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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Coaching strategies and resources that will give new teachers a head start toward a successful first year—and a great teaching career
Over the past 20 years, more new teachers than ever have entered the teaching profession. These educators are eager to do the best they can with the students they have and the resources they have been given, but most will struggle to find their footing. And with the average new teacher receiving only 1 or 2 observations a year, many early career teachers exit the profession without reaching their full potential.
In Get Better Faster 2.0: A 90-Day Coaching for Coaching Teachers, Paul Bambrick-Santoyo shares a practical guide to new teacher development inspired by over two decades of working alongside highly effective school leaders. These instructional leaders are skilled at developing new educators, and Bambrick-Santoyo has organized their best practices into a comprehensive, actionable guide to coaching that keeps teacher growth—and student learning—top of mind.
Get Better Faster 2.0 is divided into a 90-day plan and can be used to coach any teacher at any stage of their career. Teaching skills are broken down by priority into concrete, practice-able actions that principals and instructional coaches can layer as teachers reach mastery.
The book contains a wealth of resources to streamline and empower a school leader's work. Here are just a few:
- Principles of Coaching: Learn from fellow principals how to do the following: use bite-sized feedback, facilitate in-meeting practice, and give frequent feedback to supercharge teacher development.
- Coaching Blueprints: Leverage existing tools to cultivate continuous teacher growth. Reshape your Professional Development plan, observations and feedback meetings, and weekly data meetings to build strong teachers.
- Get Better Faster Sequence of Action Steps: Pinpoint what is most important for teacher development with this sequential, four-phase guide to rigorous instruction and strong class culture.
These tools, along with coaching videos, the Get Better Faster 2.0 Coaching Guide, insights from school leaders, and a suite of print-ready materials, prepare school leaders to take new and experienced teachers to the next level.
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Table of Contents
Cover
Table of Contents
Title Page
Copyright
Online Content
PRINT-READY MATERIALS
VIDEOS
Acknowledgments
About the Author
Get Better Faster Scope and Sequence
Introduction
CHANGING THE GAME
WHY FOCUS ON NEW TEACHERS?
MYTHS AND REALITIES OF COACHING NEW TEACHERS
WHAT IS “BETTER,” AND WHAT IS “FASTER”?
HOW THIS BOOK IS STRUCTURED
HOW TO USE THIS BOOK
DIVE IN—MEET YOUR TEACHERS WHERE THEY ARE
READY TO DIVE IN!
NOTES
Principles of Coaching
PRINCIPLE 1: MAKE IT BITE-SIZED
PRINCIPLE 2: PRACTICE WHAT YOU VALUE
PRINCIPLE 3: GIVE FEEDBACK FREQUENTLY
START HERE QUICK REFERENCE GUIDE
NOTES
Phase 1: Pre-teaching (Summer PD)
PHASE 1 COACHING BLUEPRINT: LEAD PD
PHASE 1 MANAGEMENT—DEVELOP ESSENTIAL ROUTINES AND PROCEDURES
PHASE 1 RIGOR—DEVELOP CONTENT EXPERTISE AND LESSON PLANS
CONCLUSION
NOTES
Phase 2: Instant Immersion
PHASE 2 COACHING BLUEPRINT: MAKE TIME FOR FEEDBACK
PHASE 2 MANAGEMENT—ROLL OUT AND MONITOR ROUTINES/BUILD TRUST AND RAPPORT
PHASE 2 RIGOR—ROLL OUT ACADEMIC ROUTINES
CONCLUSION
NOTES
Phase 3: Cleared For Takeoff
PHASE 3 COACHING BLUEPRINT: LOOK AT STUDENT WORK
PHASE 3 MANAGEMENT—ENGAGE EVERY STUDENT
PHASE 3 RIGOR—ACTIVATE KNOWLEDGE AND MODEL
CONCLUSION
NOTES
Phase 4: Go Deeper
PHASE 4 COACHING BLUEPRINT: RESPOND TO IN-THE-MOMENT DATA
PHASE 4 MANAGEMENT—INCREASE CLASSROOM ENERGY
PHASE 4 RIGOR—DEEPEN DISCOURSE
CONCLUSION
NOTES
Closing: The Pursuit of Excellence
NOTES
Appendix: Get Better Faster Coach's Guide
PHASE 1: PRE-TEACHING
PHASE 2: DAY 1–30
PHASE 3: DAY 31–60
PHASE 4: DAY 61–90
Index
End User License Agreement
Guide
Cover
Table of Contents
Title Page
Copyright
Online Content
Acknowledgments
About the Author
Get Better Faster Scope and Sequence
Introduction
Begin Reading
Closing: The Pursuit of Excellence
Appendix: Get Better Faster Coach's Guide
Index
End User License Agreement
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Praise for Get Better Faster 2.0
“Get Better Faster has been a game-changer in shaping my practice as an instructional leader. It has allowed me to focus my observations when visiting multiple classrooms across multiple schools and to formulate specific action steps to enhance teachers' practice. One of its most significant impacts has been in norming instruction among a cluster of schools, leading to a noticeable improvement in teachers' practice and student achievement as a direct result.”
—Dr. Tenia Pritchard, Instructional Superintendent, District of Columbia Public Schools
“Get Better Faster 2.0 provides a powerful, actionable road map for improving instruction, grounded in Paul Bambrick-Santoyo's proven expertise in leadership practices that improve engagement and drive student achievement. His deep insights, built from years of coaching and studying effective leaders across the globe, offer instructional leaders clear step-by-step guidance that will transform teaching and learning.”
—Beth Grabois, Director, Mathematics and Science, Jefferson County Public Schools, Colorado
“Having had the privilege of working closely with Paul, I've seen how his approach transforms not just classrooms but entire schools. Get Better Faster 2.0 captures the precision, clarity, and heart of his leadership style, making it an invaluable resource for anyone serious about improving teacher performance and student outcomes.”
—Dr. Brandon Clay, Principal, George Washington Carver Elementary School, St. Louis Public Schools, Missouri
“Get Better Faster 2.0 is an essential guide for every education leader tasked with developing teachers in the post-COVID era. Never before has the urgency to ‘get better faster’ been so critical, nor the challenges for educators so steep. Fortunately, Paul Bambrick-Santoyo offers clear, proven, and easily replicable strategies to lead the way. With teacher turnover at an all-time high and a younger, less experienced workforce, school leaders and coaches need this resource now more than ever. Our children's success depends on how quickly we can support and grow our teachers, and Get Better Faster 2.0 provides the road map to do just that.”
—Kathryn Anstaett, President and Chief Schools Officer, United Schools, Columbus, Ohio
“Get Better Faster has been an anchor to our work, securing so much of how we think about instruction in the classrooms we support around the world. For many of those classrooms—and the schools and systems in which they're situated—it's also been a springboard to greatness, focusing attention and action on what is most important: student learning. This updated edition embodies Paul's belief that there's always more to learn and that our best can be better yet; we're grateful to have a stronger anchor and a springboard that will take us ever higher.”
—Mark Gregory and Colin Smith, Regional Directors, One World Network of Schools, England
“Paul Bambrick-Santoyo's Get Better Faster 2.0 stands out as an indispensable guide for educators, offering a concrete, data-driven approach to rapidly improving instruction that has been proven effective in schools across the country. Drawing from his extensive experience as a successful school leader, Bambrick-Santoyo provides actionable strategies and scaffolded steps that empower teachers and administrators to create measurable, transformative change in their classrooms and schools.”
—Dr. Windy Dorsey-Carr, Assistant Superintendent of Curriculum, Instruction, and Accountability, Robeson County Public Schools, North Carolina and Amanda Graham, Relay-Leverage Leadership Coach, Robeson County Public Schools, North Carolina
“Get Better Faster 2.0 gives leaders and teachers the specific observable actions that move teachers at exponential speed. Leaders will learn the language and skills that will take a new teacher from good to great within one year, and progress will be seen in a matter of days. The key skills are broken down into bite-sized actionable moves that anyone can master if followed well.”
—Lindsey Robinson, Superintendent, Chicago International Charter School, Illinois
“Paul Bambrick-Santoyo's work has revolutionized my approach to coaching teachers, replacing overwhelming and ineffective feedback with manageable action steps that teachers can realistically implement. Get Better Faster 2.0 distills Paul's decades of experience into the EXACT book every instructional leader should have within arm's reach.”
—Janet Thorton, Instructional Leadership Coach, Texas
“Get Better Faster has been an invaluable resource in our work with schools in Chile. Paul Bambrick-Santoyo offers a practical vision and an actionable blueprint for supporting school leaders and teachers to develop the key practices that enhance student learning.”
—Maria Luis Valdes, Head of Teacher and Leadership Development, Aptus, Chile
“Once again, Paul has lit a fire within educators! Whether turnaround, overcoming a plateau, or maintaining strong student outcomes, Get Better Faster 2.0 and its resources are the gold standard for impact and innovation within schools. Run (don't walk!) to read Get Better Faster 2.0! Our children are counting on us!”
—Tameka Royal, Former Principal and Superintendent, Newark, New Jersey
“Rarely does a resource come along that empowers leaders with a proven blueprint for driving meaningful change in our classrooms. Paul Bambrick-Santoyo's Get Better Faster 2.0 equips instructional leaders with the tools they need to think bigger, lead with purpose, and cultivate a culture of excellence. It's a practical road map for those ready to make a lasting impact on both their teams and students.”
—Eric Sanchez, Chief Executive Officer and Carice Sanchez, Chief Academic Officer, Henderson Collegiate, North Carolina
GET BETTER FASTER 2.0
A 90-Day Plan for Coaching New Teachers
Paul Bambrick-Santoyo
Copyright © 2025 by Paul Bambrick-Santoyo. All rights reserved.Videos © 2025 by Uncommon Schools. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.
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Library of Congress Cataloging-in-Publication Data is Available:
ISBN 9781394300167 (Paperback)ISBN 9781394300174 (ePub)ISBN 9781394300181 (ePDF)
Cover Design: WileyCover Image: © JJ Ignotz
Online Content
Note: Online content will be posted at https://www.wiley.com/go/getbetterfaster2. The password for the online content is moment.
PRINT-READY MATERIALS
These online resources are ready for you to print and use in your classroom:
Resource
Description
Get Better Faster Scope and Sequence of Action Steps
A printable version of the sequence of all the action steps in one document. Ideal for carrying around with you when observing classes and trying to identify the highest leverage action step.
Get Better Faster Coach's Guide
The all-in summary document of the entire book: each action step with proven coaching resources for live models, scenarios for practice, and cues for real-time feedback. This is the best guide to have by your side when planning feedback meetings with teachers.
Leader Resources to accompany Coach's Guide
Latest version of guides to accompany the coaching principles/tips throughout the book:
Living the Learning PD Cycle
Instructional Leadership Team Meetings
Leading Practice Clinics
Giving Effective Feedback
Weekly Planning Meetings
Real-Time Feedback
Weekly Data Meetings
Monitoring for Learning While Observing
Teaching Resources to accompany coaching of specific skills
Useful materials for teachers to accompany the coaching of specific skills in the Get Better Faster sequence:
Habits of Academic Discourse Guide
K-12 Universal Discourse
VIDEOS
Here is an overview of the video clips available as part of the online content for your quick reference (you can click on the QR code next to each video or find them online at https://www.wiley.com/go/getbetterfaster2).
Introduction
Clip
Teacher Action Step
Key Leadership Move
Description
1
What to Do Directions
Do It
“Once you say, ‘Eyes on me,’ look for it.”Jaz Grant coaches his teacher to scan for observable behaviors.
Principle of Coaching #1: Make It Bite-Sized
Clip
Teacher Action Step
Key Leadership Move
Description
2
What to Do Directions
See It
“As I model What to Do directions, I want you to take note of two things… .”Erica Lim models a new skill before asking teachers to practice.
Principle of Coaching #2: Practice What You Value
Clip
Teacher Action Step
Key Leadership Move
Description
3
Academic Monitoring—Pen in Hand
Do It
“You gave the monitoring codes. Now make sure students know what you're looking for in that first lap.”Trennis Harvey coaches his elementary school teacher as she practices giving in-the-moment feedback to students.
4
Academic Monitoring—Gather Data
Do It
“Let's do two rounds of practice. In the first one, students miss the moment in the text.”Na'Jee Carter plays the role of student to help his elementary school teacher refine her feedback.
Principle of Coaching #3: Give Feedback Frequently
Clip
Teacher Action Step
Key Leadership Move
Description
5
Stretch It— Sophisticate
Real-Time Feedback
“Can I ask a question? Does that show progress over time?”Art Worrell asks his teacher's students an important critical thinking question at the end of a social studies discussion; then, the two debrief.
3
Academic Monitoring—Pen in Hand
Do It
“You gave the monitoring codes. Now make sure students know what you're looking for in that first lap.”Trennis Harvey coaches his elementary school teacher as she practices giving in-the-moment feedback to students.
6
Academic Monitoring —Gather Data
Real-Time Feedback
(Silent signal to start writing)Ashley Martin uses nonverbal signs to guide her teacher to get students writing.
7
Guide Discourse—Stamp Understanding
Real-Time Feedback
“What question are you going to ask students to get them to close the gap?”Taro Shigenobu pushes the rigor of his science teacher's questioning during an observation.
8
Academic Monitoring—Gather Data
Real-Time Feedback
“Why did I stop the class and address the students?”Ashley Martin debriefs with her math teacher after she pauses independent work time to address a trending error.
Phase 1: Pre-Teaching (Summer PD)
Clip
Teacher Action Step
Key Leadership Move
Description
9
Routines and Procedures 101—Practice the Rollout
Do It
“What feedback would you give?”Kelly Dowling has new and returning high school staff practice the morning arrival routine.
2
What to Do Directions
See It
“As I model What to Do directions, I want you to take note of two things… .”Erica Lim models a new skill before asking teachers to practice.
10
Narrate the Positive
Do It
“First, script out academic narration you could use in your lesson. Then we'll jump into practice.”Annie Murphy and Ben Carman-Brown hold a morning practice clinic to improve teacher actions.
11
Routines and Procedures 101—Practice the Rollout
See It
“What did you notice about how [the teacher] intervened in that whole school moment?”Kelly Dowling models the morning arrival routine for staff.
12
Routines and Procedures 101—Practice the Rollout
Do It
“Try rephrasing one of the things you want Daniel to do in the affirmative.”Amy Gile and senior leaders give feedback as teachers practice recess routines.
13
Routines and Procedures 101— Practice the Rollout
Teaching Clip
“Put your homework in your folder and then write it in your agenda.”Brittany Hollis practices the end-of-class agenda routine with students. Elirah Rice checks agendas as she monitors work.
14
Confident Presence
Do It
“I want you to square up and speak louder.”Lisa Hill coaches a new teacher on his class entry routine.
15
Develop Understanding of Content—Analyze End Goals
See It
“To finetune the rigor of the standard, let's look at how it's assessed on the state exam.”Na'Jee Carter works with his math teacher to identify the essential concepts that students need to know to demonstrate mastery of an upcoming standard.
16
Develop Understanding of Content—Internalize Unit Plans
See It
“When you were thinking about the big idea of the text, you focused on the ending. What did I do differently?”Na'Jee Carter coaches his teacher's ability to identify the central message in a text.
17
Develop Understanding of Content—Internalize Unit Plans
See It
“When you look at the arc of this unit, why is this lesson so important for students?”Katie Abrams works with her math teacher to identify the major skills and ideas that students need to be successful in the unit.
18
Develop Understanding of Content—Internalize Unit Plans
See It
“What is the historical pattern happening here?”Jesse Corburn and his history teacher unpack the conceptual takeaways of an upcoming lesson.
19
Internalize Existing Lesson Plans—ID Key Tasks
See It
“What makes the big ideas difficult when considering the complexity of the text?”Kelly Dowling and her literacy teacher identify the most productive struggle within a section of a novel.
20
Develop Effective Lesson Plans
Do It
“So, the first question is: modeling or guided discourse?”Chi Tchsang works with a grade level team to plan an upcoming math lesson.
21
Internalize Lesson Plans—ID Productive Struggle
Do It
“What's stronger about that [version]?”Zach Roach and his literacy teacher refine the end goal of the lesson.
22
Internalize Lesson Plans–Adjust
See It
“To make time for what matters, what can we cut?”Katie Abrams works with her math teacher to adjust the lesson plan to focus on what matters most.
23
Write the Exemplar
Do It
“If they get this question right and we ask them ‘why?,’ what do we want them to say?”Paul Bambrick-Santoyo works with a teacher to identify what she expects to see in an exemplar response.
Phase 2: Instant Immersion
Clip
Teacher Action Step
Key Leadership Move
Description
24
What to Do—Check for Understanding
See It
“I want you to listen carefully to what the teacher says and does to make sure that students have clear expectations for the model.”Susan Hernandez debriefs an exemplar video with a teacher to help her improve her What to Do directions.
2
What to Do Directions-
See It
“As I model What to Do directions, take note of two things… .”Erica Lim models a new skill before asking teachers to practice.
25
See Your Students—Make Eye Contact
Do It
“Every few seconds, glance up and scan the room to make sure all students are on task.”Denarius Frazier coaches his math teacher to make eye contact while he teaches to ensure that all students are with him.
26
See Your Students—Circulate
Do It
“What is the drawback of that position?”Erica Lim and her teacher rehearse the way he will circulate during independent practice.
27
Routines and Procedures 201—Do It Again
Real-Time Feedback
“You don't have a 100% turn and talk. Let's try it again.”Ashley Martin whisper prompts her math teacher to reset turn and talk expectations.
28
Make Authentic Connections
Teaching Clip (Literacy)
“So, what aspects of the argument do you need help with?”Danny Murray checks in with an uncertain student during independent work time.
29
Independent Practice—Write First, Talk Second
Teaching Clip (Literacy)
“Flip to the first prompt. Take the next three minutes to write.”Vy Graham has students write before launching discourse.
30
Academic Monitoring—Pathway
Teaching Clip (Math)
“I'm noticing that four students are not creating three equal parts.”Christina Fritz and her co-teacher discuss trends in student work during independent practice.
31
Academic Monitoring—Pen in Hand
Teaching Clip (Math)
“How can you use your cubes to prove that?”Brittany Hollis reviews student work as she monitors.
3
Academic Monitoring—Pen in Hand
Do It
“You gave the monitoring codes. Now make sure students know what you're looking for in that first lap.”Trennis Harvey coaches his elementary school teacher as she practices giving in-the-moment feedback to students.
32
Academic Monitoring—Pen in Hand
See It
“Watch what I say and do to respond to error. What makes it effective?”Na'Jee Carter models a targeted response to a trending error for his literacy teacher.
33
Academic Monitoring—Pen in Hand
Real-Time Feedback
“How do you want to respond to the data you're seeing?”Kristen McCarthy observes math independent practice alongside her elementary school teacher.
34
Academic Monitoring—Gather Data
Do It
“What are they missing?”Tera Carr and her math teacher review recent exit tickets to identify the conceptual error.
4
Academic Monitoring—Gather Data
Do It
“Let's do two rounds of practice. In the first one, students miss the moment in the text.”Na'Jee Carter plays the role of student to help his elementary school teacher refine her feedback.
35
Guide Discourse 101—Show- Call
Teaching Clip (Math)
“Take a look at his work. What did he do to figure out the area?”James Cavanaugh uses an exemplar student response to launch a mathematical discussion.
36
Guide Discourse 101
Real-Time Feedback
“How do you want to respond to the data you're seeing?”Kristen McCarthy observes math independent practice alongside her elementary school teacher.
37
Guide Discourse 101—Show- Call
Real-Time Feedback
“It would be powerful to do a show-call of two student responses, one with the common distractor and one with the right evidence.”Jen Petrosino guides her teacher's selection of student work for the show-call.
46
Weekly Data Meetings—Practice the Reteach
Do It
“After the turn and talk, what do we need to do?”Jaz Grant finetunes his teacher's delivery of the reteach lesson.
38
Guide Discourse 101—Habits of Discussion
Teaching Clip
“We revoice so that we can understand someone else's opinion before adding our own.”Brittany Wolf introduces the discourse technique of revoicing to students.
39
Guide Discourse 101—Habits of Discussion
See It
“As I model, think about the language I use and the at-bats I give students to practice the skill.”Na'Jee Carter models the rollout of a discourse habit for his teacher.
40
Stretch It—Sophisticate
Teaching Clip (History)
“Did the developments between 1860–1877 constitute a social and/or constitutional revolution?”Art Worrell launches debate with a broad, open-ended question.
41
Guide Discourse 101 —Stamp the Understanding
Do It
“That ‘why’ gets to the heart of the inference you want them to make.”Zach Roach and his high school teacher make sure that the lesson ends on the big idea.
7
Guide Discourse 101 —Stamp the Understanding
Real-Time Feedback
“What question are you going to ask students to get them to close the gap?”Taro Shigenobu pushes the rigor of his science teacher's questioning.
42
Guide Discourse 101
Teaching Clip
“What if we didn't just have x and y?”Ebonee Johnson challenges students to complicate their thinking.
Phase 3: Cleared for Takeoff
Clip
Teacher Action Step
Key Leadership Move
Description
43
Weekly Data Meetings—See the Exemplar
See It
“Based on our understanding of the teacher exemplar, is there anything we need to add to the know-show chart?”Jaz Grant and his math teacher check for alignment among the standard, the teacher exemplar, and the know-show chart.
44
Weekly Data Meetings—See the Gap
See It
“What is the gap between the work from these students and what we saw in our student and teacher exemplar?”Na'Jee Carter and his grade level team look for key differences between student work and student and teacher exemplars.
45
Weekly Data Meetings—Plan
Do It
“Should we reteach with modeling or guided discourse? Why?”Jaz Grant and his teacher use recent student data to choose the reteach method for the lesson.
46
Weekly Data Meetings—Practice
Do It
“After the turn and talk, what do we need to do?”Jaz Grant finetunes his teacher's delivery of the reteach lesson.
47
Weekly Data Meetings—Practice
Do It
“Based on the student work we have here, who would you call on to stamp this idea?”Julia Dutcher encourages her teacher to batch-call during the reteach lesson to stamp the new understanding.
48
Activate Knowledge— What Do We Know About?
Teaching Clip (Science)
“We're going to take what you know about energy conservation and apply it to a new scenario—the pendulum.”Emelia Pelliccio asks students to apply prior knowledge to a new situation.
49
Engage all Students
Teaching Clip (Math)
“What do you need to remember?”Jessica Rabinowitz coaches a student to recall the steps of a procedure during independent practice.
50
Individual Student Correction
See It
“What is the impact of precise What to Do directions and naming the behaviors students need to change?”Nikki Bridges leads a staff PD session on What to Do directions and individual student correction.
51
Individual Student Correction
Do It
“If the scholar is not meeting your direction, what are you going to do?”Jaz Grant adds off-task behavior to the final round of practice.
52
Activate Knowledge— Resource
Teaching Clip (Literacy)
“Look back at your notes to create a solid definition.”Danny Murray directs students to their notes to clarify the meaning of a key term.
53
Activate Knowledge— Resource
See It
“Can you restate that using one of the words from our word wall?”Paul Bambrick-Santoyo role plays as a teacher who pushes students for more sophisticated vocabulary.
54
Activate Knowledge—Organizer
Teaching Clip (History)
“Use your reference sheet to quiz your partner.”Rachel Blake encourages students to use the knowledge organizer for individual and partner study.
55
Activate Knowledge— Apply It
Teaching Clip (Math)
“What is the measure of my third angle?”Jesse Rector leads a class oral review at the start of a lesson.
56
Activate Knowledge—Apply It
Teaching Clip (Literacy)
“Should Victor [Frankenstein] be in prison right now?”Zach Roach's class oral review includes factual recall and evaluation.
57
Activate Knowledge—Apply It
Teaching Clip (History)
“What is the benefit of remembering events in chronological order when it comes to understanding history?”Neha Marvania prompts students to connect chronology and causation to their analysis of Enlightenment-era revolutions.
58
Activate Knowledge— What Do We Know About?
See It
“What steps did I take to activate student learning and make connections to previous understandings?”Equel Easterling models a knowledge retrieval activity for his math teacher to practice.
59
Activate Knowledge— Drop Knowledge
Teaching Clip (Literacy)
“So, how does knowing this add to the evidence we've seen so far?”Sarah Schrag introduces new information to complicate an initially superficial reading of Jay Gatsby.
60
Model— Narrow the Focus
See It
“Remember to include those three look fors’ in the model.”Susan Hernandez coaches her elementary school teachers to emphasize the key thinking steps of analyzing a nonfiction text.
61
Model—Model the Thinking
Do It
“Every time you point out a text feature, you need to emphasize why you're doing this for your students.”Susan Hernandez gives her teacher feedback to make her model more exaggerated and precise.
62
Model—Check for Understanding
Teaching Clip (Math)
“What is the misconception in that case?”Anushae Syed probes student understanding with a deliberate error.
Phase 4: Go Deeper
Clip
Teacher Action Step
Key Leadership Move
Description
7
Guide Discourse 101—Stamp Understanding
Real-Time Feedback
“What question are you going to ask students to get them to close the gap?”Taro Shigenobu pushes the rigor of his science teacher's questioning.
33
Academic Monitoring—Pen in Hand
Real-Time Feedback
“How do you want to respond to the data you're seeing?”Kristen McCarthy observes math independent practice alongside her elementary school teacher.
63
Pacing—Give Time Stamps
Real-Time Feedback
“When there are five minutes left, tell them they should be on number 3.”Owen Losse coaches his teachers to give time stamps during independent practice.
64
Engaged Small Group Work— Directions
Teaching Clip
“Rows 1 and 3, silently transition.”Julia Dutcher cues students to rearrange desks in preparation for group discussion.
40
Stretch It—Sophisticate
Teaching Clip
“Did the developments between 1860–1877 constitute a social and/or constitutional revolution?”Art Worrell launches debate with a broad, open-ended question.
65
Universal Prompts—Revoice
Teaching Clip (Literacy)
“Can someone revoice the point of disagreement?”Danny Murray checks for understanding by asking a student to summarize the two conflicting readings of a character.
66
Universal Prompts
Real-Time Feedback
“So, we need to figure out what prompts to ask to get them to these key points.”Nikki Jones offers real-time feedback that helps her teacher swap overly-scaffolded questions for open-ended prompts.
67
Universal Prompts—Press for Reasoning
Teaching Clip (Literacy)
“Why would she use that word? What two ideas is she trying to connect here?”Hadley Westman guides students toward a more complex argument by prompting them to analyze word choice.
35
Guide Discourse 101—Show-Call
Teaching Clip
“Take a look at his work. What did he do to figure out the area?”James Cavanaugh uses an exemplar student response to launch a mathematical discussion.
53
Activate Knowledge— Resource
See It
“Can you restate that using one of the words from our word wall?”Paul Bambrick-Santoyo role plays as a teacher who pushes students for more sophisticated vocabulary.
68
Stretch It— Sophisticate
Do It
“Before you answer, see if anyone in the room can provide the answer. Push the thinking back on them.”Paul Bambrick-Santoyo encourages his teacher to complicate thinking through peer-to-peer conversation.
41
Strategic Calling
Do It
“That ‘why’ gets to the heart of the inference you want them to make.”Zach Roach and his high school teacher make sure that the lesson ends with an emphasis on a big idea.
69
Stretch It—Problematize
Teaching Clip (Literacy)
“Is [the character] Etta a womanist? Why or why not? Or is she simultaneously both?”Danny Murray offers a third option to two contrasting readings of a character.
5
Stretch It—Sophisticate
Real-Time Feedback
“Can I ask a question? Does that show progress over time?”Art Worrell asks his teacher's students an important critical thinking question at the end of social studies discussion; then, the two debrief.
70
Stretch It—Sophisticate
Do It
“Before you answer, see if anyone in the room can provide the answer. Push the thinking back on them.”Paul Bambrick-Santoyo encourages his teacher to complicate thinking through peer-to-peer conversation.
Acknowledgments
On October 12, 2024, I lost my brother Peter to a house fire that destroyed our family home. Peter and I were just a year apart, and we were inseparable growing up as kids. Decades went by, and we went through periods of struggle, but in the latter half of our lives we found a beautiful reconciliation. And on that day in October, I lost my first best friend.
In the process of healing—and finishing this book—I was overwhelmed by the support I received, and it taught me a very powerful lesson. Sooner or later, when each of us faces the inevitable end of life, we won't focus on everything we accomplished or what we did. Rather, we will focus on the family and community we loved and, even more importantly, on the people who loved us. We will remember the people who believed in us even more than we believed in ourselves.
As Get Better Faster 2.0 arrives nine years after the original, many parts of the education landscape have shifted dramatically. But one thing hasn't: the need for educators who believe so deeply in children (and love them) that they will do everything to achieve the best learning outcomes for every student who walks through their doors. With that comes the need for school leaders who will coach and support teachers—seeing the greatness in them—to make this possible. The school leaders featured in this book have done just that, and their work provides a road map that any inspired educator can follow. Writing this book is a chance for me to thank each of them for transforming the lives of so many teachers and students—leaving a legacy that matters most.
Thank you to my fellow educators from across the globe—we had contributions to this book from 17 different states and four different continents. Many of you participated in the Leverage Leadership Institute (LLI), co-led so capably by Kathleen Sullivan. Kathleen, you embody the sort of love for every LLI fellow that leaves a lasting impact—thank you! Thank you particularly to those leaders who filmed themselves and with their videos transported us to coaching sessions and classrooms across the globe (in the order that they appear in the book): Jaz Grant, Erica Lim, Trennis Harvey, Na'Jee Carter, Art Worrell, Ashley Martin, Taro Shigenobu, Kelly Dowling, Annie Murphy, Ben Carman-Brown, Amy Gile, Brittany Hollis, Lisa Hill, Katie Abrams, Jesse Corburn, Chi Tschang, Zach Roach, Susan Hernandez, Denarius Frazier, Danny Murray, Vy Graham, Christina Fritz, Kristen McCarthy, Tera Carr, James Cavanaugh, Jen Petrosino, Brittany Wolf, Ebonee Johnson, Julia Dutcher, Emelia Pelliccio, Jessica Rabinowitz, Nikki Bridges, Rachel Blake, Jesse Rector, Neha Marvania, Equel Easterling, Sarah Schrag, Anushae Syed, Owen Losse, Nikki Jones, and Hadley Westman.
I also want to thank my peers at Uncommon Schools, starting with the HS leaders that I've worked closely with for more than a decade—Mike Mann, Ted Eckert, Sean Gavin, Syrena Burnam, Chelsea McWilliams, Sarah Sladek, Justin Salvador, Kim Jerome, and Emma Simmons. And to our principal supervisors for creating conditions for coaching for all our K-12 teachers: Kelly Dowling, Nikki Bascombe, Eric Diamon, Denarius Frazier, Tera Carr, Nilda Velez Solomon, Jaz Grant, Kristen McCarthy, Brianna Riis, Na'Jee Carter, and Kris Hirsch. Thank you as well to the Content Development Team (David Deatherage, Jacque Rauschuber, Laura Fern, Jessica Rabinowitz, Natalie Bethea) and the senior leadership team (Julie Jackson, Brett Peiser, Michael Blake, Cyndi Leger, and Juliana Worrell) who made this all possible.
Writing can often be a solitary journey, but I have the gift of being able to benefit from a companion. Morayo Faleyimu, our writer, has been with me through so many projects over the last few years. Morayo, your leadership was fundamental to getting this done. Thank you!
I opened my acknowledgements with family, and I close with it. When I first wrote Get Better Faster, my three children were in the hands of educators themselves—one in elementary school, one in middle school, and one in high school. They gave me a front-row view of what it's like to be educated by extraordinary teachers and what happens when you don't have that. Incredibly, they are all grown now, and they now teach me what it means to love and be a constant source of support. Ana, Maria, and Nico—you are my purpose. You remind me of who I am and who I can be. The anchoring center of my life has been my wife Gaby. Through the most challenging times of my life, including my brother's death, you helped me encounter a deeper part of myself and taught me what concrete love looks like. Thank you, sweetie. Without you, I wouldn't be where I am today.
To my brother Peter: thank you for your unwavering love—for knowing me better than I know myself, for forgiving me, and for helping me fly. I dedicate this book to you.
About the Author
Paul Bambrick-Santoyo is the Chief Schools Officer for Uncommon Schools and the Founder and Dean of the Leverage Leadership Institute, creating proofpoints of excellence in urban schools worldwide. Author of multiple books, including Leverage Leadership 2.0, Driven by Data 2.0, A Principal's Guide to Leverage Leadership 2.0, Make History, and Love & Literacy, Bambrick-Santoyo has trained more than 40,000 school leaders worldwide in instructional leadership, including multiple schools that have gone on to become the highest gaining or highest achieving schools in their districts, states, and/or countries. Prior to these roles, Bambrick-Santoyo cofounded the Relay National Principal Academy Fellowship and led North Star Academies in Newark, New Jersey, whose academic results rank among the highest in urban schools in the nation.
Introduction
Jaz's new kindergarten grade teacher Jade is stumped. He leafs through the stack of student work in front of him that he collected from last period. Despite his best efforts, his lesson hadn't gone as he had hoped. A number of the student worksheets were blank, others were only partially filled in, and few students had the correct answers. He’s not sure what went wrong.
Across from him sits his principal, Jaz Grant. Jaz knows what it takes to produce incredible results for students. Most of the students who pass through the doors of his Brooklyn school qualify for free and reduced lunch and often struggle with the foundations of Literacy and Math. Challenges like these might overwhelm another leader, but they spur Jaz on. In 2023, the third graders at Excellence Boys Elementary School outperformed their peers by double-digit margins in the New York State math and ELA exams, and their math results placed them in the top 3% of the state. Yet this success doesn't belong to Jaz alone. For results like these, he needs every teacher to fly. That's where Jade comes in.
“You've got a great lesson design,” Jaz says, “now we just have to help the students to be able to follow it.” Instead of giving Jade a completed professional development rubric or rattling off multiple pieces of feedback, Jaz rises to his feet. “Jade, I want you to role play the student, and I'll play the teacher. Watch what I say and do.”
For the next few minutes, Jaz models what it looks like to give clear directions, “Scholars, we have been learning about tribes. Before we start today’s lesson, let’s sit up nice and tall in learner’s position. Nice, Lucas. Turn and talk: what do you know about tribes?
And then he pauses. “What did you notice?” he asks Jade.
The two go on to debrief Jaz's actions. Jade starts, tentatively at first, and then adds on more eagerly as the conversation continues. “You gave clear and concise cues.”
After he jots a final note, Jaz gestures toward the front of the room. “Your turn,” he says. A small smile tugs at the corners of Jade’s mouth. He stands and, for the next several minutes, practices giving directions from an upcoming lesson. Here's what it looked like:
WATCH Clip 1: What to Do1 Directions
(Key Leadership Move: Do it)
In one short meeting, Jade has become a better teacher. He’s internalized a new teaching skill that he will be able to access immediately when he returns to his classroom tomorrow morning. What's more, he’s learned this skill after teaching for an incredibly short time. Jaz didn't wait until a mid-year review of Jade’s teaching to coach him on this skill; instead, he practiced it with him in depth just a handful of weeks into his career. The result? Jade got better faster than he could have without Jaz’s guidance.
It would be easy to underplay the impact of Jade learning such a small skill. Teaching is a vast, complex art—there's still so much more for Jade to learn! He still doesn't know how to respond to student error or how to lead a discussion. Considering this long path ahead, Jaz could have given Jade a long list of broadly-worded feedback, leaving him with 15 things to work on at once on the grounds that each is too important to implement later. Despite the good intentions of both leader and teacher, Jade would be incredibly hard put to respond to all this feedback at once; the likely result would be all 15 pieces of teaching wisdom falling through the cracks. Or just as dangerously, Jaz and Jade could throw up their hands in discouragement, foregoing coaching and leaving Jade to learn almost exclusively by trial and error as many teachers commonly do.
Yet Jaz shows us another way: Skill-by-skill and week-by-week, teachers can get better far faster through targeted, effective coaching. Over the course of Jade’s first year,
