What People Say
We’ve been inspired over the years with the results this coaching approach has produced.
This teacher’s comment sums up countless other feedback:
After 23 years in teaching…finally, there’s a program that allows us to master how to teach by providing hands-on, repeated practice. It has really changed the way I teach. COACHING WHAT WORKS is my favorite professional development ever.
– Nan A., 4th
This administrator’s remark similarly sums up what we hear from leadership:
COACHING WHAT WORKS is the most exciting professional development I’ve witnessed in 25 years in education.
– John L., Middle school principal
What Administrators, Teachers, Coaches, Trainers, Consultants and Researchers Say:
COACHING WHAT WORKS is the missing piece–generic content both coaches and teachers can really use...This is what effective teaching looks like. When you are in the chaos of the classroom, use this!
– Jan H., Author/ConsultantThis is the [professional development] missing link...for new and existing teachers alike.
– Karla C., District Curriculum CoordinatorThis is exactly what teachers need.
– Linda Y., Resource Specialist/TrainerELLs made huge, one year gains-– API jumped from -21 to +18.
– Kathy D., Curriculum & Instruction, DirectorTeachers are handed a lot of What To Teach in the form of new curriculum, standards, frameworks, even scripting, in an effort to increase educational outcomes. What they aren't given is How To Teach: CWW is the How To Teach.
– Pat R., Educational Publisher RepresentativeIt works! And it works just as well with struggling students.
– Irene H., Middle schoolThis should be a gift to every newly hired teacher from their district/county.
- Leslie P-S., CA Commission on Teacher Credentialing, Chair (ret.)Every teacher should know this.
– Most participantsThe biggest surprise about classroom coaching is that not everyone is doing it.
– Paula P., PrincipalThere is a shockingly obvious, positive difference in CWW classrooms.
– Reading First ObserversFANTASTIC tools!
- Sandy E., 2ndWhat teachers are not handed is a practical How To Teach...CWW is truly the How To piece for teachers.
– Pat R., Educational Publisher RepresentativeThis needs to be district policy. Every school needs to be able to have this approach to student learning and to teacher learning.
- Kathy F., Coach/InstructorAmazing set of highly practical tools to help school teams focus on the essential basics of improved instruction. Tied to the meta-analyses of John Hattie (Visible Learning), Archer's Explicit Instruction and related syntheses, CWW focuses in like a laser beam on the core of improving instruction/student achievement; classroom management, engaging students, effectively presenting lessons.
– Kevin F., ConsultantCOACHING WHAT WORKS-I agree with all of it.
– Linda P., Unified Educators of San Francisco, Vice-President (ret.)A break-the-mold strategy for getting at the heart of instructional improvement. It requires time, trust and commitment, and the payoff is huge--building a culture of ongoing, embedded staff development.
– Priscilla H., DAIT Lead, Alameda County Office of EducationCWW is research-based methodologies put in a practical format so that teachers can practice them every day in their classrooms...the behaviors, the attitudes that go into good teaching, really reaching their students.
– Pat R., Educational Publisher RepresentativeThis system teaches quickly and all in one place what took me years to figure out on my own. CWW is the real deal.
– Joanne F., InstructorLove the format! Love the writing! Wish I could write like this to teachers.
– John H., ResearcherKids’ passing scores jumped from 50% to 90%.
– April C., KThis is coaching at its best and the most direct, valuable assistance from the county office of education I've ever received.
– Linda B., 4thThe work we did together was by far the most significant in terms of my work as a coach.
– Kathy F., Coach / InstructorThis SOOO works!
– Sue B., 4thCWW is truly the thing that gets at the heart of the art of teaching.
– Pat R., Educational Publisher RepresentativeAwesome collection of pearls of wisdom-I'll be putting many of them to use starting next Monday.
- Maureen J., Adult ESL InstructorAll that I trained over time with way too many words and mixed up into so many different things, you have succinctly pulled together, organized and presented in such an efficient structure/design! Wow.
– Jane K., ConsultantVery coherent model, very consistent with research-based "best practices", explicit instruction, vocabulary/academic language .
– Kevin F., Consultant…Transformed my teaching and my career.
– Tina K., Middle schoolThis could make a really big difference if we could get this into schools.
– Laurie S., CoachTEACHER CHECKLISTS are simply and succinctly worded ~~ easy to use, easy to remember, guaranteeing success in the classroom.
– Sylvia C., Teacher/ ColumnistCarefully crafted content maintains the integrity of direct instruction and good teaching.
– Doug C., ResearcherI wish I'd had this when I was teaching.
– Dru S., (ret.)This (the "I do it, We do it, Y'all do it, You do it" flow of teaching), of course, goes back thousands of years - apprenticeship, mentoring, guidance...
– Kevin F., ConsultantGive this a Thumbs Up! Very profound and yet common sense at the same time.
– Ally O., Resource SpecialistCOACHING WHAT WORKS should be required professional development for every teacher in the district.
– Most participants…Transformed my teaching and I didn’t think I needed it.
– Gail P., 4-5 GATEStudents achieve mostly A’s & B’s now and I am enjoying teaching again.
– Irene H., Middle school. . .Given me renewed interest in my job and these students.
– Marie C., 2ndStudents are enthusiastically engaged, not stressed and burnt out, feeling like failures.
– Kirsten M., Middle schoolTeachers seem to need explicit modeling as much as the students do.
– Jennifer M., Resource SpecialistI am a totally different teacher now.
– Kirsten M., Middle schoolStudents are happier, they have more friends, less arguments and less fighting.
– Many teachersWorking with my peers is so rewarding.
– EveryoneAll teachers ask for and rarely get to see models of what is trained in typical workshops. More than anything else, teachers want to see what it looks like.
– Kim L., CoachConversation in the teachers’ lounge has changed. Not only are we seeing results in the coaching teams, but there is a spillover effect. Faculty not yet on a peer coaching team are trying strategies too.
– John J-P., Curriculum & Instruction, County DirectorTeachers can relate to real teachers in real settings with full classes of students. They can see what trained teachers who have "buy-in" can accomplish.
– Katia J., 3rdIt works. Teachers must see active student engagement in action because it is not being used in most schools. Teachers have to see how effective vocabulary instruction can be when students actually know what words mean.
– Nissa L., 5thGo slow to go fast: take time to install research so you can accelerate instruction.
– Laurie M., PrincipalI wish I'd been taught this way. I had to wait until graduate school to talk with other students.
--Rich J., Business StrategistIf teachers aren't doing this, then what are they doing?
--Phillips W., Grandparent
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