A new resource is available for those working with classroom teachers and school leaders. Written by Bob & Megan Tschannen-Moran, Evocative Coaching: Transforming Schools One Conversation at a Time (Jossey-Bass, 2010), incorporates the principles of Appreciative Inquiry into the process of one-on-one coaching for personal and professional development.
The Evocative Coaching model works with Story Listening, Expressing Empathy, Appreciative Inquiry, and Design Thinking to move educators beyond old ways of thinking, doing, and being. It inspires and invigorates educators with the passion for making schools better, one conversation at a time.
David Cooperrider had this to say about the book: “If you could choose only one inspiring and resource-filled book on coaching, what do you suppose it would be? For me the answer is right here. Evocative Coaching is a gem; it’s something that should be read by anyone involved in a helping profession—and that’s everyone!”
For more information about the book and the coach training program based upon the book, visit www.SchoolTransformation.com.
Reviewed 06/27/2009 by Rebecca Boudin
There are people out there who do not understand what the life of a teacher is like. They’re not difficult to find.
They’re the ones who think teachers have an easy job, one that pays far too much for only nine months of work out of the year.
They’re the ones who might not admit it, but really think our educators are nothing more than glorified babysitters.
Only those of us who have gotten a glimpse at a teacher’s life, either by doing or purposefully observing, truly understand how much work a teacher is expected to do.
There are lessons to plan, papers to grade, parents to meet, meetings to attend, classrooms to design and decorate, fights to settle, discipline to be determined, etc.
Contrary to popular belief, a teacher’s job does not end when the final bell rings.
Nancy Oelklaus is someone who understands all the stresses and strains of an educator. In her book, Alphabet Meditations for Teachers, she provides teachers with a way to refocus themselves and prepare for a new day in the classroom.
By personalizing instruction to match a child’s interests, strengths and learning styles, teachers find that students welcome more challenge and stretch their capacity to learn.
Prescriptive, remedial approaches to achievement are falling short.
Accountability for the truly educated mind in today’s knowledge-driven economy should first and foremost take account of high-end learning skills.
These are the learner-centered skills that grow young minds, promote genuine student engagement, and increase achievement.
Dr. Joseph Renzulli (Director, National Research Center for the Gifted and Talented. University of Connecticut . Co-founder of Renzulli Learning)