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Gretchen Taylor finds teachers are particularly insecure about their ability to lead word study with children. So she begins a professional development session by helping them see how capable they are.
Gretchen Taylor finds that these kids and everyone are key words to focus on in coaching, because they can signify sweeping assumptions in lieu of a close look at individual behaviors.
Gretchen Taylor helps middle school teachers rethink their instruction by considering areas of the classroom as “zones” for learning, and redesigning them accordingly.
Signature moves are developed over years, not days. Gretchen Taylor explains how they can define literacy leaders in positive and negative ways.
Gretchen Taylor reflects upon a poor relationship she develops with an instructor, and how the narratives we construct can inhibit our professional interactions with colleagues.
Gretchen Taylor considers the role of reflection in learning after demonstration lessons, with specific examples from her work with a teacher.
Gretchen Taylor finds that many of us are more opinionated than ever, but literacy coaches will never find a home in classrooms without suspending judgment.
Gretchen Taylor finds that her coaching cycles are much more rewarding for everyone when goals and roles are defined at the start of the process.
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