Differentiated Coaching: A Framework for Helping Teachers Change

Front Cover
Jane A. G. Kise
SAGE Publications, Feb 1, 2006 - Education - 252 pages
3 Reviews
`Jane Kise's Differentiated Coaching aligns with the fundamental belief of coaching in the other person's ability to generate solutions and continuously improve and grow. In our world of fast change and results which often minimizes relationships and produces little change, this book illuminates the importance of intentionally knowing and caring about those we (coach)' - Kathryn Kee, Leadership Coach & Consultant, Coaching School Results, Inc., Past President, National Staff Development Council

`This is an outstanding book which has the potential to help educators make significant positive changes in staff development and teaching. I now have an understanding of why specific behaviors are observed during staff development and why it often does not promote real change. This book is a 'must read' for all educators who want to successfully help others in their schools improve their practices' - Charles F. Adamchik, Jr., Corporate Director of Curriculum, Learning Sciences International

Change is hard work, even when we are convinced it's worth the effort. Teachers are expected to change without clear explanations or evidence of how the changes will benefit them or their students. Meaningful change is most likely to occur when teachers' beliefs, feelings, and personality are taken into consideration.

Differentiated Coaching applies the latest research and theory of personality type, multiple intelligences, experiential learning models, and mind styles models to create a differentiated approach for staff development. This innovative resource touches on six key elements:

o A common framework for unbiased reflection on education

o Teachers' strengths and beliefs about teaching and learning

o Information and evidence that can influence those beliefs

o The needs of the teacher during change

o The relationship of what is being learned to the problem the teacher wants to solve in the classroom

o The value of creating an environment for deep, reflective collaboration among teachers

When teachers understand how their strengths and beliefs may lock them into practices that limit freedom to help students succeed, they can begin to entertain fresh possibilities and stay open to new avenues for professional growth.

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This book takes the traditional language about helping teachers change and transforms it into practical how-to language. By knowing my own strengths and having language identify others' strengths, I am able to meet their needs during change far more effectively than I could without that knowledge. Practical, straight forward, and full of dog-eared pages so I can find them easily, this has become an indispensable part of my library. 

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About the author (2006)

Jane A. G. Kise, Ed. D., is an educational consultant, specializing in teambuilding, coaching, and professional development. She is also the author or coauthor of over 20 books, including Differentiated Coaching: A Framework for Helping Teachers Change; Differentiated School Leadership: Effective Collaboration, Communication and Change Through Personality Type; Intentional Leadership; and LifeKeys: Discover Who You are. She holds an MBA in finance from the Carlson School of Management and a doctorate in Educational Leadership from the University of St. Thomas, both in Minnesota. Kise has worked with diverse organizations across the United States and in Saudi Arabia, Europe, Australia and New Zealand. Her clients include Minneapolis Public Schools and various public and private schools, The Bush Foundation, NASA, Twin Cities Public Television, and numerous other institutions. She is a frequent workshop speaker and has presented at Learning Forward, ASCD, NCTM, NCSM, World Futures, and Association for Psychological Type International (APTi) conferences, including keynoting in Paris, Berlin, Sydney and Auckland. Kise’s research on coaching teachers for change received several awards. Her research on patterns in Jungian type and how students approach mathematics became a TEDx talk. She is a faculty member of the Center for Applications of Psychological Type and a past president of APTi. 

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