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Instructional Coaching with the End in Mind x

to improve their practices. Within this group, the thought of teaching teachers without this support never crosses anyone’s mind; we are all supporting one another for the betterment of teachers and, ultimately, their students.

I have since evolved into the role of Executive Vice President of Performance Learning Systems, Inc., which as a company continues to enjoy a wide network of expert educators throughout the country who interact and share ideas and strate-gies, taking advantage of the various means of telecommunication with which the world is now blessed. I fnd myself traveling throughout the country and now the world presenting to— teach-ing to —educators, administrators, school districts, state departments of education, coaches, and the entire array of those who hold positions of edu-cational leadership.

Over the past 20 years, however, I have come to specialize more and more in the concept and practice of coaching—peer coaching, mentoring, and now instructional coaching. Whatever name it is given, it involves teachers working with others to improve and enhance their teaching skills. Because I was fortunate to have the support I did in my own elementary teaching years as well as the value I currently experience when collaborating with colleagues, my focus on coaching is to bring that important aspect of teaching to teachers who often go it alone. While coaching has made its mark in many schools, districts, and states, too many teachers are tackling the complex, ever-changing, and highly pressurized occupation of teaching without the beneft of coaching. They have

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