Differentiated Coaching: A Framework for Helping Teachers Change

Autor/in	Kise, Jane A. G.
Titel	Differentiated Coaching: A Framework for Helping Teachers Change
Quelle	(2006), (264 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4129-1642-4
Schlagwörter	Leitfaden; Teaching Methods; Personality; Staff Development; Multiple Intelligences; Experiential Learning; Problem Solving; Educational Change; Professional Development; Models; Teacher Attitudes; Beliefs; Influences; Teacher Collaboration; Educational Environment; Educational Objectives; Teacher Motivation; Case Studies; Interprofessional Relationship; Elementary Secondary Education; Teacher Improvement; Personality Traits; Cognitive Style; Teacher Characteristics; Change Strategies + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Personalität; Personnel development; Personalentwicklung; Intelligenz (Psy); Experiental learning; Erfahrungsorientiertes Lernen; Problemlösen; Bildungsreform; Analogiemodell; Lehrerverhalten; Belief; Glaube; Influence; Einfluss; Einflussfaktor; Lehrerkooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Case study; Fallstudie; Case Study; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Cognitive styles; Kognitiver Stil; Lösungsstrategie
Abstract	Change is hard work, even when we are convinced it is worth the effort. Teachers are expected to change without clear explanations or evidence of how the changes will benefit them or their students. Meaningful change is most likely to occur when teachers' beliefs, feelings, and personality are taken into consideration. This book applies the latest research and theory of personality type, multiple intelligences, experiential learning models, and mind styles models to create a differentiated approach for staff development. This resource touches on six key elements: (1) A common framework for unbiased reflection on education; (2) Teachers' strengths and beliefs about teaching and learning; (3) Information and evidence that can influence those beliefs; (4) The needs of the teacher during change; (5) The relationship of what is being learned to the problem the teacher wants to solve in the classroom; and (6) The value of creating an environment for deep, reflective collaboration among teachers. When teachers understand how their strengths and beliefs may lock them into practices that limit freedom to help students succeed, they can begin to entertain fresh possibilities and stay open to new avenues for professional growth. This book is divided into two parts. Part I, Staff Development That Changes Classroom Practices, presents: (1) What Do Teachers Believe? (2) What Do Teachers Need During Change? (3) What Problems Do Teachers Want to Solve? and (4) How Can Teachers Collaborate? Part II, Developing a Language for Change, continues with: (5) A Common Framework: Creating a Climate Where Change Is Possible; (6) Learning Styles and Coaching: An Effective Alliance; (7) Coaching Your Whole Staff for Change; (8) Differentiated Coaching for Teachers: The Power of a Strengths-Based Model; (9) A Framework for Solving Problems; and (10) Organizing Staff Development Efforts in the Same Backpack. Appended are: (1) The Sixteen Types: Strengths, Beliefs, and Needs During Change; (2) Problem-Solving Model; and (3) Case Studies in Coaching Teachers for Change. A list of references and an index are also included. (ERIC).
Anmerkungen	Corwin Press, A SAGE Publications Company. 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://www.corwinpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10