Ellen B. Eisenberg is the executive director of the Pennsylvania Institute for Instructional Coaching (PIIC). Established in 2009, PIIC is supported by the Annenberg Foundation and the Pennsylvania Department of Education. It is a statewide resource for developing and supporting the delivery of consistent, high-quality professional development around instructional coaching and mentoring. Her work involves helping school districts plan an effective instructional coaching model built on PIIC's Before/During/After cycle of consultation and the four-quadrant framework of effective core coaching elements.

Eisenberg's experience with instructional coaching evolved through her 35-year teaching career and includes working with a whole-school reform model designed by Johns Hopkins University from 2000 to 2005 and her work as the executive director of the Pennsylvania High School Coaching Initiative from 2005 to 2009. Funded by the Annenberg Foundation, it was the United States' only multitiered teacher coaching initiative, providing trained teacher leaders—called coaches—to high schools across Pennsylvania. Eisenberg has authored and coauthored several articles and has presented several times locally, nationally, and internationally.

Bruce P. Eisenberg is the Associate Director of the Pennsylvania Institute for Instructional Coaching (PIIC). His career has spanned 47 years in public education. The first 32 years were spent teaching mathematics in a public high school where he designed and implemented curriculum for academically, musically, and artistically talented students.

Following his teaching career, Eisenberg was a consultant to the Johns Hopkins University's Talent Development High School model, where his major focus was facilitating the restructuring of low-performing high schools around the United States. From 2006 to 2009, he was a consultant with the Pennsylvania High School Coaching Initiative, a partnership between the Annenberg Foundation and the Pennsylvania Department of Education. His major focus was outreach and advocacy to local, state, and federal elected officials in the legislative and executive branches of government sharing data about student achievement and job-embedded teacher professional development.

Bruce became the associate director of PIIC in 2009. He continues in his role of advocacy and outreach as well as in the implementation of the PIIC instructional coaching and mentoring model throughout Pennsylvania and other states.

Elliott A. Medrich is a Research Consultant to the Pennsylvania Institute for Instructional Coaching. He has been a part of PIIC's research and evaluation team for a decade. For 25 years he served as a Principal Researcher and Vice President at MPR Associates Inc., education research and policy analysts based in Berkeley, California. His 40-year career has focused on a great range of issues: designing systems and surveys for student and school-level data collection; evaluating classroom instructional practice and student outcomes; and conducting program evaluations of education initiatives at the national, state, and local levels. Medrich, who received his PhD from the University of California, Berkeley, has been an adjunct professor in the Graduate School of Public Policy, University of California, Berkeley, and has authored two books and many peer-reviewed journal articles and government publications.

Ivan Charner is the Director of the FHI 360 National Institute for Work and Learning. He is a domestic education and workforce development specialist with almost 40 years of experience in the design, development, and management of projects and programs dealing with educational policy, teacher education and professional development, college and career readiness, workforce development, and systemic reform. He works with state and local school systems, higher education institutions, corporations, government agencies, and community-based organizations to integrate and improve education, training, and career-related systems. Charner's areas of expertise include career technical education; teacher training and professional development; school-to-career system building; school reform; curriculum integration; school-business partnerships; work-based learning; and adult education and training. He designs and conducts training workshops, seminars, and conferences, is a regular presenter at the American Association of Colleges of Teacher Education, and has written extensively on teacher preparation and effectiveness, youth transition from school to career, school reform, college and career readiness issues, instructional coaching, career and technical education, and school-business partnerships.