Instructional Coaching and Teacher Evaluation |
Although the PIIC Instructional Coaching Model is a non-evaluative vehicle for providing differentiated professional learning, it has the potential to positively impact teacher performance as measured by most teacher evaluation systems. In Pennsylvania, where the teacher evaluation process is based on Charlotte Danielson’s Framework for Teaching, the four components/quadrants of the PIIC Model of Instructional Coaching, combined with its use of the B-D-A process, provide a structure for professional learning that effectively addresses the four domains of teaching responsibility as defined by the Danielson. When PIIC coaches meet with teachers and engage in professional dialogue, the focus of their discussions is directly connected to the components of professional practice within the framework of the four domains. Evidence of this is found in the questions asked by instructional coaches. Typical questions asked include:
The questions asked by the coach act as a catalyst for deeper thought and reflection. The answers provided by the teacher stimulate additional discussion that contributes to a shared understanding and an appreciation of a professional partnership between the coach and the coachee. The context of this dialogue connects the four domains to the day-to-day delivery of instruction in a way that’s meaningful and productive. The PIIC Instructional Coaching Model acts as a conduit through which the components of Danielson’s Framework for Teaching can be addressed. Schools that provide instructional coaching support using the PIIC Model are demonstrating their commitment to enhancing professional practice and teacher effectiveness. |
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