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Jon Orech

Jon Orech's Public Library

  • Initially, we suggest you focus your PD around critical thinking. Have your teachers work collaboratively on their critical thinking strategies. Imagine how this might improve rigor of the district's thinking and learning on a grand scale. Imagine how well this would prepare your students for the Common Core Standards.
    • Does your PD challenge your educators to:  
      • Think critically and reflect deeply on their practice? 
      • Communicate and collaborate effectively? 
      • Bring innovative and creative practices to their classrooms?

  • A coach is often uniquely positioned to see the big picture -- the way in which people are working, the impact they're having, the needs of students, teachers and administrators. If they have the skills, coaches can help others see these big pictures and work towards systemic changes. They can support the process of gathering data, information and resources so that changes can be effective.

  • Having a sure instinct for dramatic form, Mr. Miller goes bluntly to essential situations. John Proctor and his wife, farm people, are the central characters or the play. At first the idea that Goodie Proctor is a witch is only an absurd rumor. But "The Crucible" carries the Proctors through the whole ordeal - first vague su
  • cenes between John Proctor and his wife. By the standards of "Death of a Salesman," there is too much excitement an not enough emotion in "The Crucible."

  • Technology coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership and are continuously deepening their knowledg

  • the importance of being supportive.
  • uccessful coaches realize that routinely taking on the role of the expert with the answers is the wrong path to-ward collaboration and capacity building. As Anna Walter, a peer coach in Edmonds, Wash., observes, “If you want teachers to take ownership for learning, the coach can’t be the expert” (A. Walter, personal communication, Septem
  • onal communication, September 13, 2011). Many coaches I have interviewed agree with Dublin’s ap-proach because they believe that the primary responsibility for learning rests on the shoulders of those learning and relying on inquiry is a powerful method to reach that goal. Assuring that the learner is taking responsibility for learning is a key strategy coaches use to help their peers develop the capacity to improve their teaching practices. In other words, the coach’s role is to facilitate learning

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