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No more dog-and-pony shows. (pg. 76)

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We now realize that the idea of adult learners progressing  neatly ,..I do, we do, you do..seems a bit too tidy in the real world of coaching. (pg 77)

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We just think modeling can be done with more precision and purpose. (pg. 76)

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Nicole: It is difficult to micro model if a coach and teacher aren't on the same page regarding the lesson. (pg 79)

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Nicole: It is difficult to micro model if a coach and teacher aren't on the same page regarding the lesson. (pg 79)

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We would never want to imply the coach is the expert and the teacher isn't. Too much time in the "I do" stage can erode partnerships that we are trying to create. (pg. 77)

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...the last thing we'd want to suggest is that modeling is not an effective coaching practice. Rather, our shift has been to model with intention and in a way that builds on, rather than dismantles, our partnerships with teachers. (p. 78)

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"model with intention and in a way that builds on, rather than dismantles, our partnership with teachers" (p. 78)

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We just think modeling can be done with more precision and purpose (76).

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Micro modeling is an important tool to use not only during a lesson but also throughout a coaching cycle. It allows the coach and teacher to support each other to deliver instruction that meets the needs of students. - p. 76

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Many teachers expect coaching to consist mostly of modeling. Others may resist coaching because they aren't interested in modeling. (pg 85)

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"The role of the coach is not to show an airbrushed version of a lesson but rather to roll up her sleeves and demonstrate the gritty aspects of teaching a lesson, including planning, teaching, preparing, and reflecting" (p.79)

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Many teachers expect coaching to consist mostly of modeling. Others may resist coaching because they aren't interested in modeling. (p.85)

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From the figure 5.3 Language for Micro Modeling chart on page 85: teacher not interested in coaching..."I understand. I don't do a lot of modeling, but when I do, it is something specific that you ask for. Otherwise, we work as partners while in your classroom."

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The key is that this decision is shared, and modeling is presented as one of many options for how the coach and teacher may work together with students. (pg 78)

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"We limit our time in the "I do" stage because we avoid operating under the assumption that teachers have nothing to bring to the conversation unless we show them how to do it... We also spend less time in the "you do" stage becuase we have found that observing teachers can feel evaluative" (p. 77 - sorry this is long, couldn't choose)

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We would never want to imply that the coach is the expert, and the teacher isn't. Too much time in the "I do" stage can erode the partnerships that we are trying to create. (p.77)

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Video is an effective tool for micro modeling. (pg. 87)

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We understand this chapter upsets the status quo in terms of recommended practices for instructional coaching. (pg. 88)