Tammy Heflebower

Writing from experience as both athletes and school athletics coaches, authors Tammy Heflebower and Logan Heflebower detail specific attributes and behaviors of effective youth sports coaches and the knowledge, skills, and intangible assets they must help student athletes develop. This resource guides new and veteran coaches in meeting the needs of the athletes they serve through practical ideas and clear expectations. This book will help you: Put game-winning strategies into play Reflect on your coaching strengths and challenges Learn which coaching behaviors help build necessary skills in students Help players (and parents) better understand your expectations to monitor their own performance Recognize, reference, and assess priority knowledge, skills, and intangible assets of various sports Study developmental sports scales, which enable players to reflect and set criteria-based goals Contemplate existing practices and ponder ideas for implementation Contents: Introduction Chapter 1: Establish Coaching Roles and Expectations Chapter 2: Foster Positive Coach-Player Relationships Chapter 3: Determine What You Will Teach and Assess Chapter 4: Use Developmental Sports Scales for Tracking, Feedback, and Goal Setting Chapter 5: Case Study of Coach Heflebower's Players Appendix A: Generic Developmental Sports Scale Template Appendix B: Developmental Sports Scales for Baseball Appendix C: Developmental Sports Scales for Basketball Appendix D: Developmental Sports Scales for Football Appendix E: Developmental Sports Scales for Softball Appendix F: Developmental Sports Scales for Soccer Appendix G: Developmental Sports Scales for Track and Field Appendix H: Developmental Sports Scales for Volleyball Appendix I: Developmental Sports Scales for Intangibles References and Resources Index

What do successful assessments look like? According to this team of authors, they provide meaningful assessment data that inform your instruction to help your students reach proficiency in priority standards. With the help of this practical guide, learn how to successfully integrate assessment with the standards-based teaching and learning process to improve student performance and evaluate instructional efficacy. This book will help K-12 teachers and assessment coordinators: Gain clarity on the different roles of assessment throughout the instructional cycle Determine the timing and format of assessments to best support student learning Address test validity, reliability, and fairness Understand collaborative techniques for assessment consistency Access numerous sample assessments from the field Contents: Introduction Chapter 1: The Role and Purpose of Classroom Assessment Chapter 2: Assessment Throughout the Instructional Cycle Chapter 3: Assessment Practices for Consistency and Collaboration Chapter 4: Technical Quality Chapter 5: The Process of Scoring Assessments Chapter 6: The Use of Data From Assessments Chapter 7: Feedback to Students Epilogue References and Resources Index

Shifting to standards-based learning is a big change. Rely on Planning and Teaching in the Standards-Based Classroom to help you move forward with clarity and confidence. Authors Jeff Flygare, Jan K. Hoegh, and Tammy Heflebower have created a must-have guide for teachers that delivers straightforward, practical tools and detailed instructions for everything from lesson planning to proficiency scales to parent communication. Understand priority standards and proficiency scales. Develop curriculum maps to plan for the entire year or course. Follow the steps of the instructional cycle to create standards-based units and lessons. Help exceptional students continue to thrive and grow in a standards-based environment. Communicate objectively with students and families about learning. Contents: Introduction Chapter 1: Curriculum Based on Standards and Scales Chapter 2: Year-Long Planning With Curriculum Maps Chapter 3: Unit Planning With the Instructional Cycle Chapter 4: Lesson Planning and Teaching Within the Instructional Cycle Chapter 5: Assessments and Progress Tracking Chapter 6: Communication Using Proficiency Scales Epilogue

Standards-based learning is a great step forward for schools, but it must be implemented correctly to ensure the best educational experience possible. In this comprehensive implementation guide, the authors outline a research-backed, five-phase plan for leading transition to a standards-based grading system. Use this book to take full advantage of academic standards and criterion-referenced forms of education: Develop a strong standards-based curriculum. Align instruction and reliable assessments to the standards. Change outdated grading and reporting practices to promote student learning and growth. Share knowledge with and seek feedback from teachers, students, families, and other stakeholders. Achieve a sustainable standards-based learning system that benefits all students in a school or district. Study implementation examples from real teachers, leaders, and schools. Contents: Introduction Chapter 1: Phase 1--Curriculum, Assessment, and Communication Chapter 2: Phase 2--Capacity Building Chapter 3: Phase 3--Implementation Chapter 4: Phase 4--Implementation Chapter 5: Phase 5--Monitoring Epilogue Appendix A: Additional Resources for Chapter 1 Appendix B: Additional Resources for Chapter 2 Appendix C: Additional Resources for Chapter 3 Appendix D: Additional Resources for Chapter 4 Appendix E: Additional Resources for Chapter 5

Collaborative Teams That Transform Schools: The Next Step in PLCs offers K-12 teachers and administrators a practical, comprehensive model of effective professional learning communities (PLCs). Authors Robert J. Marzano, Tammy Heflebower, Jan K. Hoegh, Phil Warrick, and Gavin Grift and contributors Laurel Hecker and Janelle Wills present a clear look at the future of the PLC process. Beginning with essential research and theory, they then detail the fundamental features of effective collaborative teams. Throughout the book, the authors go deeper to present guidelines and strategies readers can use to expand the responsibilities of collaborative teams.

Coaching Classroom Instruction demonstrates the importance of coaching an essential component in effective teaching. Robert J. Marzano and Julia A. Simms, along with their colleagues, guide coaches in giving targeted feedback to teachers and identify specific steps that teachers can take to improve their knowledge and skill. This book includes 280 research-based classroom strategies, organized under forty-one elements of effective teaching, to help coaches move teachers through the five levels of Marzano's teacher progress scale. Part of The Classroom Strategies Series, this clear, highly practical guide follows the series format, first summarizing key research and then translating it into recommendations for classroom practice. As with all books in the series, chapter 1 details the research and theory behind the book's topic. It includes a brief history of coaching; it also addresses arguments for the non-evaluative nature of coaching and outlines the requirements of successful coaching. In chapter 2, the authors introduce the model of effective teaching articulated in The Art and Science of Teaching and describe the scale used to measure teachers' progress. Chapter 3 helps coaches guide their teachers up the scale from the Not Using (0) level to the Beginning (1) level. It offers the research behind each of the forty-one elements of effective teaching and lists strategies for each element. Chapter 4 helps coaches guide their teachers from the Beginning (1) level through Developing (2) to the Applying (3) level. It provides teacher actions and desired student responses for each strategy within the forty-one elements. Chapter 5 helps coaches move their teachers from the Applying (3) level to the Innovating (4) level. Teachers learn to combine strategies to create macrostrategies and to adapt strategies to unique student needs and situations. Finally, in chapter 6 the authors present various approaches coaches can use to boost teachers' professional growth. It also highlights a variety of systems schools and districts can use to provide coaching to teachers and examines the advantages and disadvantages of each. Throughout, vignettes are used to show teachers' progress in action. Chapters 2 through 6 end with comprehension questions to guide discussion. Chapters 3, 4, and 5, also include role-play activities for coaches and teachers to engage in. An appendix provides answer guides to the in-text comprehension questions.