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F ACT S HEET
Coaches 2008-2009
District Allocated Coaches
Learning Coaches and Instructional Coaches are allocated at the district level, are on a teacher contract, and may receive a
supplemental and/or serve addendum days beyond the regular contract at the discretion of the immediate supervisor. These
coaches are alike in several ways. Learning Coaches and Instructional Coaches:
• Provide coaching for classroom teachers by modeling lessons, team/co-teaching, observing, and giving follow-up support;
• Assist all staff members in incorporating effective, data-driven research based strategies and pedagogy across the curriculum
• Co-plan with grade level/instructional teams
• Assist with the delivery of instruction based on student data (MTSS support for Tier I [core], and Tiers II and III for
intervention)
• Collaboratively co-plan and co-facilitate building wide data-driven professional development with principal/staff members
• Support district and building curriculum, instruction and assessment alignment as related to implementation of the Quality
Instruction Framework
• Collaboratively co-plan and co-facilitate district level professional development
• Support School Improvement Plan implementation
• Collaborate with all departments and other coaches to coordinate services
• Support classroom management needs
Job Specific Responsibilities
Learning Coaches and Instructional Coaches have some unique characteristics and responsibilities that define their work. These characteristics and
responsibilities are defined in the sections below.
Learning Coaches Instructional Coaches
The Learning Coach (formerly know as Campus Support/ The Instructional Coach for School-wide Title I Programs is
Instructional Facilitator) is a teacher-leader who possesses a responsible for assisting with the coordination and
high energy level, is self-motivated, demonstrates a passion for implementation of all aspects of the school-wide program as
learning, and has the ability to facilitate a successful learning identified in the School Improvement Plan, Results-based
community. Learning Coaches are accountable to Learning Staff Development Plan, and QPA guidelines. Instructional
Services. Coaches are accountable to building principals and Title I.
The responsibility of the Learning Coach is to: The responsibility of the Instructional Coach is to:
• Assist teachers with individual and/or team development • Provide leadership in job-embedded professional
through coaching; team teaching; demonstration lessons; development that is focused on meeting the goals of the
introduction of new materials, programs and ideas; school-wide program.
modeling of effective teaching strategies; and assisting with
individual and/or team planning. • Assist the principal and school leadership team with the
development, revision, and implementation of the School
• Assist with identifying staff development needs, planning Improvement Plan.
and implementing job embedded in-service activities,
modeling, teaming and coaching. Assist with identifying • Maintain a basic understanding of Title I federal and state
staff development materials and supplies that support the regulations as set forth in the NCLB Act of 2001/Title I,
goals of the SIP and district initiatives. and work with the building principal and staff to focus on
the goals of NCLB, including staff development, student
• Assist in integrating curriculum, instruction and assessment achievement, school reform, and parental involvement.
that is focused on increasing student achievement.
• Coordinate building selected initiatives with central
• Identify, model, and coach research-based best practices support, targeting resources to meet the goals of the SIP.
for classroom teachers to meet the educational needs of all
students and increase student achievement. • Support Title I school-wide parent involvement goals
through planning and assisting with parent activities
focused on increasing student achievement, parent/school
compacts, and parent involvement agreements.
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Building Allocated Coaches
High School Assessment Leaders and Middle and High School Data Coaches are allocated at the building level and are on
a teacher contract. These people are accountable to the building principal.
High School Assessment Leaders
The High School Assessment Leader position (only at the HS level) is designed to help improve student achievement by
facilitating the successful completion of USD 259’s comprehensive assessment plan to maximize a school’s Adequate Yearly
Progress.
The Duties and Responsibilities include:
• Working with the Data Coach in the coordination and implementation of the District Comprehensive Assessment Plan at
each building site.
• Coordinating voluntary national assessments and surveys required by USD 259 and any other assessments as assigned by
the building principal.
• Coordinating all assessment procedures.
• Working with the Data Coach in the collection, analysis, and dissemination of building data.
Data Coaches
Data coaches ensure that data positively impacts student achievement through curriculum integration, data collection and
analysis, and staff development. They model effective, efficient, legal and ethical use of data to impact instruction throughout
the building as a team member with the Learning Coach and/or Instructional Coach. Data Coaches are assigned to each
Middle and High School in the district, and the job responsibilities vary by level.
Middle School Data Coach High School Data Coach
The Middle School Data Coach is responsible for: The High School Data Coach is responsible for:
• Coordination and implementation of the District • Working with the building Assessment Leader to
Comprehensive Assessment Plan at each building site. coordinate and implement the District Comprehensive
Assessment Plan at the building site.
• Coordination of national, state, and local assessments
and surveys required by USD 259 and any other • Collection, analysis and dissemination of building data.
assessments as assigned by the building principal.
• Coordination of on-going staff/student training
• Collection, analysis and dissemination of building data. opportunities, as related to data, through:
• Coordination of all assessment procedures, including • Faculty meetings
• District-wide training opportunities
• Testing timelines. • Professional development
• Organizing comprehensive student listings. • Building-wide training opportunities
• Ordering essential supplies and materials.
• Training test proctors and teachers in testing • Leading building-level discussions on data driven
procedures. dialogue with teacher team by
• Ensuring special procedures associated with
testing students with special needs are • Providing up-to-date data to teacher teams and
followed. administration.
• Coordinate on-going staff/student raining • Facilitating data discussions that impact
opportunities through: differentiated instruction in the classroom.
• Attending building leadership team meetings.
• Faculty meetings
• District-wide training opportunities • Participating actively in the QPA/NCA/ETAT/STP
• Professional development cycle process.
• Collaborate with support staff
• Team professional development
• Lead building-level discussions on data driven dialogue
with teachers and teacher teams.
• Participate in building leadership activities.
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