Get Better Faster 2.0 (eBook)
695 Seiten
Jossey-Bass (Verlag)
9781394300174 (ISBN)
Lese- und Medienproben
Coaching strategies and resources that will give new teachers a head start toward a successful first year-and a great teaching career
Over the past 20 years, more new teachers than ever have entered the teaching profession. These educators are eager to do the best they can with the students they have and the resources they have been given, but most will struggle to find their footing. And with the average new teacher receiving only 1 or 2 observations a year, many early career teachers exit the profession without reaching their full potential.
In Get Better Faster 2.0: A 90-Day Coaching for Coaching Teachers, Paul Bambrick-Santoyo shares a practical guide to new teacher development inspired by over two decades of working alongside highly effective school leaders. These instructional leaders are skilled at developing new educators, and Bambrick-Santoyo has organized their best practices into a comprehensive, actionable guide to coaching that keeps teacher growth-and student learning-top of mind.
Get Better Faster 2.0 is divided into a 90-day plan and can be used to coach any teacher at any stage of their career. Teaching skills are broken down by priority into concrete, practice-able actions that principals and instructional coaches can layer as teachers reach mastery.
The book contains a wealth of resources to streamline and empower a school leader's work. Here are just a few:
- Principles of Coaching: Learn from fellow principals how to do the following: use bite-sized feedback, facilitate in-meeting practice, and give frequent feedback to supercharge teacher development.
- Coaching Blueprints: Leverage existing tools to cultivate continuous teacher growth. Reshape your Professional Development plan, observations and feedback meetings, and weekly data meetings to build strong teachers.
- Get Better Faster Sequence of Action Steps: Pinpoint what is most important for teacher development with this sequential, four-phase guide to rigorous instruction and strong class culture.
These tools, along with coaching videos, the Get Better Faster 2.0 Coaching Guide, insights from school leaders, and a suite of print-ready materials, prepare school leaders to take new and experienced teachers to the next level.
Paul Bambrick-Santoyo is the Chief Schools Officer for Uncommon Schools and the Founder and Dean of the Leverage Leadership Institute. He is author of multiple books, including Leverage Leadership 2.0, Driven by Data 2.0, Love and Literacy, and Make History. Bambrick-Santoyo has trained over 40,000 school leaders worldwide in instructional leadership.
Coaching strategies and resources that will give new teachers a head start toward a successful first year and a great teaching career Over the past 20 years, more new teachers than ever have entered the teaching profession. These educators are eager to do the best they can with the students they have and the resources they have been given, but most will struggle to find their footing. And with the average new teacher receiving only 1 or 2 observations a year, many early career teachers exit the profession without reaching their full potential. In Get Better Faster 2.0: A 90-Day Coaching for Coaching Teachers, Paul Bambrick-Santoyo shares a practical guide to new teacher development inspired by over two decades of working alongside highly effective school leaders. These instructional leaders are skilled at developing new educators, and Bambrick-Santoyo has organized their best practices into a comprehensive, actionable guide to coaching that keeps teacher growth and student learning top of mind. Get Better Faster 2.0 is divided into a 90-day plan and can be used to coach any teacher at any stage of their career. Teaching skills are broken down by priority into concrete, practice-able actions that principals and instructional coaches can layer as teachers reach mastery. The book contains a wealth of resources to streamline and empower a school leader's work. Here are just a few: Principles of Coaching: Learn from fellow principals how to do the following: use bite-sized feedback, facilitate in-meeting practice, and give frequent feedback to supercharge teacher development. Coaching Blueprints: Leverage existing tools to cultivate continuous teacher growth. Reshape your Professional Development plan, observations and feedback meetings, and weekly data meetings to build strong teachers. Get Better Faster Sequence of Action Steps: Pinpoint what is most important for teacher development with this sequential, four-phase guide to rigorous instruction and strong class culture. These tools, along with coaching videos, the Get Better Faster 2.0 Coaching Guide, insights from school leaders, and a suite of print-ready materials, prepare school leaders to take new and experienced teachers to the next level.
Online Content
Note: Online content will be posted at https://www.wiley.com/go/getbetterfaster2. The password for the online content is moment.
PRINT-READY MATERIALS
These online resources are ready for you to print and use in your classroom:
| Resource | Description |
|---|
| Get Better Faster Scope and Sequence of Action Steps | A printable version of the sequence of all the action steps in one document. Ideal for carrying around with you when observing classes and trying to identify the highest leverage action step. |
| Get Better Faster Coach's Guide | The all-in summary document of the entire book: each action step with proven coaching resources for live models, scenarios for practice, and cues for real-time feedback. This is the best guide to have by your side when planning feedback meetings with teachers. |
| Leader Resources to accompany Coach's Guide | Latest version of guides to accompany the coaching principles/tips throughout the book:
|
| Teaching Resources to accompany coaching of specific skills | Useful materials for teachers to accompany the coaching of specific skills in the Get Better Faster sequence:
|
VIDEOS
Here is an overview of the video clips available as part of the online content for your quick reference (you can click on the QR code next to each video or find them online at https://www.wiley.com/go/getbetterfaster2).
Introduction
| Clip | Teacher Action Step | Key Leadership Move | Description |
|---|
| 1 | What to Do Directions | Do It | “Once you say, ‘Eyes on me,’ look for it.” Jaz Grant coaches his teacher to scan for observable behaviors. |
Principle of Coaching #1: Make It Bite-Sized
| Clip | Teacher Action Step | Key Leadership Move | Description |
|---|
| 2 | What to Do Directions | See It | “As I model What to Do directions, I want you to take note of two things… .” Erica Lim models a new skill before asking teachers to practice. |
Principle of Coaching #2: Practice What You Value
| Clip | Teacher Action Step | Key Leadership Move | Description |
|---|
| 3 | Academic Monitoring—Pen in Hand | Do It | “You gave the monitoring codes. Now make sure students know what you're looking for in that first lap.” Trennis Harvey coaches his elementary school teacher as she practices giving in-the-moment feedback to students. |
| 4 | Academic Monitoring—Gather Data | Do It | “Let's do two rounds of practice. In the first one, students miss the moment in the text.” Na'Jee Carter plays the role of student to help his elementary school teacher refine her feedback. |
Principle of Coaching #3: Give Feedback Frequently
| Clip | Teacher Action Step | Key Leadership Move | Description |
|---|
| 5 | Stretch It— Sophisticate | Real-Time Feedback | “Can I ask a question? Does that show progress over time?” Art Worrell asks his teacher's students an important critical thinking question at the end of a social studies discussion; then, the two debrief. |
| 3 | Academic Monitoring—Pen in Hand | Do It | “You gave the monitoring codes. Now make sure students know what you're looking for in that first lap.” Trennis Harvey coaches his elementary school teacher as she practices giving in-the-moment feedback to students. |
| 6 | Academic Monitoring —Gather Data | Real-Time Feedback | (Silent signal to start writing) Ashley Martin uses nonverbal signs to guide her teacher to get students writing. |
| 7 | Guide Discourse—Stamp Understanding | Real-Time Feedback | “What question are you going to ask students to get them to close the gap?” Taro Shigenobu pushes the rigor of his science teacher's questioning during an observation. |
| 8 | Academic Monitoring—Gather Data | Real-Time Feedback | “Why did I stop the class and address the students?” Ashley Martin debriefs with her math teacher after she pauses independent work time to address a trending error. |
Phase 1: Pre-Teaching (Summer PD)
| Clip | Teacher Action Step | Key Leadership Move | Description |
|---|
| 9 | Routines and Procedures 101—Practice the Rollout | Do It | “What feedback would you give?” Kelly Dowling has new and returning high school staff practice the morning arrival routine. |
| 2 | What to Do Directions | See It | “As I model What to Do directions, I want you to take note of two things… .” Erica Lim models a new skill before asking teachers to practice. |
| 10 | Narrate the Positive | Do It | “First, script out academic narration you could use in your lesson. Then we'll jump into practice.” Annie Murphy and Ben Carman-Brown hold a morning practice clinic to improve teacher actions. |
| 11 | Routines and Procedures 101—Practice the Rollout | See It | “What did you notice about how [the teacher] intervened in that whole school moment?” Kelly Dowling models the morning arrival routine for staff. |
| 12 | Routines and Procedures 101—Practice the Rollout | Do It | “Try rephrasing one of the things you want Daniel to do in the affirmative.” Amy Gile and senior leaders give feedback as teachers practice recess routines. |
| 13 | Routines and Procedures 101— Practice the Rollout | Teaching Clip | “Put your homework in your folder and then write it in your agenda.” Brittany Hollis practices the end-of-class agenda routine with students. Elirah Rice checks agendas as she monitors work. |
| 14 | Confident Presence | Do It | “I want you to square up and speak louder.” Lisa Hill coaches a new teacher on his class entry routine. |
| 15 | Develop Understanding of Content—Analyze End Goals | See It | “To finetune the rigor of the standard, let's look at how it's assessed on the state exam.” Na'Jee Carter works with his math teacher to identify the essential concepts that students need to know to demonstrate mastery of an upcoming standard. |
| 16 | Develop Understanding of Content—Internalize Unit Plans | See It | “When you were thinking about the big idea of the text, you focused on the ending. What did I do differently?” Na'Jee Carter coaches his teacher's ability to identify the central message in a text. |
| 17 | Develop Understanding of Content—Internalize Unit Plans | See It | “When you look at the arc of this unit, why is this lesson so important for students?” Katie Abrams works with her math teacher to identify the major skills and ideas that students need to be successful in the unit. |
| 18 | Develop Understanding of Content—Internalize Unit Plans | See It | “What is the historical pattern happening here?” Jesse Corburn and his history teacher unpack the conceptual takeaways of an upcoming lesson. |
| 19 | Internalize Existing Lesson Plans—ID Key Tasks | See It | “What makes the big ideas difficult when considering the complexity of the text?” Kelly Dowling and her literacy teacher identify the most productive struggle within a section of a novel. |
| 20 | Develop Effective Lesson Plans | Do It | “So, the first question is: modeling or guided discourse?” Chi Tchsang works with a grade... |
| Erscheint lt. Verlag | 21.4.2025 |
|---|---|
| Sprache | englisch |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| Schlagworte | coaching plan • coaching teachers • Early Career teacher • Feedback • first-year teacher • Instructional coach • instructional leader • mentoring teachers • New Teacher • new teacher PD • new teacher skills • Observation • professional development • Teacher mentoring |
| ISBN-13 | 9781394300174 / 9781394300174 |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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