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The Art of Coaching Teachers

The Art of Coaching Teachers. Mark McBeth Shelly Bolejack. Learning Focus. Distributed Leadership Three Leadership Functions Instructional Coaching Partnership Principles: The Theory Behind Instructional Coaching A Collective of Result Driven Support Philosophies

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The Art of Coaching Teachers

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  1. The Art of Coaching Teachers Mark McBeth Shelly Bolejack

  2. Learning Focus • Distributed Leadership • Three Leadership Functions • Instructional Coaching • Partnership Principles: The Theory Behind Instructional Coaching • A Collective of Result Driven Support Philosophies • Similarities and Differences from a Formal and Informal Leadership Perspective Mark McBeth 2010

  3. Mark McBeth 2010

  4. Three Essential Leadership Functions: Mark McBeth 2010

  5. Leadership Functions Mark McBeth 2008 Mark McBeth 2010

  6. Leadership Functions Mark McBeth 2008 Mark McBeth 2010

  7. Leadership Functions Mark McBeth 2008 Mark McBeth 2010

  8. Formal Leader/Informal Leaders Coaching and Support Best Sports Medical Support Ever Mark McBeth 2008 Mark McBeth 2010

  9. Mark McBeth 2010

  10. Partnership Principles The Theory Behind Instructional Coaching • Equality- We all have equal value. • Praxis- Real-life practical application. • Dialogue- Two people thinking together. • Choice- Individuals make their own reflective decisions. • Voice- The opportunity to express one’s point of view. • Reflection- The freedom to consider ideas before making a choice. • Reciprocity- Everyone learns from one another. Jim Knight 2007 Mark McBeth 2010

  11. Equality • A belief that everyone counts • Doesn’t mean we all agree • Doesn’t mean we’re all the same • We all have equal value • Each opinion counts Jim Knight 2007 Mark McBeth 2010

  12. Dialogue • Respectful, energizing conversation • The developing conversation is more important than being right • Involves suspending opinions & authentic listening • Thinking together Jim Knight 2007 Mark McBeth 2010

  13. Reflection • The teacher cannot rely on either instinct along or on prepackaged sets of techniques. Instead, she or he must think about what is taking place, what the options are and so on, in a critical, analytical way. In other words the teacher must engage in reflection. -Brubacher, Case, and Reagan • Teachers are knowledge workers. • Teachers need professional autonomy to make decisions. Otherwise, there is resistance. Jim Knight 2007 Mark McBeth 2010

  14. Innovation Man

  15. Contact InformationMark McBethlead2day@yahoo.com217-316-9204Shelly BoleJackCash21mac@cox.net Mark McBeth 2010

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