CAN 
US/GlobalCoaching Teachers in Bilingual and Dual-Language Classrooms
A Responsive Cycle for Observation and Feedback
Develop instructional coaching specific to bilingual education to support dual-language learners. Discover a proven process for an effective observation and feedback cycle to coach bilingual teachers and dual-language classrooms.
Benefits
- Explore the dual-language programs currently used in classrooms and schools and their unique qualities and benefits.
- Learn the seven essential elements of an effective coaching and feedback cycle.
- Gain best practices you can utilize in your work as a coach and observer of dual-language teachers.
- Study the characteristics of high-quality feedback.
- Receive answers to frequently asked questions on dual-language instruction.
TABLE OF CONTENTS
Part 1: Essential Skills for Implementing the Observation and Feedback Cycle
Chapter 1: Fair Observations in Bilingual and Dual-Language Classrooms
Chapter 2: The Eight Goals of the Observation and Feedback Cycle
Chapter 3: Fair and Effective Feedback to Improve Teacher Practice
Part 2: The Observation and Feedback Cycle
Chapter 4: Mindset Essentials That Frame the Foundations for the Observation and Feedback Cycle
Chapter 5: The Pre-Observation Conference
Chapter 6: The Observation
Chapter 7: The Post-Observation Conference
Appendix A: Bilingual and Dual-Language Programs
Appendix B: Frequently Asked Questions
STUDY GUIDE
REPRODUCIBLES
Chapter 2 Chapter 5- Figure 5.2: Guiding Questions, Look-fors, and Reflections to Define Learning
- Figure 5.3: Guiding Questions, Look-fors, and Reflections to Foster Communities of Language Risk Taking
- Figure 5.4: Guiding Questions, Look-fors, and Reflections to Develop a Deep Understanding of Students
- Figure 5.5: Guiding Questions, Look-fors, and Reflections to Ensure Program Alignment
- Figure 5.6: Guiding Questions, Look-fors, and Reflections for Check-ins With Specialists
- Table 5.1: Factors That Impact the Success of Language Learners
- Figure 6.1: Tallying Affective Interactions
- Figure 6.2: Observation of Instructional Practices and Strategies
- Figure 6.3: Observing the Variety of Strategies, Tools, and Interactions With Content and Language
- Figure 6.4: Cause-and-Effect Observation Template
- Table 6.1: Four Essential Questions and Six Tasks of Notice
- Table 6.2: Six Tasks of Notice and Noticings
- Table 6.3: Qualities of Effective Feedback in Bilingual and Dual-Language Classrooms
