Pennsylvania Institute for Instructional Coaching — A Partnership Between the Annenberg Foundation and the Pennsylvania Department of Education
Coaching Tip of the Month
November 2010 PDF Print E-mail

In every classroom across the nation, terms like teacher evaluation, teacher assessments, performance assessments, classroom evaluations and teacher observations create anxiety on the part of the teachers. What coaching aims to do is to remove the evaluative terminology, generate an atmosphere that is conducive to teacher learning, and provide support in a risk-free environment.

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October 2010 PDF Print E-mail

Becoming accustomed as a coach to not having your own classroom or your own students was probably challenging. I am sure, however, you quickly engaged in conversations with your colleagues about offering to demonstrate or co-teach some lessons to those teachers willing to share their students with you. Although alien at first, I’ll bet it was very rewarding to work with students again and feel that great “high” that a teacher feels when the lesson worked well.

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August 2010 PDF Print E-mail
As the new school year begins, it is important to think about what your objectives are and what steps you will need to take in order to accomplish those goals. Action planning is a process which can help you effectively map out the year ahead.

Some things to keep in mind about action planning:
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July 2010 PDF Print E-mail
Has anyone ever stopped you in the hall, engaged you in a casual conversation over lunch or appeared at your door with a 'quick question' that really wasn't all that quick to answer? Clare Landrigan and Tammy Mulligan, in their article "Ways to Avoid Coaching Traps," say that answering a teacher's question immediately can "make the question seem trivial and the teacher feel stupid." In an effort to be truly helpful, we often fall into the trap of giving a quick response. This action does not always encourage the collaboration so vital to a trusting, reciprocal relationship instructional coaches work so hard to establish.

So how should you react in such a situation? Click here to find out!

Excerpted from this month's mentor blog entitled: "Coaching and the Art of Answering" by IU15 PIIC Mentor Nancy Neusbaum.
 
June 2010 PDF Print E-mail
As coaches plan for the year ahead, making time for one-on-one support rather than finding time to meet with teachers is critical. Encouraging teachers to meet one-on-one regularly with coaches around literacy practices that help increase student engagement, reflecting on those practices, and collecting the data that measures student progress reinforces PIIC's before, during, and after model of continuous improvement for all learners. Make sure that your coaching schedule allots ample time to meet and greet/nag and nurture the community of learners with whom you work.

For resources on the BDA Model for Instructional Coaching, click here.
 
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