Excerpt from Art of Coaching, Chapter 8 on Listening.


An excerpt from Aguilar's new book, The Art of Coaching, about how effective coaching can transform teacher practice, school systems, and a student's learning.


I've received a number of emails asking for tools that coaches can use to observe teachers.


A 4-minute animated video on how the coaching process works.


To answer the question of how one becomes a coach, we must identify what kind of coach it is that we want to become and what kinds of coaches we need in our schools.


I'm not offering advice today, at least not to coaches. Coaches already know the answer to this question that's being asked by the Gates Foundation.


A coach who asked to remain anonymous sent this email to me last week: "This is my first year coaching after 15 years in the classroom and I had no idea that coaching was this hard."


A coach who wishes to remain anonymous emailed this question: I just took a position as an instructional coach at a large urban high school. I've never been a coach before and am new to this district. I'm excited about the work but am struggling with one aspect: many teachers have invited me to go out with them and socialize. They go out in big groups on the weekend and are good friends. I have heard that some of the outings get a little wild (and there's a lot of drinking). I'm uncomfortable with this. I don't think this is ...


I've received many emails related to coaching towards the Common Core State Standards (CCSS). I'm going to address some by responding to Leah's email in which she raises the challenge of coaching towards CCSS in a context of change and distrust. Please continue to email me with other coaching questions, related to CCSS or anything else! Hello Elena, I presently serve as a literacy coach in New York City. I am working at a school that has new leadership and a veteran staff. The staff has been left without direction for so long that they have developed poor habits regarding ...


Anyone ever felt like their coachees aren't making the kind of growth you want to see? Read this email from a coach in San Diego, CA. I've been a math coach for 2 years. This year I work in a high school (I've never taught or coached in high school) and I'm stumped. I'm seeing very little growth in the teachers I work with. One has made a few changes in her instruction. Another is still trying to get management down. And several haven't made any growth at all. Week after week I observe their classes and I see the ...


The opinions expressed in The Art of Coaching Teachers are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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