Not every coach or other school leader has the luxury of providing full time coaching to the entire school faculty. If, in fact, the school or district administrator had been an instructional coach previously, the discussions about these conditions might occur frequently and actions taken in the best ways possible to create the enabling conditions where an effective instructional coaching model is implemented. On the other hand, if a school does not have the flexibility to implement a part time or full time instructional coaching position, innovation, creativity, and collective problem-solving must be cultivated so that every staff member has the opportunity to receive differentiated support which ultimately influences individual, team, and school-wide performance. 

How many times during the day do you hear the words, "I don't have time to talk"? As an instructional coach, those words can determine the direction for effective instructional planning and reflective practice. Co-planning and co-constructing meaningful instructional practice with instructional coaches encourages teachers to think aloud and talk about their plans in a no-risk environment. In many ways, these discussions are the rehearsals with an opportunity for teachers to ask questions in real time. These rehearsals help the teacher and coach collaborate, communicate and collectively problem solve so the performance can be less stressful, especially if new content or new skills building is involved. It is the process where the coaches help teachers implement effective evidence-based instructional practices and then talk about what worked well in the classroom without fear of being evaluated.

"The primary purpose of professional learning is to improve educator practice and student results. Continuous improvement of individuals, schools, and school systems depends on high-quality professional learning (Standards for Professional Learning)." Instructional coaches are in a perfect position to provide ongoing, job-embedded professional learning for teachers and help them implement effective instructional practices. Of course, providing professional learning around the PA Common Core, SAS, PVAAS, Keystone Exams, CDTs, teacher effectiveness, and a plethora of other statewide initiatives are the content many coaches are asked to support. Don't despair...coaches and teachers can collaborate on a multitude of professional learning opportunities that all fit within the PIIC 4 quadrant framework.

A recent article in the School Library Journal discusses the importance of building awareness about the Common Core State Standards (CCSS) in schools and with the voting public. 46 states and Washington, DC have adopted the CCSS but less than 25% of the general public population know about the standards and why they are so important in preparing students for college and careers.  More importantly, 72 % of teachers support the standards. Those who are not familiar with the standards and their goals are more likely to have negative impressions about them (Debra Lau Whelan, July 2012). Those "in the know" need to share the knowledge with others.