If you are an instructional coach, joining your school’s professional learning community (PLC) of teachers can be somewhat daunting. When I joined a teacher PLC this year, I worried that many in the group saw me as an evaluator. Perhaps they thought I was there to catch them slipping up—I’d heard through our school’s grapevine that the group was anxious to make a good impression. I hated the uncomfortable effect my presence had on the group even before our first meeting. I wanted them to know that I had their backs.
Dopson-Penn, D. (2019, March 14). When the Coach Is Also on the Team. Retrieved March 20, 2019.
- Posted: May 22, 2019
Home » Best Practices » Dopson-Penn, D. (2019, March 14). When the Coach Is Also on the Team. Retrieved March 20, 2019.
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- Why Poverty Matters
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- 23 – Infuse the Arts
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead