Pennsylvania Institute for Instructional Coaching — A Partnership Between the Annenberg Foundation and the Pennsylvania Department of Education
Coaching Tip of the Month
March 2017 PDF Print E-mail

In the July/August 2016 Vol 60, No 1 Journal of Adolescent & Adult Literacy, a team of authors write about the responsibility of literacy educators to work with content area teachers to implement what they call, content area literacy (CAL) instruction in classrooms. But content area literacy cannot be the only priority… learning certainly is important but the learning cannot be passive. Knowing how to engage students is critical for the content area literacy to have meaning.

February 2017 PDF Print E-mail

Coaches are on the side of helping teachers implement effective instructional practices in non-evaluative ways. They help teachers become more reflective practitioners through a job-embedded, elbow-to-elbow support system. They offer a high impact outcome in a risk-free environment that promotes a consistency in language and practice. The goal is for all students to be in classrooms with highly effective teachers who are supported by highly effective instructional coaches.

January 2017 PDF Print E-mail

Happy New Year!

Last year’s data research conducted on October 27, 2016 indicated that 45% of Americans made New Year’s Resolutions with the top resolution “self-improvement or education related resolutions.” 39 percent of people in their twenties achieved their resolutions; 14 percent of people over 50 achieved their resolutions. Interesting how that works!

December 2016 PDF Print E-mail

One of PIIC’s 4 quadrants is to support reflective and non-evaluative practice as we work with our colleagues. We help our teaching colleagues recognize which instructional practices are effective and which need to be strengthened. We facilitate conversations that help them distinguish which practices are vulnerable and which ones promote increased student engagement. We strive to help teachers meet the needs of their diverse populations and try to ensure that all students are in classrooms with highly effective teachers. And coaches do all of the above in non-evaluative ways as they help teachers reflect in, on, and about practice through the feedback process.

November 2016 PDF Print E-mail

In the recent report, Coaching for Impact: Six pillars to create coaching roles that achieve their potential to improve teaching and learning, instructional coaching is described as a vehicle to help all teachers plan more effectively, collaborate with colleagues about their practices, identify the strengths and areas of practice that need more support, and analyze student performance. This is and has always been PIIC’s message about the power of instructional coaching.