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Significant phrase "misperceived realities of  classrooms, students, and even instruction" (p.57)

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Significant phrase "misperceived realities of  classrooms, students, and even instruction" (p.57)

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Sheila

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Reflective Growth
Sheila

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The ability to ruminate and to critically analyze your own performance and personal attitudes cannot be overstated. The most effective coach will not have all the answers, but his or her inquiry-approach to learning, awareness of personal strengths and weaknesses, and desire to grow professionally will be evident to all.

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Listening

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(Hood)

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Validate the teacher's good ideas and ways of doing things

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Self-reflection

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Unaware that things could be different from how they are

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comfortable

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When people feel vulnerable or threatened, they often get defensive or reactive. Pg 52

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When people feel vulnerable or threatened, they often get defensive or reactive. Pg 52

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Significant Sentence  The overall goal for coaches of Unaware-stage teachers is to help them realize that change is needed and foster these teachers' desire to learn (p.62). Teachers in the Unaware stage are not "bad" teachers; they merely lack awareness of best practices and have a limited repertoire of skills. (p.66)

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Significant Sentence  The overall goal for coaches of Unaware-stage teachers is to help them realize that change is needed and foster these teachers' desire to learn (p.62). Teachers in the Unaware stage are not "bad" teachers; they merely lack awareness of best practices and have a limited repertoire of skills. (p.66)

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Sheila

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Effective time management

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(Maryanne)
Kansas University Center for Research found that 6 weeks into starting a new school year, 85% of the teachers who worked with an instructional coach implemented at least one new instructional strategy. By contrast, a traditional in-service program revealed a dismal 10 % implementation rate. "No significant learning occurs without a significant relationship. pg. 36

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The fact is, no matter who you are and no matter how skilled you are, if your job is working closely with other adults and guiding them to try new things, you   will encouter some degree of defensiveness, whether it comes in the form of intial reluctance or hits with full-blown emotional defiance.  pg 52

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"For servant leaders, true power in leadership does not come from the ability to dictate or command ; rather, it comes from having a clear vision and the desire and wisdom to guide others toward a come goal." (P34)

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Fostering self-reflection encourages individual development and growth, going beyond quick solutions to today's challenges.

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Significant Sentence (Jade) "You cant teach others what you dont first embrace yourself" p.33

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Significant Sentence (Jade) "You cant teach others what you dont first embrace yourself" p.33

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(Maryanne)
Teachers in the Unaware stage misperceive the realities of their classrooms, students, and even instruction

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You can't teach others what you don't first embrace yourself.

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"When something isn't working, they (teachers) are unable to address the issue because they are uncertain of the source of the problem and feel powerless to fix it" (p.57).

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"When something isn't working, they (teachers) are unable to address the issue because they are uncertain of the source of the problem and feel powerless to fix it" (p.57).

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"Go for it"

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Unaware Stage Teacher
(Grimes)

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For teachers, going to school must be as much about learning as it is about teaching. The must have time each day to learn, plan lessons, critique student work, and support improvement as members of learning teams....staff development cannot be something educators do only on specified days in the school calendar. It must be part of every educator's daily work schedule. Page 39

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reflective tendencies

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"a teacher's ability to self-reflect is directly linked to his or her classroom effectiveness." p. 37/38

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"He who dares to teach must never cease to learn" (Fiore & Whitaker, 2005, p. 148)