ABSTRACT

This chapter addresses the three C's of CARE: Community, Critical and Content. The three C's are the what but also the so what of CARE. The chapter addresses the topic of classroom communities. The work in coaching should emerge from two places—the preservice teacher's reflection on practice and your roadmap for the conferences. The chapter discusses the concerns that might come up in the use of the Coaching with CARE cycle and how those concerns might shift as part of your work together. It discusses an approach to recast the challenge in classrooms from implementing order to building a classroom community of learners. Critical moments in teaching often come about because there are conflicts between what we intend to teach and what we are asked to teach, especially in a high-stakes testing era. The chapter describes a case study with Jane, a mentor, who taught about how important critical social issues can be to mentoring and coaching.