The Coaching Partnership provides educators with aunique approach to instructional coaching centered onreciprocal accountability for continuous improvement.
With this essential resource, teachers, coaches, mentors, and administrators will have the guidanceand tools they need to implement a collaborativecoaching system-one that will improve instructionand maximize student learning in their schools.This accessible guide also contains real-life vignettes, coaching-in-action videos, ideas for productivepartnerships, reflective practice questions, and aplanning tool that helps each member of the coachingteam reflect, collaborate, and take purposeful, immediate action-all with the goal of creating alearning environment where students thrive.
Dr. Carol Chanter has over 40 years of experience in special education, general education, and school and district leadership. During the past 11 years she has utilized this experience in her roles as Vice President, Technical and Implementation Services, Scholastic; Senior Vice President, Program Professional Services, Houghton Mifflin Harcourt; Senior Vice President Professional Services, Achieve3000; and most recently as Senior Vice President Professional Learning Services, Scholastic, to liaise with teachers and leaders regarding best practices in program implementation, coaching, literacy, high-leverage instructional practices and school turnaround.
Carol believes that there are five key mechanisms for improving student learning: learning environments that offer a sense of respect and belonging, a teaching culture that values content knowledge, a standards-based curriculum, effective pedagogical practices, and cognitively engaging learning tasks.
She has presented at numerous conferences and has authored and co-authored several articles and books. Her areas of interest and expertise include general and special education, educational leadership, and K-12 literacy. She has taught courses at the University of Central Florida in Organization and Administration of Schools, Contemporary Issues in Education, Management of Reading Programs and Secondary Reading.
Carol received her Bachelors of Arts Degree in Education from the University of Florida, her Masters Degree in Learning and Behavior Disorders from the University of Kentucky, her Specialist Degree in Educational Leadership from Nova University and her Doctorate in Educational Research, Technology and Leadership from the University of Central Florida.
Rosemarye (Rose) Taylor has a rich background that includes middle and high teaching, school administration, and district administration. She was a reading, language arts, and Spanish teacher, and counselor, followed by service as a middle and high school administrator, and district level administrator in Georgia and Florida. In private sector management, she was Director of Professional Development for Scholastic, Inc., New York. Currently, she is Associate Professor of Educational Leadership at the University of Central Florida in Orlando.
As Associate Professor of Educational Leadership at the University of Central Florida, her specialty is systematic leadership to improve student achievement Pk-20. She has conducted research on leadership and change, particularly as it relates to accountability. She has spoken and published widely on this topic, publishing in many professional journals including
Kappan, Educational Leadership, and
Principal Leadership. Taylor has also written six books:
Leading Learning: Improve Student Achievement Today! (2010),
Improving Readers, Writers, and Content Learning for Students in
Grades 4-12 (2007
), Leadership Handbook for Literacy Coaching (2006),
The K-12Literacy Leadership Fieldbook (2005),
Literacy Leadership for Grades 5-12, (2003), and
Leading With Character to Improve Student Achievement (2003). Each title reflects Taylor's commitment to all students thriving--and learning more when leadership creates ethical, fail-safe systems. She serves as consultant on literacy, learning communities, curriculum system development, and leadership to schools, districts and professional organizations.
