Description
Book SynopsisThis book makes unique contributions to the field of practice and understanding of coaching (instructional and peer coaching) as forms of job-embedded learning, most especially for teachers in the beginning years in the profession.
Trade ReviewThe Job-Embedded Nature of Coaching: Lessons and Insights for School Leaders at All Levels presents a much-needed, inside look at the growth practice of coaching—and how to create conditions that support effective coaching for teachers, principals, assistant principals, and leaders across all levels. A promising roadmap for coaching within and beyond classrooms and the schoolhouse, the book deepens our understanding of effective and emerging programs and contributes importantly to current coaching conversations about how to support instructional and internal capacity building. Chock full of wise insights, practical strategies, and case studies which bring principles and practices to life, this treasure chest of a book is a must read—and a must buy! -- Ellie Drago-Severson, professor of educational leadership and adult learning, Teachers College, Columbia University
Sally Zepeda and her colleagues provide valuable insights that have immediate application for job-embedded learning and coaching in both rural and urban settings. This is a must have book for leaders who are developing collaborative professional learning communities on their campuses. -- Beverly J. Irby, professor and associate dean, Academic Affairs, Marilyn Kent Byrne Endowed Chair for Student Success, Texas A&M University
This book brings forth a realistic vision for coaching as a job-embedded support for all teachers. The case studies provide a launching off point for current and emerging school leaders to analyze and refine their own work to support teachers. The value for relationships built through collaborative efforts to increase student achievement is prevalent across the chapters. The emphasis on job-embedded professional development to build teacher efficacy reinforces the need for collaborative professional environments in schools. Dr. Zepeda's point is well-made, "School leaders should make learning relevant for teachers, align content appropriate to their needs, and facilitate collaboration." -- Gary Davison, PhD, principal, Lambert High School, Forsyth County Schools
I see the potential of The Job-Embedded Nature of Coaching: Lessons and Insights for School Leaders at All Levels impacting my current practice. The book drives home the importance of the role of instructional coaching in the professional development of teachers, especially novice ones. The research and practices forwarded in this book are precisely what needs to take place in schools to move the needle on student achievement -- Dr. Stephen D. Bournés, chief academic officer, Montgomery Public Schools, Montgomery, Alabama
In her persistent and thoughtful way, Dr. Zepeda has seamlessly brought research and practice together to describe, analyze, and develop ideas around coaching for successful teaching and leading. Her work is characteristically informed from research experts who happen also to be doing the real work of schooling every day. It is the capacity for having one foot in the research literature and one foot in the practice of teaching and leading, that we find a refreshing and somewhat unique approach to developing teachers and leaders. Dr. Zepeda has managed never to lose her bearing when it comes to writing in authentic and impactful ways. Her cadre of writers, experts from the field who have done their own independent research, reflect that grounded approach and as a consequence, the reader enjoys a thoughtful, relevant, and meaningful narrative. There is also a special quality to this writing that reflects Dr. Zepeda’s world view, I suspect. When we read her work, and the work of her collaborators, we come away with this idea, an audacious assumption, that we all have the capacity for remarkable work and if we are reflective, careful, and engaged, then our children will act similarly. Imagine that: a school culture where leaders, teachers, and students are reflective, caring, and engaged. Dr. Zepeda offers us a way to be such a place. -- Zach Kelehear, Dean of the College of Education and Vice President for Instruction and Innovation, Augusta University
Another grand-slam, home-run for Dr. Sally Zepeda! This amazing book is a much needed “wake up” call and guide to coaching, especially considering the high attrition rate for new teachers. Administrators, teacher leaders, professional development directors, and anyone working with new teachers and coaching have long anticipated the clear, concise presentation of practical ideas and strategies. Numerous strategies, focused on the conservation and belongingness needed to retain and develop novice teachers, are illuminated in this body of work. The insights and direction provided by the authors are timely and highly applicable to any setting. This book is a valuable reference and a must-read for anyone involved in coaching. -- Lauren D. Rentfro, Associate Professor & Program Director Secondary, Middle Level, & Foreign Language Education, Lewis University College of Education
Table of ContentsSeries Page Series Intro Volume Introduction Preface Acknowledgements Introduction Chapter 1: Coaching in the Context of Job-Embedded Professional Learning Sally J. Zepeda Chapter 2: Staying Awake at Work: Novice Teachers and the Power of the Coaching Conversation Lakesha Robinson Goff Chapter 3: Instructional Coaches’ Perspectives: Successes and Challenges Experienced while Working with Teachers Angela K. Rainwater Chapter 4: Meaningful Job Embedded Professional Learning for Beginning Teachers Susan Hare Bolen Chapter 5: Lessons about Job-embedded Coaching Sally J. Zepeda About the Editor Chapter Author Biographies
