When it comes to digital ways to collaborate with peers, we often look to our frequent blogger and friend, Stephanie Affinito. Learn how you create and use digital coaching cards to boost connections and celebrate your experience as an IC.

ICs spend their days supporting the growth of educators, but who does the same for them? Stephanie Affinito, Staff Associate in the literacy department at the University at Albany in New York, believes that coaches can guide their own learning through her four-step processes built on self-reflection.

Stephanie Affinito, Staff Associate in the literacy department at the University at Albany in New York, shares how coaching launchpads can help shift your focus from reactive to proactive coaching.

Stephanie Affinito, Staff Associate in the literacy department at the University at Albany in New York, showcases three ways to use collaborative whiteboard tool, Google Jamboard, to support virtual coaching.

Coaching and leading remotely is a new challenge for most instructional coaches, and it requires a shift in the way we think and carry out our daily routines. Stephanie Affinito, literacy education professor at the University at Albany in New York, is back with some of her must-have attributes of ICs working remotely.

As the coronavirus pandemic forces states and districts to suspend instruction, leaders are adapting with a shift to distance learning. Stephanie Affinito, literacy education professor at the University at Albany in New York, offers four ways coaches can support teachers during their transition to a new reality: working remote.

Stephanie Affinito, literacy teacher educator at the University at Albany in New York, explains the benefits of a virtual coaching cycle and why those who don't have in-person coaching opportunities should explore online options.

Coaches are uniquely positioned at the intersection of policy and practice to be levers for both personal and systemic transformation. Districts that prioritize, value, and support coaching see a positive impact on classroom instruction and, in turn, student outcomes.