Student-Centered Coaching: The Moves
Purchase
Description
Ensure that instructional coaching impacts teacher AND student learning
The impact of the first edition of Student-Centered Coaching: The Moves is clear. Thousands of coaches and leaders have used this resource to learn what it looks like to implement Student-Centered Coaching as their framework for instructional coaching. In this new edition, Sweeney and Harris expand on the strategies that were shared in the first edition to ensure that K-12 instructional coaches are prepared to thrive.
Student-Centered Coaching is a robust and evidence-based coaching model. It moves away from coaching centered around what teachers are or are not doing and instead focuses on partnering with teachers to design instruction that targets student outcomes. Whether you are new to Student-Centered Coaching or are looking to sharpen your existing skills, you'll be supported by the fresh ideas that are shared in this book.
Readers will find:
- An expansive look into each of the core practices for Student-Centered Coaching
- Five brand new chapters focusing on using partnership agreements to launch coaching cycles, moves for co-planning and co-teaching, tips for building partnerships with the principal, and how to take an asset-based stance to coaching
- 13 new videos plus original clips that capture the work in action
- User friendly “moves” that are tailored for elementary, middle, and high school coaches
- Coaching tools such as logs and planners that can be used to stay on track with coaching conversations
Building confidence in coaching begins with having a clear vision for what it looks like in practice. Student-Centered Coaching: The Moves paints that picture for anyone who is interested in ensuring that coaching reaches the desired impact on both student and teacher learning.
Contents
ACKNOWLEDGMENTS
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
ABOUT THE AUTHORS
INTRODUCTION
- WHY STUDENT-CENTERED COACHING MATTERS
- HOW STUDENT-CENTERED COACHING COMPARES WITH OTHER COACHING MODELS
- OUR COACHING BELIEFS
- STUDENT-CENTERED COACHING IS DRIVEN BY STUDENT EVIDENCE
- CORE PRACTICES FOR STUDENT-CENTERED COACHING
- MOVING FORWARD
CHAPTER 1: PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
- THE MOVE—PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
- WHY PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES IS IMPORTANT
- WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
- WHAT PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES LOOKS LIKE
- THINGS TO CONSIDER WHEN PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 2: SETTING GOALS FOR COACHING CYCLES
- THE MOVE—SETTING GOALS FOR COACHING CYCLES
- WHY SETTING GOALS FOR COACHING CYCLES IS IMPORTANT
- WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
- THINGS TO CONSIDER WHEN SETTING GOALS FOR COACHING CYCLES ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 3: DEVELOPING AND USING LEARNING TARGETS
- THE MOVE—DEVELOPING AND USING LEARNING TARGETS
- WHY DEVELOPING AND USING LEARNING TARGETS IS IMPORTANT
- WHAT DEVELOPING AND USING LEARNING TARGETS LOOKS LIKE
- THINGS TO CONSIDER WHEN DEVELOPING AND USING LEARNING TARGETS ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 4: CO-PLANNING WITH STUDENT EVIDENCE
- THE MOVE—CO-PLANNING WITH STUDENT EVIDENCE
- WHY CO-PLANNING WITH STUDENT EVIDENCE IS IMPORTANT
- WHAT CO-PLANNING WITH STUDENT EVIDENCE LOOKS LIKE
- THINGS TO CONSIDER WHEN CO-PLANNING WITH STUDENT EVIDENCE ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 5: CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
- THE MOVE—CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
- WHY CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES IS IMPORTANT
- WHAT CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES LOOKS LIKE
- THINGS TO CONSIDER WHEN CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 6: MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
- THE MOVE—MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
- WHY MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING IS IMPORTANT
- WHAT MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING LOOKS LIKE
- THINGS TO CONSIDER FOR MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 7: PARTNERING WITH THE PRINCIPAL
- THE MOVE—PARTNERING WITH THE PRINCIPAL
- WHY PARTNERING WITH THE PRINCIPAL IS IMPORTANT
- WHAT PARTNERING WITH THE PRINCIPAL LOOKS LIKE
- THINGS TO CONSIDER WHEN PARTNERING WITH THE PRINCIPAL ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 8: TAKING AN ASSET-BASED APPROACH TO COACHING
- THE MOVE—TAKING AN ASSET-BASED APPROACH TO COACHING
- WHY TAKING AN ASSET-BASED APPROACH TO COACHING IS IMPORTANT
- WHAT TAKING AN ASSET-BASED APPROACH TO COACHING LOOKS LIKE
- THINGS TO CONSIDER WHEN TAKING AN ASSET-BASED APPROACH TO COACHING ACROSS LEVELS
- TOOLS AND TECHNIQUES
CLOSING
CLOSING
APPENDIX
- RESOURCE A - SCENARIOS
- RESOURCE B - RESULTS-BASED COACHING TOOL
- RESOURCE C - COACHING LOGS ALIGNED WITH THE RESULTS-BASED COACHING TOOL
- RESOURCE D - PLANNING TOOLS
- RESOURCE E - AGREEMENTS AND PROTOCOLS
REFERENCES
REFERENCES
INDEX
INDEX
Resources
Companion Website
https://companion.corwin.com/courses/themoves2eAdditional materials
Description
Ensure that instructional coaching impacts teacher AND student learning
The impact of the first edition of Student-Centered Coaching: The Moves is clear. Thousands of coaches and leaders have used this resource to learn what it looks like to implement Student-Centered Coaching as their framework for instructional coaching. In this new edition, Sweeney and Harris expand on the strategies that were shared in the first edition to ensure that K-12 instructional coaches are prepared to thrive.
Student-Centered Coaching is a robust and evidence-based coaching model. It moves away from coaching centered around what teachers are or are not doing and instead focuses on partnering with teachers to design instruction that targets student outcomes. Whether you are new to Student-Centered Coaching or are looking to sharpen your existing skills, you'll be supported by the fresh ideas that are shared in this book.
Readers will find:
- An expansive look into each of the core practices for Student-Centered Coaching
- Five brand new chapters focusing on using partnership agreements to launch coaching cycles, moves for co-planning and co-teaching, tips for building partnerships with the principal, and how to take an asset-based stance to coaching
- 13 new videos plus original clips that capture the work in action
- User friendly “moves” that are tailored for elementary, middle, and high school coaches
- Coaching tools such as logs and planners that can be used to stay on track with coaching conversations
Building confidence in coaching begins with having a clear vision for what it looks like in practice. Student-Centered Coaching: The Moves paints that picture for anyone who is interested in ensuring that coaching reaches the desired impact on both student and teacher learning.
Contents
ACKNOWLEDGMENTS
ACKNOWLEDGMENTS
ABOUT THE AUTHORS
ABOUT THE AUTHORS
INTRODUCTION
- WHY STUDENT-CENTERED COACHING MATTERS
- HOW STUDENT-CENTERED COACHING COMPARES WITH OTHER COACHING MODELS
- OUR COACHING BELIEFS
- STUDENT-CENTERED COACHING IS DRIVEN BY STUDENT EVIDENCE
- CORE PRACTICES FOR STUDENT-CENTERED COACHING
- MOVING FORWARD
CHAPTER 1: PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
- THE MOVE—PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
- WHY PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES IS IMPORTANT
- WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
- WHAT PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES LOOKS LIKE
- THINGS TO CONSIDER WHEN PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 2: SETTING GOALS FOR COACHING CYCLES
- THE MOVE—SETTING GOALS FOR COACHING CYCLES
- WHY SETTING GOALS FOR COACHING CYCLES IS IMPORTANT
- WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
- THINGS TO CONSIDER WHEN SETTING GOALS FOR COACHING CYCLES ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 3: DEVELOPING AND USING LEARNING TARGETS
- THE MOVE—DEVELOPING AND USING LEARNING TARGETS
- WHY DEVELOPING AND USING LEARNING TARGETS IS IMPORTANT
- WHAT DEVELOPING AND USING LEARNING TARGETS LOOKS LIKE
- THINGS TO CONSIDER WHEN DEVELOPING AND USING LEARNING TARGETS ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 4: CO-PLANNING WITH STUDENT EVIDENCE
- THE MOVE—CO-PLANNING WITH STUDENT EVIDENCE
- WHY CO-PLANNING WITH STUDENT EVIDENCE IS IMPORTANT
- WHAT CO-PLANNING WITH STUDENT EVIDENCE LOOKS LIKE
- THINGS TO CONSIDER WHEN CO-PLANNING WITH STUDENT EVIDENCE ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 5: CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
- THE MOVE—CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
- WHY CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES IS IMPORTANT
- WHAT CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES LOOKS LIKE
- THINGS TO CONSIDER WHEN CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 6: MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
- THE MOVE—MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
- WHY MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING IS IMPORTANT
- WHAT MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING LOOKS LIKE
- THINGS TO CONSIDER FOR MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 7: PARTNERING WITH THE PRINCIPAL
- THE MOVE—PARTNERING WITH THE PRINCIPAL
- WHY PARTNERING WITH THE PRINCIPAL IS IMPORTANT
- WHAT PARTNERING WITH THE PRINCIPAL LOOKS LIKE
- THINGS TO CONSIDER WHEN PARTNERING WITH THE PRINCIPAL ACROSS LEVELS
- TOOLS AND TECHNIQUES
CHAPTER 8: TAKING AN ASSET-BASED APPROACH TO COACHING
- THE MOVE—TAKING AN ASSET-BASED APPROACH TO COACHING
- WHY TAKING AN ASSET-BASED APPROACH TO COACHING IS IMPORTANT
- WHAT TAKING AN ASSET-BASED APPROACH TO COACHING LOOKS LIKE
- THINGS TO CONSIDER WHEN TAKING AN ASSET-BASED APPROACH TO COACHING ACROSS LEVELS
- TOOLS AND TECHNIQUES
CLOSING
CLOSING
APPENDIX
- RESOURCE A - SCENARIOS
- RESOURCE B - RESULTS-BASED COACHING TOOL
- RESOURCE C - COACHING LOGS ALIGNED WITH THE RESULTS-BASED COACHING TOOL
- RESOURCE D - PLANNING TOOLS
- RESOURCE E - AGREEMENTS AND PROTOCOLS
REFERENCES
REFERENCES
INDEX
INDEX
Resources
Companion Website
https://companion.corwin.com/courses/themoves2eAdditional materials
February 2026 | 224 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 15/09/2025 | 9798348809164 | $33.95 |
| Lifetime | 06/04/2025 | 9798348809188 | $31.00 |
Ensure that instructional coaching impacts teacher AND student learning
The impact of the first edition of Student-Centered Coaching: The Moves is clear. Thousands of coaches and leaders have used this resource to learn what it looks like to implement Student-Centered Coaching as their framework for instructional coaching. In this new edition, Sweeney and Harris expand on the strategies that were shared in the first edition to ensure that K-12 instructional coaches are prepared to thrive.
Student-Centered Coaching is a robust and evidence-based coaching model. It moves away from coaching centered around what teachers are or are not doing and instead focuses on partnering with teachers to design instruction that targets student outcomes. Whether you are new to Student-Centered Coaching or are looking to sharpen your existing skills, you'll be supported by the fresh ideas that are shared in this book.
Readers will find:
- An expansive look into each of the core practices for Student-Centered Coaching
- Five brand new chapters focusing on using partnership agreements to launch coaching cycles, moves for co-planning and co-teaching, tips for building partnerships with the principal, and how to take an asset-based stance to coaching
- 13 new videos plus original clips that capture the work in action
- User friendly “moves” that are tailored for elementary, middle, and high school coaches
- Coaching tools such as logs and planners that can be used to stay on track with coaching conversations
Building confidence in coaching begins with having a clear vision for what it looks like in practice. Student-Centered Coaching: The Moves paints that picture for anyone who is interested in ensuring that coaching reaches the desired impact on both student and teacher learning.
Table Of Contents:
- ACKNOWLEDGMENTS
- ABOUT THE AUTHORS
- INTRODUCTION
- WHY STUDENT-CENTERED COACHING MATTERS
- HOW STUDENT-CENTERED COACHING COMPARES WITH OTHER COACHING MODELS
- OUR COACHING BELIEFS
- STUDENT-CENTERED COACHING IS DRIVEN BY STUDENT EVIDENCE
- CORE PRACTICES FOR STUDENT-CENTERED COACHING
- MOVING FORWARD
- CHAPTER 1: PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
- THE MOVE—PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES
- WHY PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES IS IMPORTANT
- WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
- WHAT PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES LOOKS LIKE
- THINGS TO CONSIDER WHEN PARTNERING WITH TEACHERS TO LAUNCH COACHING CYCLES ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 2: SETTING GOALS FOR COACHING CYCLES
- THE MOVE—SETTING GOALS FOR COACHING CYCLES
- WHY SETTING GOALS FOR COACHING CYCLES IS IMPORTANT
- WHAT SETTING GOALS FOR COACHING CYCLES LOOKS LIKE
- THINGS TO CONSIDER WHEN SETTING GOALS FOR COACHING CYCLES ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 3: DEVELOPING AND USING LEARNING TARGETS
- THE MOVE—DEVELOPING AND USING LEARNING TARGETS
- WHY DEVELOPING AND USING LEARNING TARGETS IS IMPORTANT
- WHAT DEVELOPING AND USING LEARNING TARGETS LOOKS LIKE
- THINGS TO CONSIDER WHEN DEVELOPING AND USING LEARNING TARGETS ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 4: CO-PLANNING WITH STUDENT EVIDENCE
- THE MOVE—CO-PLANNING WITH STUDENT EVIDENCE
- WHY CO-PLANNING WITH STUDENT EVIDENCE IS IMPORTANT
- WHAT CO-PLANNING WITH STUDENT EVIDENCE LOOKS LIKE
- THINGS TO CONSIDER WHEN CO-PLANNING WITH STUDENT EVIDENCE ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 5: CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
- THE MOVE—CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES
- WHY CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES IS IMPORTANT
- WHAT CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES LOOKS LIKE
- THINGS TO CONSIDER WHEN CO-TEACHING USING EFFECTIVE INSTRUCTIONAL PRACTICES ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 6: MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
- THE MOVE—MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING
- WHY MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING IS IMPORTANT
- WHAT MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING LOOKS LIKE
- THINGS TO CONSIDER FOR MEASURING THE IMPACT OF COACHING ON STUDENT AND TEACHER LEARNING ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 7: PARTNERING WITH THE PRINCIPAL
- THE MOVE—PARTNERING WITH THE PRINCIPAL
- WHY PARTNERING WITH THE PRINCIPAL IS IMPORTANT
- WHAT PARTNERING WITH THE PRINCIPAL LOOKS LIKE
- THINGS TO CONSIDER WHEN PARTNERING WITH THE PRINCIPAL ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CHAPTER 8: TAKING AN ASSET-BASED APPROACH TO COACHING
- THE MOVE—TAKING AN ASSET-BASED APPROACH TO COACHING
- WHY TAKING AN ASSET-BASED APPROACH TO COACHING IS IMPORTANT
- WHAT TAKING AN ASSET-BASED APPROACH TO COACHING LOOKS LIKE
- THINGS TO CONSIDER WHEN TAKING AN ASSET-BASED APPROACH TO COACHING ACROSS LEVELS
- TOOLS AND TECHNIQUES
- CLOSING
- APPENDIX
- RESOURCE A - SCENARIOS
- RESOURCE B - RESULTS-BASED COACHING TOOL
- RESOURCE C - COACHING LOGS ALIGNED WITH THE RESULTS-BASED COACHING TOOL
- RESOURCE D - PLANNING TOOLS
- RESOURCE E - AGREEMENTS AND PROTOCOLS
- REFERENCES
- INDEX