Pennsylvania Institute for Instructional Coaching — A Partnership Between the Annenberg Foundation and the Pennsylvania Department of Education
Coaching Tip of the Month
January 2015 PDF Print E-mail
The December 2014 JSD is all about teacher evaluation, observations, growth models, and learning needs. Such hot buttons for teachers, administrators, students, parents, and society at large. We know there are so many factors determining our students’ performance and want to provide them with the best environment possible for learning.  Teacher and principal evaluation along with school profiles and student growth are the current trends. But we also need to be reminded of Albert Einstein’s words: “Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.”
December 2014 PDF Print E-mail

At the September PIIC PLO, the conference focused on the importance of listening: how we listen to our colleagues, why we listen to our colleagues, and how we know our colleagues listen to us. We know that listening is an active skill; it is thought-provoking, intense and contemplative. We should not fear the silence that accompanies meditation and reflection. Sometimes, however, we need to give ourselves permission to ponder more, speak less, and let our thoughts drive our actions. Remember, listening is different than hearing.

November 2014 PDF Print E-mail

In the June 2014 JSD issue (Vol. 35, No. 3), authors Sheri S. Williams and John W. Williams share what they’ve learned about business and education. What they found is that there are similarities in identifying the skills and knowledge base needed to support both school and business communities in order to sustain “learning” in both domains.  

October 2014 PDF Print E-mail

At the end of each work week, I’m sure you reflect and “check off” the mental notes you made about accomplishing your goals, working with your teaching colleagues, and helping others recognize their voices in a very demanding setting. You also probably begin the process of scheduling the following work week and identifying that week’s goals according to the needs of your colleagues.

September 2014 PDF Print E-mail

Welcome back from what I hope was a wonderful, relaxing summer vacation.

In June, I commented about coaches not being experts but having lots of expertise. I wonder if the same is true for principals. We’d like to think that principals are experts in organization, curricula, instruction, and research. But, is that a reality and is it fair for us to expect one person to “do” everything in the school? In actuality, principals do not have the time to do all of these things.