Kathy Provost works with a third-grade teacher to plan long-term and daily goals in a coaching cycle.
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Author
Kathy Provost is the Assistant Superintendent of Curriculum, Instruction, and Professional Learning in Hudson, Massachusetts.
After two years of coaching, Kathy Provost worried that her classroom sessions with teachers lacked purpose. She shares a notetaking form she developed to focus and extend the learning from these interactions.
A home renovation project gets Kathy Provost thinking about what's essential in coaching well.
Kathy Provost resists the role of evaluator as a literacy coach, but a classroom observation and the teacher's reaction makes her question this stance.
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