Differentiate your coaching practice to meet the needs of every teacher! Jane Kise takes you on a journey into differentiated coaching with a strength-based framework for understanding, appreciating, and working with people who may think differently from you. Through an online self-assessment tool, you will discover how your strengths and beliefs influence your coaching practice. Through examples, case studies, and reflection exercises, you will understand how to: • Tailor your coaching practices to meet the needs of each educator • Increase teacher willingness to implement new skills in their classrooms • Anticipate patterns of resistance and adjust both the content and delivery of professional development

What Problems Do Teachers Want to Solve?

What Problems Do Teachers Want to Solve?

Step 3 of the Differentiated Coaching Cycle

Set coaching cycle goals based on the problems the teacher wishes to solve and data-based goals that reflect school priorities

Why? To activate three key motivation sources: allowing for teacher autonomy, the promise of mastery, and a clear purpose (Pink, 2009)

Recall from Chapter 1 how Hannah’s receptivity to coaching increased once we tied the school discourse initiative to her own concerns about her first-hour class? Focusing on problems teachers need to solve takes into account recent research on motivation, effectiveness, and productivity.

In Drive, Daniel Pink (2009) identifies the factors that truly motivate us: autonomy, mastery, and purpose. Think for a moment about how you can address ...

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