We know that instructional coaching is effective… our data
confirms it: 89% of teachers surveyed in 2016-2017 indicated that they changed
their practices as a result of the coaching they received; 100% reported that
these changes had a positive impact on student engagement and 97% said that
student learning was positively impacted by the coaching they received. And, in
fact, the positive effects of PIIC instructional coaching has remained
consistent over time. (See survey report:
http://piic.pacoaching.org/images/PIICdocuments/Research_and_Eval/piic%20follow-up%20teacher%20survey%20analysis%20brief_final_03-21-17%20pdf.pdf).
I don’t think that coaching is the objection; I think
teacher professional development is the objection. Whether you are an “insider”
or “outsider,” the common misconceptions about professional development are
that teachers went to college so they shouldn’t need additional professional
development and that professional development as we know it is meaningless,
unsubstantial, and unconnected to student needs.
Wow… that may be true in some places but not where there are
instructional coaches. Our coaches ensure that the professional learning they
support is needs driven, tied to teacher practices, aligned to standards, and targeted
on evidence-based literacy practices. We know that instructional coaches build
teacher capacity, help increase student engagement, and influence student
learning. Instructional coaches ensure that continuous learning is the norm and
the culture of the school supports that thinking.
What data do you find
helpful in demonstrating the impact of instructional coaching in classrooms and
schools?
