Power Tools for Talking: Custom Protocols Enrich Coaching Conversations
| dc.contributor.author | Pomerantz, Francesca | |
| dc.contributor.author | Ippolito, Jacy | |
| dc.creator | Pomerantz, Francesca | |
| dc.creator | Ippolito, Jacy | |
| dc.date | 2021-11-24T14:05:35.000 | |
| dc.date.accessioned | 2021-11-29T11:11:51Z | |
| dc.date.available | 2021-11-29T11:11:51Z | |
| dc.date.issued | 2015-02-01 | |
| dc.date.submitted | 2016-05-25T07:14:26-07:00 | |
| dc.identifier | cec_facpub/2 | |
| dc.identifier.uri | http://hdl.handle.net/20.500.13013/240 | |
| dc.description.abstract | The article examines how the use of protocols increased professional learning among a group of reading specialists when Salem State University collaborated with a suburban school district. The objective was to support eight elementary and two middle school reading specialists as they acted as data coaches, helping classroom teachers investigate the implications of literacy data for teaching. | |
| dc.title | Power Tools for Talking: Custom Protocols Enrich Coaching Conversations | |
| dc.type | article | |
| dc.source.journaltitle | Journal of Staff Development | |
| dc.source.volume | 36 | |
| dc.source.issue | 1 | |
| dc.source.beginpage | 40 | |
| dc.source.endpage | 43 | |
| dc.legacy.embargo | 2016-05-25T00:00:00-07:00 | |
| dc.legacy.pubstatus | published | |
| dc.source.title | Journal of Staff Development, Volume 36, Issue 1, pages 40-43 | |
| dc.date.display | February 2015 | en_US |
| dc.legacy.pubtitle | Early Education and Care Faculty Publications | |
| dc.legacy.identifier | https://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1000&context=cec_facpub&unstamped=1 | |
| dc.legacy.identifieritem | https://digitalcommons.salemstate.edu/cec_facpub/2 | |
| dc.subject.keyword | literacy | |
| dc.subject.keyword | reading |
