Instructional Coaching Endorsement & Certificate

To be awarded an endorsement for Instructional Coaching in the state of Pennsylvania, an applicant must: 
  1. Be an effective content teacher at the PreK-4, 4-8, or secondary level.
  2. Hold an Instructional I or II certificate.
  3. Have a minimum of three years of effective teaching experience documented with PDE.

*Please note that to earn the endorsement, all participants are required to complete a 30-hour practicum in a K-12 school setting, and 10 hours is embedded into each of the three courses to meet this requirement. Your instructor will provide more information about this once the first course begins. If you are currently working in a school setting, you can fulfill this requirement in your current place of employment. If you are not currently working in a school setting, PLN can assist with scheduling a practicum placement. 

PLN 19
4 CE credits

Course Description: 
This graduate-level course is designed to equip educators with evidence-based coaching strategies to improve classroom instruction and build teachers' content knowledge and skill set. Emphasis is placed on key components of instructional coaching, including pre-conferencing, trust-building, observation and feedback loops, reflection, group conferencing, collaborative planning, and action steps.

Participants will be introduced to conceptual frameworks that support effective coaching practices and examine how coaching can support the implementation of the Pennsylvania Academic Standards. Topics covered will include co-teaching strategies, integrating demonstration lessons, facilitating pre- and post-visit focus, group discussions, reflective practices, and problem-solving.

Through a combination of theoretical and practical approaches, participants will learn how to build trusting relationships with teachers and how to effectively support their professional growth through coaching. The course will also provide opportunities for participants to develop and refine their coaching skills and strategies, including goal setting, questioning techniques, and feedback methods.

As part of the course requirements, participants will actively implement the course content through 10 hours of embedded practicum. This will allow them to apply their learning in real-world settings and receive feedback and guidance from instructors and peers.

Overall, this course is ideal for educators who want to become effective instructional coaches and build capacity through instructional leadership. By the end of the course, participants will have a deep understanding of coaching principles and strategies and be able to apply them to support teachers' professional growth and improve classroom instruction.

Schedule: 

Grades will be awarded in December 2025.

PLN 19B
4 CE credits

Course Description: 
This graduate-level course is designed to equip educators with the skills and knowledge needed to become effective instructional coaches and agents of innovative change. Participants will explore adult learning theories and principles and how they can be applied to coaching frameworks to enhance instructional practices and support sustainable change in educational settings.

Through a combination of theoretical and practical approaches, participants will gain insights into the various coaching frameworks and models used in education and the role of coaches in driving positive change. The course will provide opportunities for participants to develop and refine their coaching skills and strategies, including goal setting, questioning techniques, and feedback methods.

The course will also examine the importance of building relationships and establishing trust with teachers, administrators, and other stakeholders to support successful coaching outcomes. Participants will learn how to assess the needs of individual teachers and schools and design and implement coaching plans tailored to specific contexts.
Finally, participants will explore the ethical considerations and challenges that may arise in coaching relationships, such as confidentiality and trust-building. The course will encourage participants to reflect on their own coaching practices and engage in critical dialogue with peers and instructors to enhance their professional growth. As part of the course requirements, participants will actively implement the course content through 10 hours of embedded practicum, allowing them to apply their learning in real-world settings and receive feedback and guidance from instructors and peers.

Overall, this course is ideal for educators who want to enhance their coaching skills and learn how to effectively implement coaching frameworks for innovative change in educational settings. By the end of the course, participants will have a deep understanding of adult learning practices and coaching frameworks and how they can be applied to support teachers and drive positive change in schools. 

Schedule: 

Grades will be awarded in May 2026.

PLN 26
4 CE credits

Course Description: 
This graduate-level course is designed to equip educators with the knowledge and skills needed to use data and assessment practices to improve instructional design and support teacher professional growth. Participants will explore the importance of regular data collection practices and how they can provide vital information about student learning, instructional routines, and curriculum.

Through a variety of theoretical and practical approaches, participants will expand their knowledge of summative and formative assessments and learn how to use this information to set goals, focus instruction, and prioritize equitable student learning. Participants will be equipped with a toolkit for supporting teachers and school leaders in data analysis, assessment, and instructional design.

This course is most relevant to those working in K-12 school settings, particularly those who are engaged in using different forms of data to improve instruction and/or schools. As part of the course requirements, participants will actively implement the course content through 10 hours of embedded practicum, allowing them to apply their learning in real-world settings and receive feedback and guidance from instructors and peers.

Overall, this course is ideal for educators who want to become effective instructional coaches and support teacher professional growth through data and assessment practices. By the end of the course, participants will have a deep understanding of the role of data and assessment in instructional design and be able to apply this knowledge to support teachers and improve student learning outcomes.

Schedule: 

Grades will be awarded in August 2026.