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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET 18 CHAPTER ONE opportunities. They were not getting the instruction promised. Through the process of several discussions Jon clarified Ms. Ana’s beliefs about reading and about behavior during reading. They talked about the cause and effect of various actions she had taken. They looked at the children’s data and saw that their language scores were low, a sign that they needed more reading. They explored the consequences of not reading to the whole class when one child was not complying. Then they started to plan intentionally. They talked about not stopping readings and having options to help disruptive children. It was indeed a longer process than a simple directive, but it led to a long-term solution. In the end, Ms. Ana’s skills improved. It was not magic. Jon was instrumental in helping her grow as an excellent early childhood professional. ■ Reflection Questions 1. Review your answers from the observation and self-assessment forms on pages 12–13. Think about your role as an education leader who wants to evaluate and support teachers. What parts will be easy for you to accom- plish? What parts will be challenging? 2. Lead a discussion with your staff on the meaning of quality support for teachers. What does it mean for your group? Make a list of behaviors and actions. Compare the list to the five guiding principles described in this chapter. COPYRIGHTED MATERIAL