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The Art of Coaching by Elena Aguilar

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Amazon link

(Each participant will be responsible for obtaining a copy of the book/ebook for the book study.)

From the back cover:

The Art of Coaching offers all the tools necessary for professionals who coach educators. It demystifies the process of coaching with easy-to-apply, immediately actionable ideas. Elena Aguilar offers a model for transformational coaching designed for new and veteran coaches, teacher leaders, mentors, principals, and other administrators.

This comprehensive research and practice-based guide covers how to create a coaching vision, build trust, listen well, ask powerful questions, and develop a work plan. It also addresses coaching conversations and describes dozens of coaching activities to develop an educator's practice. The Art of Coaching highlights common challenges followed by creative solutions. It's filled with numerous practical tools: rubrics, cheat sheets, and coaching sentence stems. The concluding section on professional development is geared for coaches and those who supervise them. The website,, provides a wealth of additional tools and tips.


December 1, 2015 - February 20, 2016

Week of

Chapters | Activity

December 1

Introduction and Ch. 1

December 7

Ch. 2 and 3

December 14

Ch. 4

December 21


December 28

Ch. 5

January 4

Ch. 6 and 7

January 11

Ch. 8

January 18

Ch. 9 and 10

January 25

Ch. 11 and 12

February 1

Ch. 13

February 8

Ch. 14

February 15

Ch. 15, Conclusion, Appendices | Reflection


This book study is designed for instructional technology specialists who wish to explore effective coaching strategies. The study will take place over 12 weeks, with a one week break during the week of December 21.

Each week, participants will read chapter(s) as outlined in the timeline above. On Thursday/Friday of each week, participants will reflect on the reading through an online discussion with other participants. Questions and prompts will relate to the week's reading, and will encourage participants to apply new knowledge and skills in their practice.

The format for the weekly discussions will be through an online collaborative space. Details will be shared when the book study begins.

Why should you join this book study?

As an NCITF, your role includes supporting teachers as they work to integrate technology effectively. Meeting this goal requires knowledge of, and skills related to, effective pedagogical practices, digital teaching and learning strategies and applications, adult learning, and effective coaching.

This book study will provide you with relevant strategies on how to become a more effective coach. With practical tools and example scenarios, The Art of Coaching will give you concrete ideas and resources to support your coaching efforts.

Through the online discussion each week, you will have an opportunity to share your insights related to the week's reading. With guided questions and conversation prompts, we will collaboratively share ideas that will help you grow in your professional role as an ITF. Additionally, you will expand your professional learning network as you get to know your NCITF colleagues!


Upon completion of this book study (reading the book and actively participating in related activities and discussions), you will receive a certificate of participation via email. You must contact your LEA/school Professional Development coordinator / contact to seek prior approval if you wish to earn CEUs for this activity. Approval / process is a local LEA decision. Documentation of participation is the responsibility of the participant.

ITF Evaluation Standards Alignment

1a. Instructional technology facilitators demonstrate 21st Century leadership in the school.
Instructional technology facilitators lead in the use of 21st Century tools and skills. They promote a vision of technology-enabled teaching and learning that includes use of best instructional practices and access to current information and technology tools. Instructional technology facilitators understand and apply principles of adult learning to design and deliver relevant, engaging, and differentiated professional development. They support the school and district’s overall vision for ensuring that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

1b. Instructional technology facilitators lead an instructional technology program that supports 21st Century teaching and learning.
Accomplished descriptor: Leads the deployment of a 21st Century digital conversion, including coaching, co-teaching, and mentoring school staff.

4c. Instructional technology facilitators model, share, and promote effective principles of teaching and learning.
Instructional technology facilitators use a variety of instructional strategies and assessment tools to model and promote digital-age learning experiences and apply their expertise to coach others in collaboration, digital literacy, 21st Century communication, inquiry-based learning, and digital citizenship. Instructional technology facilitators demonstrate and facilitate the effective use of 21st Century tools and resources to encourage meaningful and authentic learning experiences.

Proficient descriptor: Applies expertise in digital-age learning to coach school staff in digital literacy, 21st Century communication, inquiry-based learning, digital citizenship, and digital safety.

5b. Instructional technology facilitators link professional growth to their professional goals.
Instructional technology facilitators actively seek professional development to help them maintain a leadership role as a teacher, technology specialist, and coach in the use of current and emerging technologies.

5c. Instructional technology facilitators function effectively in a complex, dynamic environment.
Instructional technology facilitators demonstrate leadership and flexibility in adapting to a rapidly changing information and technology environment. They act as leaders in coaching teachers, administrators, and students to thrive in a complex technology landscape. They continuously seek current best practices and adapt their professional practice based on research and student data to support school goals.

Questions? Email Donna Murray

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