Coming Soon!

Think Up! A Guidebook for Supporting Teacher’s Instructional Practices

This book provides coaches and instructional leaders with all the most up to date, research-based information on quality improvement planning, and how to implement effective coaching practices to help teachers increase the effectiveness of their instructional supports practices.

This easy to follow, practitioner- friendly guidebook provides clear and concise definions, specific practices, and real classroom examples. A wide range of instructonal supports practices are described, including those suggested by frameworks such as Bloom’s Taxonomy and Webb’s Depth of Knowledge.

Appreciating that there are different stages of teacher development and several different levels of knowledge and understanding, the author provides suggestions for how to explain the concepts and practices in ways that beginning, experienced, and expert level teachers will understand and be able to act upon. 

The Book Features the Following Components:

Definitions and Descriptions of Key Terms and Concepts

Real Classroom Examples

Research-supported Classroom and Coaching Practices

Planning Templates

Self-Assessment Templates for Instructional Leaders and for Coaches

Sample Feedback provided to Teachers

Sampling of the Topics Covered in the E-Book:

A Word About Continuous Quality Improvements

The Vital Role of Leadership

Stages of Teacher Development 

Developing Conscious Competence


Teacher Knowledge Development

Parallel Processes

Why Coaching?

Goals of Coaching

Features of Good Coaching

What Good Coaching is NOT

Knowledge vs. Understanding

Teachers’ Improvement Goals

Implementation Science and PSDA Cycles

Creating a Quality Improvement Plan

Connections with Curriculum

The “Why” of Higher-Order Thinking

Barriers and Obstacles to Coaching Teachers

Bloom’s Taxonomy

Webb’s Hierarchy of Knowledge

Sample Teacher Feedback for Various Levels

PLC’s: Professional Learning Communities

Activities to Expand Teacher Understanding (for trainings, PLCs or Coaching)

Reflective Questioning