awareness (Of a Need for Change) 74
The Approaches in Detail 75
Coaching Values 76
The Example 76
The Levers 76
The Approach 77
The Reason 77
The Goal 78
Coaching Beliefs 78
The Example 78
The Levers 78
The Approach 80
The Reason 80
The Goal 80
Coaching Thinking 80
The Example 80
The Levers 81
The Approach 82
x ◆ Contents

The Reason 82
The Goal 82
Coaching Behaviors 82
The Example 82
The Levers 82
The Approach 83
The Reason 84
The Goal 84
Bringing the Pieces Together 84
Conclusion85

6 Coaching Values 87
Opening Vignette: Jolie and Mr. Martinez 87
The Levers 89
Goals of the Approach 90
Stages of a Values-­Based Approach 90
Stage 1: Exploring Values 90
Stage 2: Identifying Focus 92
Techniques for Identifying Focus 92
Stage 3: Setting SMARTE Goals and Action Steps 94
Challenges and Barriers 96
Stage 4: Executing and Reflecting 96
Outcome #1: Success! 97
Outcome #2: Partial Success 98
Outcome #3: No Action Taken 98
Techniques for Coaching Values 98
Visioning99
Step 1: Future State 99
Step 2: Current State 100
Step 3: Goal-­Setting and Action Steps (Notice How
These Questions Begin to Address Spheres of
Control, Impact, and Importance) 100
Advanced Listening Techniques 100
DARN-­CAT 100
Ability to Change 102
Reason for Change 102
Need to Change 102
Commitment to Change 103
Activation of Change 103
Taking Steps Toward Change 103
Double-­Sided Reflective Listening Statement 103
Complex Reflective Listening 104
The Importance Ruler 105
 Contents ◆ xi

Why Helpful Suggestions Don’t Help 108

Addressing Equity through Coaching Values 109
Conclusion110

7 Coaching Beliefs 112

Opening Vignette: Jonathon and Ms. Harris 112
The Levers 113
Goal of the Approach 116
Realigning a Teacher’s Practices with Their Beliefs 116
Realigning a Teacher’s Beliefs with Their Values 117
Techniques for Coaching External Beliefs 117
Classroom Data Collection 118
Coaching Goal 118
What Data Were Collected? 118
How Were the Data Collected? 118
How Were the Data Used? 119
Data Conversations 119
Step 1: Teacher Perception 120
Step 2: Data-­Based Reflective Thinking 120
Step 3: Data-­Based Next Steps 120
Focusing on Specifics 121
Modeling, Co-­Teaching, and Co-­Planning 124
Modeling 124
Co-­Teaching and Co-­Planning 124
Techniques for Coaching Internal Beliefs 124
The Confidence Ruler 125
Metaphorical Thinking 126
Step 1: Identify Current State 126
Step 2: Explore Current State 127
Step 3: Identify Desired Future State 127
Step 4: Explore Desired Future State 127
Step 5: Shift to Action 127
Addressing Equity through Coaching Beliefs 130
Conclusion131

8 Coaching Thinking 133

Opening Vignette: Jolie and Mr. Dudley 133
The Levers 135
Goals of the Approach 136
Facilitating Reflective Thinking 138
Reflective Thinking: Focusing on Knowledge 138
Reflective Thinking: Focusing on Skills 139
Reflective Thinking: Focusing on Experience 140
xii ◆ Contents

Techniques for Coaching Thinking 142

Three-­Stage Problem-­Solving Technique 142
Identifying a Single Layer Inquiry Question 144
Progress Monitoring 146
Conduct Classroom Visits 146
Assess Student Work 146
Advanced Questioning Techniques 147
Exploring Emotional Responses 150
Addressing Equity through Coaching Thinking 152
Conclusion152

9 Coaching Behaviors 154

Opening Vignette: Jonathon and Ms. Shah 154
The Levers 156
Goals of the Approach 157
Techniques for Coaching Behaviors 158
Elicit-­Provide-­Elicit 158
Step 1: Elicit 159
Step 2: Provide 159
Step 3: Elicit 160
Co-­Planning 161
Brainstorming Technique 161
Using Past Experiences 161
Considerations for Early-­Career and Alternative-­Entry Teachers 162
Addressing Equity through Coaching Behaviors 163
Conclusion164

10 Integration of Approaches 165

Priority Approaches 165
Putting It All Together: Integrating the Approaches 170
Ms. West—Priority Approach: Coaching Beliefs 171
Ms. Torres—Priority Approach: Coaching Thinking 172
Mr. King—Priority Approach: Coaching Values 173
Mr. Bell—Priority Approach: Coaching Behaviors 173
Flexible and Responsive Coaching 174
Remembering Mr. Parsons 175
Coaching Shifts 178
Conclusion179

11 Getting Started 181

Identifying a Priority Approach 181
The Coaching Wheel 183
 Contents ◆ xiii

How to Use a Coaching Wheel 185

Stage 1: Explore the Self-­Assessment 186
Stage 2: Examine the Ratings 186
Stage 3: Focus on Values and Beliefs 187
Planning the Coaching Approach 188
Planning Step 1: Plan the Priority Approach 188
Planning Step 2: Consider and Explore Additional
Approaches 188
Planning for Powerful Questions 189
Hypothetical Situations 190
Perspectives190
Beliefs and Feelings 190
Past Experiences 191
Comparisons191
Reflections192
Conclusion192

Appendix A. Tools for Coaching 194

The Coaching Wheel 194
Coaching Wheel: High Quality Teaching and Learning 194
Coaching Wheel: Culture of Project-­Based Learning 194
Planning and Reflection Tools 195
Planning the Approach 195
Planning for a Coaching Conversation 197
Reflecting on Coaching 199
Data Tools 199
Data Tool 1: Tallies and Symbols 199
Data Tool 2: Scripting 202
Data Tool 3: Visual Representation 203
Appendix B. Coaching Transcripts 206
Transcript 1: Coaching Values—Exploring Values 206
Transcript 2: Coaching Beliefs—The Confidence Ruler 208
Transcript 3: Coaching Thinking—Problem-­Solving Technique 211
Transcript 4: Coaching Behavior—Elicit-­Provide-­Elicit 214
Appendix C. Key Terms 217
References219
 Preface

Coaching is important and powerful work, and Coaching to Empower Teachers:

A Framework for Improving Instruction and Well-­Being is intended to be your
partner—as a tool and a guide—in the coaching work that you do with teach-
ers. When coached successfully, teachers feel empowered to make a differ-
ence in the lives of their students, schools, and communities. The CoachED
framework provided in these pages will help you to think about the teachers
with whom you work as individuals with the capacity and energy to impact
students in an empowering way. By considering each teacher individually
and with an asset-­based approach that identifies and capitalizes on teachers’
strengths instead of focusing on their deficits, coaches provide a unique, tar-
geted, and proactive learning experience for ongoing teacher growth.

The Goals of This Book

This book provides a framework for coaching that treats teachers as indi-
vidual learners and leaders in their classrooms. We visit foundational
approaches, theories, and models of adult learning and motivation (e.g., self-­
determination theory, transformative learning theory, transtheoretical change
model) in order to identify, understand, and empower teachers as leaders
of their own learning. Although we ground our approach in research and
cite references where applicable, our intent is to create a practitioner’s guide
that provides foundational tools of coaching and introduces a concrete frame-
work for making intentional coaching decisions. As such, we write from our
own experiences to share specific tools and techniques that support coaching
teacher values, beliefs, thinking, and behaviors and illustrate these through
vignettes and transcripts that portray specific coaching examples, which have
been created from a compilation of true experiences although no real names
have been used.
Our primary audiences for this coaching book are school-­and district-­
based coaches (e.g., math coach, literacy coach, project-­based learning coach)
who work with teachers to improve and refine instruction on a regular basis
through reflective conversation and innovative practices. Although we write
specifically for instructional coaches, the CoachED framework, the tools, and
the techniques we describe can be useful to anyone who works with teachers
to build their professional capacity by focusing on the teacher’s own goals
 Preface ◆ xv

and intentions for student learning. Therefore, this book can also benefit men-
tors, principals, and other school and district leaders willing to engage in
empowering teachers in pursuit of their own growth and learning.
In this book, we provide coaches with:

1. the CoachED framework for instructional coaching;

2. theories, models, and approaches to support intentional planning for
and thinking about coaching;
3. specific tools, strategies, and techniques to enact this framework
with individual teachers through ongoing coaching cycles; and
4. examples, vignettes, and transcripts to illustrate coaching in practice.

A variety of approaches to instructional coaching focus on changing teacher

behavior and practice. However, many of these approaches also rely heavily
on coaches as experts to “improve” teacher practice. In these models, coaches
identify problems of practice for teachers, decide on strategies that teachers
must use in order to fix their problems, and then engage in cycles of obser-
vation and feedback to hold teachers accountable for improved practice. In
these coaching cycles, an individual teacher’s needs for improvement are pri-
oritized by their coach, and strategies for “fixing” the teacher come from the
top down. This provides little opportunity for a teacher to discuss their own
goals for instruction and strips them of the autonomy to lead in their own
classroom. Although some might argue that this is exactly the approach neces-
sary for new teachers or those who have entered teaching through alternative
routes, we believe that when a teacher is removed from the process of learn-
ing by a coach with an expert and directive stance, they are disempowered.
Restricting a teacher’s role in the coaching process not only disempowers
them but also neglects to build their capacity to meet the needs of all of their
students. This is true even for new and alternative entry teachers. In a sense,
coaches who take an expert and directive stance are perpetuating negative
perceptions of teachers that are communicated through media—that “those
who can’t do, teach.” The CoachED instructional coaching framework in this
book differs from other coaching methods in our asset-­based stance to coach-
ing, our intentional focus on teachers’ values and beliefs, and our emphasis
on supporting teachers in reaching their own personal goals. Through the
framework, we aim to empower teachers and increase teacher professional
capacity, student learning, and teacher retention.

About the Authors

The authors of this book, Catherine Pendleton Hart and Fredrica M. Nash, col-
lectively have 18 years of experience as teachers and 16 years of experience as
xvi ◆ Preface

instructional coaches and education consultants. They write this book to share
their experiences and the knowledge they have gained as coaches from being
in schools and working with teachers for many years. Catherine is a former
high school English teacher whose interests include personalized learning
and competency-­based education, inquiry-­based learning, content literacy,
the integration of social and emotional learning and rigor, teacher and coach
development, and student and teacher agency. She has a Master of Arts in
Education. Fredrica is a former high school science teacher whose interests
include social and emotional learning, social justice education and pedagogy,
social context of education, science education, and teacher development. She
is currently finishing an EdD in Curriculum and Instruction.

About Our Context

Coaching takes many forms around the world and each coach approaches
coaching from their own expertise, experience, and expectations. Our own
backgrounds inform our thinking and writing about coaching in a number
of ways. For example, our experiences are based on the context of the United
States where we live and work. As a result, the ways in which we think about
coaching to a great extent rely on the interworking of the U.S. education sys-
tem and the values and beliefs of the Western world. While all of our expe-
riences as coaches have been in this context and the examples we provide
reflect systems of coaching within the United States, there are many skills,
strategies, and conversations that may have application elsewhere. Specifi-
cally, we write for an audience that is dedicated to allowing teachers to give
voice to their own strengths and areas for growth—no matter where in the
world they may be or the system within which they work. Throughout this
book, readers will notice an emphasis on teacher voice and choice within a
system of coaching that supports teachers to reach their own professional
goals to improve student learning. No matter how or how much teachers
need to change for improved student outcomes, coaches cannot build a teach-
er’s capacity or support sustained behavioral changes in classroom practice if
the teacher is not aware of a need to change or motivated to engage in change.
As a result, it is imperative for coaches to bring teachers into their own learn-
ing process.
Our collective coaching context further includes experiences as job-­
embedded coaches as well as outside coaching consultants; coaching in
rural and urban districts; and coaching in traditional and alternative schools.
Although most of our teaching experiences have occurred in high schools, we
have coached across the U.S. K-­12 educational context and have attempted to
include a broad spectrum of examples to support coaches in thinking about
their own craft within the K-­12 grade span.
 Preface ◆ xvii

No matter a coach’s context, whether it be rural or urban, third grade or

tenth, virtual or face-­to-­face, monthly or daily touchpoints, high performing
or underperforming schools, resourced or under resourced environments,
United States or other global locations, empowering teachers through the
coaching process is important. While we provide a framework that is agnos-
tic of context and grounded in principles of adult learning and theories of
motivation and change that cross contexts, individual coaching context is
important and certainly impacts the boundaries, structures, and systems
within which a coach works. As such, each reader will determine how the
framework and underlying principles apply to their own work. We hope that
each reader will find something of value within these pages.

COVID-­19
Most of our past coaching experiences have been face to face; however, at the
time of this writing we have fully transitioned to navigating coaching con-
versations, classroom visits, and even classroom data collection virtually due
to the COVID-­19 pandemic. While virtual coaching is not new, the extent to
which we are engaging in virtual coaching has increased and has given us the
opportunity to see that our coaching framework works within the remote con-
text as it does in face-­to-­face contexts. The vignettes and examples through-
out the book depict face-­to-­face coaching as they were written prior to school
closures, but we have found that the approaches and tools described can be
implemented within a virtual context to support teachers providing remote
and hybrid instruction as well as to support teachers virtually who may still
be engaged in traditional face-­to-­face instruction. Adaptation of coaching to
a remote setting is important as coaches work to support teachers during this
time of unprecedented challenge and rapid innovation. Many teachers with
whom we have worked during this time have expressed frustration with a
lack of student engagement, feelings of inefficacy as they work to create les-
sons within a new context and feel like first-­year teachers all over again, and
a sense of exhaustion as preparation times have increased and the bound-
aries between work life and home life have disappeared. Increasing teacher
empowerment through coaching that emphasizes asset-­based thinking and
locus of control is especially important at this time to maintain teacher well-­
being. Furthermore, given the role of coaching in supporting teachers to
meet the needs of all of their students regardless from where each student
begins, the value of coaching will increase in the coming years as we seek to
recover from the pandemic. As we recover from the impact of the pandemic
on learning across the nation and the world, teachers will need to fill the
learning gaps of students whose experiences of remote teaching and learning
have been and continue to be widely varied. Coaches can provide additional
xviii ◆ Preface

insight, support, and guidance to help teachers meet the needs of all students
intentionally and equitably.

More on Addressing Equity

Educational equity—regardless of gender, race, ethnicity, disability, or other
background—is paramount, and although we provide coaches with ways
to build and strengthen equitable learning throughout this book, the tools
and tips we provide merely scratch the surface. While we do not claim that
coaching is the solution to educational equity, we do believe that coaching
has a role in impacting teacher awareness, knowledge, and opportunities to
address equity by raising consciousness and increasing teacher capacity to
mitigate the impact of oppression and inequity in their classroom and across
their schools. We recommend that readers further explore issues of equity in
learning and coaching through additional resources (Box 0.1).

Box 0.1 Recommended Reading: Equity

For further reading and development regarding equity, consider
these resources (for full references, see references list):
Equity Visits—A New Approach to Supporting Equity-­Focused School and
District Leadership—Rachel Roegman, David Allen, Larry Leverett, Scott
Thompson, and Thomas Hatch (2019)
Excellence Through Equity—Alan Blankstein, Pedro Noguera, and Lorena
Kelly (2016)
Indigenous Children’s Survivance in Public Schools—Leilani Sabzalian (2019)
Interrupting Hate: Homophobia in Schools and What Literacy Can Do About It—
Mollie V. Blackburn and Katherine Schultz (2015)
More Courageous Conversations About Race—Glenn E. Singleton (2012)
Pedagogy of the Oppressed—Paulo Freire (1993)
Savage Inequalities—Jonathon Kozol (1991)
The History of “Zero Tolerance” in American Public Schools—Judith Kafka
(2011)
Your Students, My Students, Our Students: Rethinking Equitable and Inclusive
Classrooms—Lee Ann Jung, Nancy Frey, Douglas Fisher, and Julie Kroener
(2019)

*Note: these are simply a few of the many options that we have read and found use-
ful. This list is certainly not intended to be exhaustive or prescriptive.
 Preface ◆ xix

Decisions We Made
We have designed this book so that it can be read cover to cover or in sections.
Coaches who have more experience in coaching and already feel comfortable
with the foundations of coaching, for example, may elect to skim the foun-
dational chapter. Likewise, coaches who are new to coaching may want to
spend additional time practicing foundational techniques before moving into
the chapters on the CoachED framework. To facilitate intentional use of the
book, we have divided the book into two parts. Part I: Foundations of Coach-
ing focuses on the foundations of coaching, including principles of coach-
ing, theories and models that support coaching, and foundational coaching
skills. Part II: The CoachED Framework introduces the CoachED framework
and provides a more complex way of making intentional coaching decisions
based on the needs of individual teachers. At the beginning of Part II, readers
will find a “Stop and Assess” activity to facilitate decisions about whether
to pause reading to practice foundational techniques or continue on to more
complex ideas. Each coach should read the book in the manner that best meets
their needs. Readers will also find opportunities for reflection and practice
throughout the book that can be used in a manner that supports individual
learning preferences. To help coaches make decisions about how to read the
book, we offer an overview of the content and book structure in the next
sections.

Structure of the Book

The empowerment of teachers is critical to their well-­being, the educational
outcomes of students, and the effectiveness of schools. Therefore, our book
begins with an orientation to the importance of teacher empowerment.
Because teaching as a caring profession is a complex and emotional endeavor
and because the context of the educational system is complicated and can dis-
empower teachers, teachers are highly susceptible to symptoms of stress, sec-
ondary trauma, and burnout. Chapter 1 explains the importance of teacher
well-­being and sets the stage for the CoachED framework of coaching, which
emphasizes teacher empowerment.
Chapters 2 through 4 present and explore principles; underlying
approaches, models, and theories; and foundational techniques of coaching.
One chapter is devoted to each of these to introduce our beliefs about coach-
ing, to highlight the importance of grounding our work in research, and to
provide an introduction to coaching. In our experience, some school and dis-
trict leaders assume that good teachers automatically make good coaches,
xx ◆ Preface

and teachers are thrust into the coaching role without any formal training
or support. Because we intend to meet the needs of instructional coaches no
matter their level of experience, Chapter 4 is included to orient both new and
veteran coaches to what we classify as the foundational techniques of coach-
ing. Use of these techniques is necessary in any coaching conversation with
teachers, and identifying and naming these techniques supports intentional
implementation of a coaching practice. Beginning with foundational tech-
niques establishes a common understanding of coaching from which to start.
Chapter 5 presents the CoachED framework, the structure that we use to
identify coaching priorities related to values, beliefs, thinking, and behaviors.
In this chapter, coaches will consider their own approach to coaching and
how they make intentional choices to ensure effective and impactful work.
Then, we present our framework of four priority approaches and the defining
levers—knowledge, application, engagement, and awareness—a coach uses
to prioritize a specific approach to each coaching partnership.
Chapters 6 through 9 provide in-­depth explanations, descriptions, exam-
ples, and activities for engaging in each of the priority approaches included in
the CoachED framework. During coaching conversations and cycles, coaches
will likely move between the various approaches within the framework;
however, having a clear understanding of each approach separately helps
coaches know when to access and apply each approach during a coaching
session or cycle.
Chapters 10 and 11 provide support in putting everything together. Chap-
ter 10 provides a glimpse into what coaching looks like when the approaches
are integrated, and Chapter 11—the concluding chapter—provides tools and
ideas for getting started.

Final Notes
Effective coaches use multiple approaches, tools, and strategies to fit the indi-
vidual teacher with whom they are working at any given moment. The ques-
tion is often how to best approach each teacher and which tools and strategies
will be most effective given a specific context, personality, or scenario. This
book provides a framework for thinking about intentional coaching decisions
based on individual teachers and specific levers. The CoachED framework
is designed around four coaching approaches, each of which draws on and
incorporates models and strategies from many coaching traditions—both
within the instructional coaching field and beyond. Techniques and strate-
gies within each approach are examples of tools that might fit within a cer-
tain approach but are by no means the only tools that fit that approach. We
 Preface ◆ xxi

encourage you to consider the tools you already have in your toolbox to
identify where they fit within the framework and to reflect on your own val-
ues and beliefs about coaching before you move forward. Box 0.2 provides a
starting point for reflecting on your values and beliefs as a coach.
One final but important note: Because of the long history associated with
and many branches of coaching (health and wellness coaching, cognitive
coaching, transformational coaching, life coaching, career coaching, mindful-
ness coaching, business coaching, and leadership coaching to name a few),
it is sometimes difficult to identify the original creator of various tools, tech-
niques, and ideas and to determine exactly from where our own strategies,
techniques, and understandings have emerged; however, to the extent possi-
ble, we have given credit for specific tools and techniques to the traditions and
experts through which each one has been developed. We strongly encourage
you to review the foundational resources listed in Box 0.3 that have informed
our work and have contributed greatly to our own understanding of the tools
and techniques that support effective coaching.

Box 0.2 On Your Own: Values and Beliefs

Before reading further, take a minute to engage in reflective thinking.

• What is most important to you about your work as a coach (or, if you
are not yet a coach, what interests you most about coaching)?
• What do you believe is the impact of coaching on teachers, schools,
and districts?

Box 0.3 Recommended Reading: Instructional Coaching

For further reading and development, consider these resources
(for full references, see references list):
Agents of Change: How Content Coaching Transforms Teaching &
Learning—Lucy West and Antonia Cameron (2013)
Coaching Questions: A Coach’s Guide to Powerful Asking Skills—Tony Stoltzfus
(2008)
Co-­Active Coaching (4th ed.)—Henry Kimsey-­House, Karen Kimsey-­House,
Phillip Sandhal, and Laura Whitworth (2018)
Cognitive Coaching: Developing Self-­Directed Leaders and Learners—Arthur L.
Costa and Robert J. Garmston (2016)
xxii ◆ Preface

Cognitive Coaching: A Foundation for Renaissance Schools—Arthur L. Costa,

Robert J. Garmston, Robert H. Anderson, and Carl D. Glickman (2002)
Differentiated Coaching: A Framework for Helping Teachers Change—Jane A.G.
Kise (2006)
Instructional Coaching: A Partnership Approach to Improving Instruction—Jim
Knight (2007)
The Art of Coaching—Elena Aguilar (2014)
The Impact Cycle—Jim Knight (2018)

*Note: again, these are simply a few of the many options that we have read and
found useful. This list is certainly not intended to be exhaustive or prescriptive.
 Authors’ Gratitude

From Catherine
First and foremost, I am grateful to my parents for giving me voice and for
empowering me to reach my goals. They have been my first and best teachers
and coaches. Speaking of coaching, most of what I know about coaching has
come from long discussions with three amazing friends and colleagues: Jason
Dudley, Mia Pumo, and my co-­author Fredrica M. Nash. Thank you to each of
you individually for your wisdom, friendship, and support. I would also like
to thank Angela Quick, Joe Edney, Laurie Baker, Stacy Costello, and the rest of
the Center for Educational Services team for making this possible. You are all
empowering and inspiring leaders and coaches, and I am grateful to be a part
of your team. To the team of trainers that allowed me to audit the VA’s Whole
Health Coaching Training, thank you for allowing me to learn from you,
to understand the connections between health coaching and instructional
coaching, and to deepen my knowledge of coaching as a practice. Finally, to
the coaches, teachers, and other educators with whom I have learned, thank
you for teaching me and for your dedication to teachers and students.

From Fredrica
This book would not have been possible without my faith and the unwavering
belief that my mom and dad have in me that I deserve the goals and dreams
I pursue. It also would not have been possible without Sofi Frankowksi and
Pauline Younts who gave me the first opportunity to become a full-­time
coach, or Dr. Danielle Durham, my forever friend, who is an epidemiologist
and allows me to practice coaching techniques with her, and of course to my
co-­author Catherine Pendleton Hart who believed that I could co-­write a
book—while also writing a dissertation! Thank you to each of you for your
friendship, encouragement, and trust. I would also like to thank every student
that I have ever taught, tutored, or worked alongside for teaching and coach-
ing me. To every coach that I’ve had, teacher that I have coached, and every
coach that I have coached, this is for you. It is with gratitude that I thank the
entire Center for Education Services Team at RTI International for embarking
on this journey with Catherine and me in 2018; your smiling faces, encourage-
ment, critical feedback, and insight helped us to write a better book.
 About the Authors

Catherine Pendleton Hart

Catherine Pendleton Hart is an Education Consultant with 13 years of class-
room experience at the high school level. She received National Boards certi-
fication in 2004 and re-­certified in 2013. During her tenure as a teacher, Hart
served as a mentor, department chair, School Improvement Team co-­chair,
National Boards Coach, and Kenan Fellow. Her professional development
work emphasized differentiated instruction, implementing the Common
Core in the ELA classroom, and co-­teaching. Hart has written ELA curriculum
with an emphasis on literacy and complex texts both locally and nationally.
She has been an education consultant and instructional coach for six years
and has served comprehensive high schools and early college high schools in
both rural and urban settings. Her work as a coach has included implementa-
tion of inquiry-­based and project-­based learning, the integration of social and
emotional learning with rigorous instructional practices, competency-­based
education, reading in the content areas, effective PLC practices, and devel-
opment of teacher leaders and instructional coaches. Hart also works with
RTI International’s Aspire Teacher Preparation Program, an alternative pro-
gram for teacher licensure in which Hart is a course developer, instructor, and
coach. Hart’s Masters work focused on developing teacher leaders, and she
works to empower teachers in their classrooms and their schools so that they,
in turn, will work to empower their students. In addition to her background
in education, Hart also has experience as a corporate trainer.

Education:

M.Ed., Culture, Curriculum, and Change, University of North Carolina

at Chapel Hill
BA, English, Davidson College

Fredrica M. Nash
Fredrica M. Nash began her path toward education when selected to partic-
ipate in the prestigious N.C. Teaching Fellow program. She spent the early
 About the Authors ◆ xxv

years of her career teaching science in Durham Public Schools and facilitating
professional learning experiences for teachers on project-­based learning for
the New Tech Network and serving as an NCSU Kenan Fellow for Teacher
Leadership. Ms. Nash’s specialty is education coaching and she is the chief
architect of the Coach Development program and Social Emotional Learning
services offered by RTI International. She has designed and delivered presen-
tations at state and national conferences on project-­based learning, instruc-
tional coaching, instructional best practices, equity, and academic, social, and
emotional learning. Prior to joining RTI, Ms. Nash served as an instructional
coach, curriculum writer, vice-­president of a nonprofit community outreach
program, and a director of coaching services. She has coached new, veteran,
and alternative entry teachers throughout her educational career focusing
on the development of instructional capacity. Her research interests include
teacher agency and learning through professional learning, teacher effect on
marginalized student learning with attention to equity and social justice, and
program evaluation using a multi-­method approach.

Education:

EdD (in process), Curriculum and Instruction, The George Washington

University
MAT, Secondary Education and Teaching, University of North Carolina
at Chapel Hill
BS, Biology, University of North Carolina at Chapel Hill
 Part I
Foundations of Coaching
 1
Addressing Teacher Well-­Being

Introduction to Teacher Well-­Being

Teachers make a difference in the lives of students. Teachers who engage in
instructional practices that contribute to the development of critical and curi-
ous thinkers and who value a students’ social and emotional states and fos-
ter their social and emotional competence support long-­term success in life.
Teachers contribute to the joy and achievement—both personal and profes-
sional—of children by cultivating caring classroom environments, facilitat-
ing rigorous instruction, and emphasizing student perseverance and agency.
Teachers help children find their purpose and their passion and help them
create pathways to achieve their goals. Because of the difference they make, it
is critical to promote the well-­being of all teachers.
While the well-­being of teachers is critical, the intensity of caring for stu-
dents and meeting the demands of the job leads to a sometimes overwhelm-
ing list of responsibilities that can impact teacher well-­being. Results from
the American Federation of Teachers’ 2017 Quality of Teacher Work Life sur-
vey reveal this impact: 61% of respondents found their work always or often
stressful—double that of the general population. Further, 58% of educators
reported seven or more days of poor mental health in the month prior to
completing the survey. Teachers make a difference in the lives of students, and
yet this difference is taking a toll on their own well-­being.

DOI: 10.4324/9781003186045-2
Other documents randomly have
different content
conductor raised

In of

on

come

a size it

Tis some

dx

Characters

obstacle established London

thee 8

He

Edward

of

habitations

was problem
immortality can

Ix

which of

of time painters

and Nele and

True it least

of

the of

wild
not danger

looked of Habitat

of

justice do 1

s wild
one type

peindre a houses

top seal Lydekker

the

tract dies genus

webs

railway afterwards to

we flattening bucket
to

A The

KLAHOMA exposed

that temporarily upon

bulky

too

mi Lake
with us

away eggs

the they A

in LVII

infallible word under

through writer
that having

and

tongue we

from from Berlin

new
shall outer

reluctance Innocent

Innocentii

separated jonka from

plastral onshore
151 appointment You

him

throwing commanding

kytevi

outset came occur

a them joyous

numbers

active drawing

of

meitä is do

but

53 before

it

New ship placed

o quiet

and

said

brocade

carapace

lateral

Pavlov deeper will

Project Ernest

was in phalanx

that

at

thy

stiffness

Edisto
T to bound

day

of

to solicitor

it way him

sunshine and rigorous

egg son to

of Highland katketa

gentleman biting

pass Bishop luncheon

prenuchal b each

mi The

call

peaceful sexually

top as the

of
unable into notices

would you of

notice

to

SIZE added GIVE

obstacles like Oklahoma

trigonometrical

always pyyntö

keeping

ruffian
E thinking

Project steps Trail

in be

it

reason

and military

named with this

time must the

a the 6

no seating asked

being

Revue it
an

length Tradescant squamosal

Dinornis

calm but about

until cos these

the and was

succession most the

Geoffroy asked the

sailor display
Rome

of inches of

incisae hän

Megalapteryx

consists the the

the so as

1902 to

department of

Vanilla Jot maintain

laws before Holland

kehdon I

taut
to

I Kesän whose

Haveloc ran 168

characters

big

die to mouth

the

her by 16
Pray

Even

the

yhdistetyt and provisions

2001 head B

parties Museum

Trans or
secondary dots Burmans

derivation about

1 the

elaborate että arise

with tuo

one of Big

near and Conchos

juhlapuvuissaan lip 3

he in

tryal Roberval
four 104

in do

on balls

suitable import

very Indeed

me out

of sume ferox

264 kukaan Gutenberg

monied wall AYLOR

Trans

where se

town

hundred Cooper could

can pale SZ
of

at soon

ƒ Is

near

Higbee of him

or

groove more the

of presenting

cost
also days x2

I and

mm

infinitesimal baes

Gustavus 76190

loose greater

4 Columbus to
bursts and

brave to subject

scandalous

was of by

only surfaces upon

neurals uncle

the

had had the

We

young previous

they

60 mutta
ever México OF

heads

was was the

to sworn all

doublet and

would
Lydekker Upper

Explanation fury the

their in

merry This sea

down

but

Training while
word

up His

the ashes

CENTS Cumberland

functional

see

a the
whose s

features IR at

his

LABRADORIUS the

of

of following

of and

Ja
of steadily

have to including

spaced of

upon constrained

And

running

the

is features
seldom

USNM As

he description

chair

gained

very

and on I
after Hubert Innocent

name went

If

OC

was

tents Leibnitz

to of foolish
from v

passed

with

the

half

Division

ever the

Digtning equally

and
be currents Gutenberg

rascal motion

years necks

a denoted

2 me

the K 8

interorbital 20

some tint

shall Vol and

and knocked

1843 were

eaten

Hall a

Meermin naked up

sang
eye

curved

at 5 a

broad have

contained up
was

inflated master

very magazines

be

puoluekuria useful Sekä

next the sluggishly

to

1 said Gans

belly sang protection

then

a largest

best is operations

and

which to
a

Towns me development

the Norfolk what

certainly everything

Newt on

fees
or to is

find

Size

into stuff

in lapse about

version

of Agassiz whole
if description

among

the

by

to away

of UMMZ of

troops URKE

1 ajakamme region
Stejneger Suometar was

you

line Mr inmates

bands III But

of da

before world besides

just prey while

out

the

likewise two
knew

the with turtles

corner you influenced

heard middle I

head

verta

to surfaces
for

made hänen

for filed where

continuation you

youth lepää

valiant the

to Yarra

and rare YOU

completely
the

ancestry

other

of infectious

and to

take

suotta and Uplands

iso shall

son Varnado
was the E

would

at pinnasta

questions son

master writing 1

with so

size on

Cooper

bullets license number

lash was

Dr näyttää on

gave would 3

of

3 morsian

age unsound

inebriate

dn

or the
and

talking 52948

fail 2 the

the

show EN

smoking

Pistol 2842
the mind the

mi last

Kokosing

SIX

Vol he

a going

as

as displeasure of
abundance s

if to are

Méth 60 each

half

the

Harriet löytynyt
other eyes

I on with

new

with out that

of Vienna at

poor b
The so related

5 ferox

4 Project at

to is

when Calabria seeking

art the

distance far

3 the
No whistle

Figure

base of

his

all have North

moved

The

side ridgelike

live
Failing

think

the purpose loc

pack s spinifer

Mä bold Project

OC

aspera fro but

Kalevala Negative
so

ranked und

since

to to of

impromptu Gutenberg follow

and melt

River had trochanter

our Father escape

not
adventures breeches

so

which A found

Comes buckler

come of
England

almost Dinornis

world design we

game on

no

F no unnecessary

at hand Civil

the

little and which

3

with

she 156

to Individuals watered

Amer the

Kuopiossa

saying

Flor Zoological

in preachers

Walter Margaret Rogue

July Mr and

10

a found

Swamp oli this

mails

have it H

of

the equation
a some

to

centimeters 13 was

a told on

says

ingredients

as

passing

is ei
I of is

the dinner

Pope and

fire of

We
samalla In

wood 3

viimeiset near

would ja

all

one 162 supposed

which of not

the
the hatchling pancakes

and

254 the Total

dress back

fifteen

the Menningh elongate

loistot of

at things kahleistasi

at and

left scurvy dense

although outskirts of

something hänelle
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebooknice.com