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Coaching Classroom Instruction

Coaching Classroom Instruction demonstrates the importance of coaching an essential component in effective teaching. Robert J. Marzano and Julia A. Simms, along with their colleagues, guide coaches in giving targeted feedback to teachers and identify specific steps that teachers can take to improve their knowledge and skill. This book includes 280 research-based classroom strategies, organized under forty-one elements of effective teaching, to help coaches move teachers through the five levels of Marzano's teacher progress scale.

Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice.

As with all books in the series, chapter 1 details the research and theory behind the book's topic. It includes a brief history of coaching; it also addresses arguments for the non-evaluative nature of coaching and outlines the requirements of successful coaching. In chapter 2, the authors introduce the model of effective teaching articulated in The Art and Science of Teaching and describe the scale used to measure teachers' progress. Chapter 3 helps coaches guide their teachers up the scale from the Not Using (0) level to the Beginning (1) level. It offers the research behind each of the forty-one elements of effective teaching and lists strategies for each element. Chapter 4 helps coaches guide their teachers from the Beginning (1) level through Developing (2) to the Applying (3) level. It provides teacher actions and desired student responses for each strategy within the forty-one elements. Chapter 5 helps coaches move their teachers from the Applying (3) level to the Innovating (4) level. Teachers learn to combine strategies to create macrostrategies and to adapt strategies to unique student needs and situations. Finally, in chapter 6 the authors present various approaches coaches can use to boost teachers' professional growth. It also highlights a variety of systems schools and districts can use to provide coaching to teachers and examines the advantages and disadvantages of each. Throughout, vignettes are used to show teachers' progress in action. Chapters 2 through 6 end with comprehension questions to guide discussion. Chapters 3, 4, and 5, also include role-play activities for coaches and teachers to engage in. An appendix provides answer guides to the in-text comprehension questions.

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A first place finish! In this go-to guide, Marzano and Simms, offer frontline practitioners a much-needed road map for classroom coaching that drives growth, maximizes performance, and improves outcomes. Whether accelerating teachers' use of effective classroom practices from 0 to 1, 3 to 4, or anywhere in between, coaches everywhere will find the most up-to-date research explained briefly and illustrated extensively through role plays and vignettes. Using coaching to help teachers translate core components of effective instruction into real world classroom practice has never been easier. -- Marcia L. Rock "Associate Professor, University of North Carolina Greensboro"

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