New Teacher Induction Handbook, 2023-2024

Urbana School District #116 New Teacher Induction Handbook

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Urbana School District #116 Welcomes You!

Dear Educators, On behalf of the New Teacher Mentoring and Induction Program, Welcome!

Each of you has something unique to offer our students and staff. It is my intention to ensure that you feel embraced by the staff in our school district. In order to promote relationship building and trust between colleagues, I will unite with you from all buildings through New Teacher Orientation, Induction Meetings, Novice Workshops, and other district professional activities. Our hope is that you will feel empowered by our professional development offerings and mentoring meetings. You will be enlightened through meaningful conversations, frequent communication, and discovery of new strategies and techniques through collaboration and reflective practices. Together we will support each other in being adaptable educators to ensure the success of our students. I look forward to accompanying you on this incredible journey!

Welcome Aboard!

Yavonnda Smith, Director of Professional Development

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Urbana School District #116 Our Mission The mission of Urbana School District #116, a multicultural community committed to educational excellence, is to ensure that all learners acquire knowledge, develop skills, and build character to achieve personal greatness and help create a better global society, by providing innovative, comprehensive programs, respecting individual learning styles and cultural differences, and fostering caring and nurturing relationships, while engaging each student, every family, and the entire community.

Our Values Urbana School District #116 believes that caring and nurturing relationships are key to building trust, setting high expectations, and challenging and supporting all learners. The District also believes that celebrating individual and cultural differences not only engages students and families, but also improves the community in which we live.

Urbana has a long history of celebrating both diversity and excellence in education. We live and work in a multicultural, multilingual community that values public education, the arts, the environment, and collaborative partnerships, Urbana is not only home to one of the best public school systems in the state of Illinois, but it is also home to the University of Illinois Urbana-Champaign, and major regional banking, communications, and health care centers.

What we offer…

Urbana School District #116 is home to a diverse student population with several schools that offer one of the state’s best Dual Language programs. Over 14% of our district’s students are English learners representing over 50 countries. With nearly 46 languages spoken in our neighborhood schools, students who attend Urbana School District #116 schools are immersed in culturally-rich learning environments that prepare them for success in the multicultural world workforce they will face upon graduation. In addition to our culturally-rich learning environments and top-notch Dual Language program, Urbana School District #116 is also home to Before- and After-School Programs that offer students in grades K-5 supervision and leadership in a variety of areas including recreational activities, occasional special interest projects, reading, homework opportunities and a limited number of field trips. USD116 also offers several school-based programs and activities, a well-rounded curriculum, grant-based programs offered year-round, including the summer months, and multiple opportunities for family engagement.

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Professional Development Department Urbana School District #116 1101 E. University Ave, Suite B Urbana, IL 61802 Dr. Kim Norton, Assistant Superintendent of Student Learning (knorton@usd116.org) Yavonnda Smith, Director of Professional Development (ysmith@usd116.org) Julie Erlinger, Professional Development & Teacher Leadership Coordinator (jerlinger@usd116.org) Setha Kim, Professional Development Secretary (sekim@usd116.org)

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Professional Development Department Oversees….

Instructional Coaches (Pre-K to 12 grades) National Board Certified Teachers New Teacher Mentoring & Induction Program Opening Day & Institute Day Professional Development School Improvement Plans School Improvement Teams Staff Development Days Staff Meetings Title II- Teacher Quality Grants Winter Institute

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Vision for the New Teacher Mentoring & Induction Program We believe that a strong mentorship experience is essential for building professional competencies and fostering a collegial atmosphere that benefits the entire community through: • • • • •

A better understanding of teaching and learning A more comprehensive implementation of the curriculum A better understanding of the district’s frameworks and expectations Opportunities for professional reflection and self-assessment Stronger collegial partnerships

Goals of the New Teacher Mentoring & Induction Program • • • • • • • •

Provide role models for new teachers Improve student learning Promote effective teaching practices Enhance collegiality Provide opportunities for reflection Community building Increase the retention rate of entering teachers Transmit the school culture of the system of beginning teachers

Confidentiality Agreement We believe that the success of the mentor/new teacher relationship depends on building trust and maintain confidentiality at all times. This means that the mentor’s job is non-evaluative in nature and cannot serve as an evaluation tool for administrators. Even if an administrator asks how the new teacher/new hire “is doing”, the mentor is under no obligation to answer. Mentors should maintain confidentiality unless there is a student(s) safety concern that needs immediate action. If there is a concern regarding this relationship by either party, please address this with Julie Erlinger, Professional Development & Teacher Leadership Coordinator or Yavonnda Smith, Director of Professional Development and one of us will assist you with the best course of action.

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Collaborative Reflection Framework What’s Working?

Current Focus-Challenges-Concerns:

Next Steps:

Next Meeting Date:

Curriculum, Planning, Teaching All Students & Assessment Knows the subject matter and designs effective instruction Uses assessments to measure student learning and inform instruction Analyzes assessment data effectively

Uses instructional practices that reflect high expectations and engage all students

Focus for next meeting:

Family Engagement

Professional Culture

Encourages every family to participate in their child’s education

Reflects on own practice

Creates a safe and collaborative learning environment

Work collaboratively with the family to build a school-home partnership

Creates an environment that respects diversity

Value the parent’s perspective

Creates an environment that respects each student’s identity Implements lessons that set high expectations and are accessible to all students

Treat all families with respect and acknowledge their cultural aspects

Pursues professional activities Collaborates with colleagues Is active in school-wide decision making Shares responsibility for all students (schoolwide) Is ethical and reliable

Engage in effective communication with families about student learning

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District Committees DELT- District Equity Leadership Team

The committee will make recommendations for action steps to address disparities and inequities, set a timeline for implementation, and monitor progress and outcomes through an equity implementation plan.

Education Pathways Committee

This committee is focused on developing an Educational Pathways Program at Urbana High School, which would allow students interested in pursuing a career in education the opportunity to begin focused, college-level coursework while in high school.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to English Language Arts PK-12, with special emphasis on revising the PK-12 ELA curriculum and investigating possible solutions and interventions for adoption by USD 116.

English Language Arts/Spanish Language Arts (ELA/SLA) Committee LGBTQIA+ Committee Math Committee Multilingual Leadership Committee Social Emotional Learning (SEL) Committee Social Studies Committee

Standards Referenced Learning (SRL) Committee

Wellness Committee

This committee is district-wide and is students, community members, parents, UEA members, administrators, and community stakeholders. The group determines projects/events that change each school year.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to mathematics PK-12.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to multilingual learners.

The goal of this committee is to streamline and strengthen socialemotional learning support across the school district.

This committee is made up of a representative group of teachers and administrators from across the District. Their purpose is to examine all things related to Social Sciences/Social Studies PK-12, with special emphasis on revising the PK-12 Social Studies curriculum and investigating possible solutions and interventions for adoption by USD 116.

This Task Force, made up of a representative body of teachers, building administrators, and Central Office administrators, provides oversight and direction for the District’s emphasis on Standards-Based Grading. This process, which will span a few years, will move the District toward more equitable grading, assessment, and reporting for all of our students.

The purpose of the Wellness Committee is to review and update our current wellness policy and make recommendations to the Board of Education on any changes to our policy or practices related to wellness.

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District Technology Supports John Gutzmer - CIO jgutzmer@usd116.org (District) Jason Grindley - Asst. Director of Infrastructure (District) (Skyward Admin)(Networking Admin) (iOS App Admin) jgrindley@usd116.org Nate Tate - Systems Administrator (District) (Skyward Admin) (Networking Admin) ntate@usd116.org Omari Thomas - Technology Coordinator (District) (GoGuardian Admin) (Clever Admin) (iOS App Admin) othomas@usd116.org or uhstech@usd116.org Bryan Peters - Tech Specialist (UHS) (Chromebook Support - Chrome Depot) bpeters@usd116.org or uhstech@usd116.org Chris Lawson - Tech Specialist (TP, YR, DPW, and EC) clawson@usd116.org William Walsh - Tech Specialist (UMS, Leal, and King) wwalsh@usd116.org Brenden Evans - Helpdesk and Printshop (District) helpdesk@usd116.org or printshop@usd116.org Chris Fuller - Tech Specialist (UMS) (Chromebook Support - Chrome Depot) cfuller@usd116.org Resources: • ViewSonic Certifications and Knowledge Base • District ViewSonic Page • ViewSonic Teaser Video • GoGuardian Teacher Academy • Clever Academy • District Instructional Technology Page • Papercut Copier Instructional • CrisisGo Emergency Notification System ** Links are live in the digital New Teacher Orientation folder.**

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B-U-I-L-D-I-N-G- S-U-P-P-O-R-T-S Building Based Substitute Clinical Professional (UMS)

Curriculum Coordinators (UMS)

Department Chairs (Elementary) (UHS)

Family Liaisons Family Academic Support and Engagement Leader (FASE)

Grade Level Leaders (GLL) (Elementary) Induction Meeting

A substitute assigned to you building specifically for the entire school year.

Identify at risk and truant students and make referrals to programs and supports; Collaborate with students, staff, administrators, and parents to help students manage themselves, improve learning, and make good decisions; Run Tier 2 and 3 level groups/individual sessions; Make home visits and support parental advocacy; Direct students and families to the next level of support and community resources; Maintain ongoing records of all contacts with students, families, and other related support personnel.

UMS Curriculum Coordinators, also called Department Heads, are the curriculum and professional development leaders for each department. Curriculum Coordinator Positions include Math, English, Science, Social Studies, PE, Special Education, Exploratory, EL/DL, and the Support Services Team Department chairs are the chief contact people, educational leaders, and coordinators of activities within each department. They are responsible for working cooperatively with teachers and administrators in determining the basic needs for effective and efficient operation of the department.

Family Liaisons collaborate and plan family engagement activities.

The Family Academic Support and Engagement Leader has one major goal: to support student achievement by engaging and involving families in strategic ways. The role of each FASE leader (a certified staff member who works at the school level) is to help support and implement the components of their school’s Continuous School Improvement Plan GLL’s primary focus is to give direction and provide leadership for the cross-building grade level meetings at the elementary level.

Induction Coordinators hold monthly meetings in the building for all new hires. Attendance at the Induction Meetings are required for new hires.

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Instructional Coach Lead Mentor

Literacy Interventionists (Elementary)

Multi-Tiered Systems of Support (MTSS) Coach

National Board Certified Teachers (NBCT)

Restorative Practice Facilitator (UMS)

School Guidance Counselor (UMS & UHS)

School Improvement Team (SIT)

The Instructional Coaches meet monthly to develop and implement job-embedded professional development aligned with district and building initiatives.

Lead Mentors meet monthly to plan and facilitate New Teacher Orientation, Novice I, and Novice II/Experienced workshops; an additional “go-to” person for support.

• Provides diagnosis and instructional support for students identified as intensive or strategic on • district assessment.

• Schedules in-class and out-of-class instructional groups for students requiring literacy support.

• Prepares lessons for individual students and groups of students requiring literacy support.

• Use the MTSS model to guide school-wide initiatives.

• Fosters positive relationships with other faculty/staff/family/student members • Promotes shared decision-making and the ability to work collaboratively with administrator/decision makers in the building • Uses an Equity lens when observing and participating in PBIS/MTSS practices.

The National Board for Professional Teaching Standards (NBPTS) certifies teachers who successfully complete its rigorous certification process. National Board Certified Teachers improve teaching and student learning through mentoring and facilitating professional development, and partners with educational stakeholders to elevate the teaching profession.

• Receives referrals for restorative circles (via google forms) and coordinates/facilitates circles • Provides training/coaching to teachers in restorative interventions • Manages the behavior events and delegates out response needed to team member (SST) • Oversees documentation of behavioral data • Responds to classroom support calls as able.

• Provides individual and group counseling sessions (Tier 1 and Tier 2 needs- sometimes Tier 3) • Completes scheduling and schedule changes • Conducts risk and threat assessments • 504 case manager (schedules meetings and manages/oversees plans) Participate as a member of the School Improvement Leadership Team for continuous school improvement, attend school improvement meetings as scheduled by

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School Psychologist

Social Worker (SW)

Student Engagement Advocate (SEA)

Student Interventionist (SI) (UMS & UHS) Student Relations Supervisor (SRS) Student Support Service Teams (UMS) Urbana Education Association (UEA): Leadership Team Building Representative

the building principal, and assist in the implementation of district goals & initiatives.

The School Psychologist performs the duties of the School Psychologist and supervises all psychological services in the district, evaluates other psychologists if appropriately certified, and recruits, hires, and supervises intern.

• Individual and group sessions for SPED and GENED students (high level need) • IEP goal writing and progress monitoring • SPED evaluations and data collection • Provides team support in meeting IEP needs • Connects families to community resources Establish in-class SEL and academic support for students; Provide supervision for hallways and in the cafeteria (breakfast and lunch); Respond to teacher support calls whenever possible; participate in efforts to remediate student truancy, delinquency, and behavior problems; Direct students and families to next level of support and community resources.

Oversees student records and data associated with student attendance, excused and unexcused absences, tardiness, and contacts made with parents/guardians regarding attendance issues.

Supervises hallways, responds to classroom support calls, hands out tardy admits, builds relationships with students, assists in de-escalations.

Teams of support service professionals at each grade level to implement a MTSS framework on the behavior systems.

Urbana Education Association is the sole and exclusive negotiation agent for all full time and regularly employed part-time licensed employees of the district as certified by the Illinois Educational Labor Relations Board, excluding those positions exempt under the Illinois Educational Labor Relations Act, and as specifically excluded in the IELRB bargaining unit certification.

*Please also refer to your building staff & family handbook*

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Acronyms To Know 504 Plan AP ASCCP AVID BR CIA CCR CP DELT DI DL ELL ESL ESP FASE IC IC IEP LI LTS MP MTSS NBCT NTO NTM NWEA PBIS PD PLC RPF RtI SEA SEL SI SIP SIT SKYWARD SRL SRS SST SP SW TRS UEA USD

Plan developed by school teams and parents to support educational needs of a student with a disability

Advance Placement After School Child Care Program Advancement Via Individual Determination Building Representative (UEA) Curriculum, Instruction, & Assessment College & Career Readiness Clinical Professional District Equity Leadership Team Differentiated Instruction Dual Language English Language Learner English as a Second Language Education Support Personnel Family Academic Support and Engagement Leader Instructional Coach Induction Coordinator Individualized Educational Plan Literacy Interventionist Long Term Substitute Multilingual Program Multi-Tiered Systems of Support National Board Certified Teacher New Teacher Orientation New Teacher Mentoring District-wide (K-12) assessments that precisely measure growth and proficiency Positive Behavior Supports Professional Development Professional Learning Communities Restorative Practice Facilitator Response to Intervention Student Engagement Advocate Social Emotional Learning Student Interventionist School Improvement Plan School Improvement Team Student Management System (attendance, grading, reporting, discipline, communication, etc) Standards Referenced Learning Student Relations Supervisor School Support Team School Psychologist Social Worker Teacher Retirement System Urbana Education Association

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Schools in Urbana School District #116 Early Childhood and Elementary Schools Urbana Early Childhood School

Dr. Martin Luther King Jr. Elementary

Principal: Dr. Jennifer Heinhorst

Principal: Michelle Turner

Asst. Principal: Katie Madigan

Asst. Principal: Julie Blixen

Instructional Coach: Renee McElwain

Instructional Coach: Karla Schroeder

Dr. Preston Williams Jr. Elementary

Leal Elementary

Principal: Danielle Jackson

Principal: Adriana Ochoa

Asst. Principal: Dr. Janice Nolan

Asst. Principal: Colette Oprodek

Instructional Coach: Bryan Lake

Instructional Coach: TBD

Thomas Paine Elementary

Yankee Ridge Elementary

Principal: Andrea Jackson

Principal: Sima Thurman

Asst. Principal: Erica Rudolph

Asst. Principal: Melani Ferchow

Instructional Coach: Lorena Griffin

Instructional Coach: Paige Waggoner

Secondary Schools Urbana Middle School

Urbana High School

Principal: Derrick Cooper

Principal: Jesse Guzman

Asst. Principals: Imani Carr, Julia Lowry, Patrick Russell

Asst. Principals: Jessica Hines, Melissa Kearns, Christine Rinkenberger, Steve Waller

Instructional Coaches: Katie Ekwejunor, Karen Shelton, Mynette Kretz

Gerber School Principal: Jennifer Rohn Asst. Principal: Beth Gatsche Instructional Coach: Cynthia Ditchfield

Instructional Coaches: Emily Carter, Elizabeth Smith-Andree, Jordon Smith, Hillary Allan

Tiger Academy (Alternative Education) Executive Director: Dr. Joe Wiemelt Grants Coordinator: Natalee Bretz

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Professional Development To keep your teaching certificate up to date, you will need to add PD hours into the Educator Licensure Information System on the Illinois State Board of Education website. Every time you receive an Evidence of Completion form, upload it into ELIS and keep a file folder of all your paper evidence copies. For step by step directions as to how to do this please click here.

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Professional Overview Staff Development Days Staff Development Days are professional development days that occur four times a year. For the 2023-2024 school year, they are on September 25, November 10, February 15 and April 19. At EC-5, there are no students all day. At UMS, students attend until 1:15 and the staff development day occurs after. At UHS, students attend until 12:26 and staff development occurs after.

Why is staff development important? o Staff Development Days can be used as a refresher, to set clear objectives and goals, an opportunity to learn something new, and/or a reminder of why you chose to be an Educator. o Professional development training can help teachers to become better at planning and collaborating within their department, grade level, and school. o Staff Development Days can benefit all teachers, whether the focus is on refinement of teaching skills, family engagement, or implementing new strategies and tools. o If you are going to be absent on a Staff Development Day, you must still enter your absence, regardless of needing a substitute or not. Attendance is verified by each building administrator and the district office (Danielson Domain 4).

The Professional Day: your daily work hours • The teacher’s professional day shall consist of the student’s school day plus the amount of time deemed necessary by the teacher and principal to complete their professional duties (13.01 CBA) Black Out Days for Personal Leave per Collective Bargaining Agreement (CBA) • Per the Collective Bargaining Agreement(teacher’s contract), you may not take personal leave on the first or last day of school, the day before and the day after Winter Break and the day before and the day after Spring Break. (CBA 8.02) For 20232024 those dates are: August 14, December 20, January 4, March 8, March 18 and May 29 (if no snow days are used).

Information Regarding Your First and Subsequent Paychecks You will receive your first paycheck (that includes pay for New Teacher Orientation, Curriculum, and Illustrative Math Trainings you may have attended on August 25, 2023).

The first bi-weekly pay cycle will begin with the payday on Friday, September 8th, 2023, and continue every other Friday after that. If a regular payday falls on a national holiday on which banks are closed, the payday will be on the banking business day immediately prior.

A paycheck schedule is provided for you. If you filled out the direct deposit information in Talent Ed, you should receive your first check in your banking account. Please make sure that you

have changed your address in Talent Ed/Skyward so that we have accurate mailing information for you as well!

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Absences: How to Request Days Off You will need to request time off in two places: Skyward and Frontline (AESOP). If you have issues with Frontline, please contact Niki Baker (nbaker@usd116.org).

Skyward Employee Access vs. Skyward Educator Access Skyward has two sections. They are accessible via a toggle (see screenshot below). Skyward Employee Access houses all your personal information: sick leave, pay, professional development and board credit. Skyward Educator Access contains all the information you need for your classroom: student info, attendance and gradebook.

How do I take a day off and get a sub?

First step: Go to Skyward Employee Access: -Employee Information -Time Off -My Requests -Top Right Corner: Use the button that says ADD After you have added your day, you will be automatically directed to Frontline (AESOP) to add your info. This is important! If you don’t, you will not have a sub.

For step by step instructions (with pictures) see below:

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Skyward Educator Access This is the side of Skyward in which your teaching tools live: student rosters and alerts, student attendance, gradebook. There will be differences in terms of appearance and use between different buildings. PLEASE see your mentor, a grade/course level team member or an instructional coach for assistance in learning this part.

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New Teacher Mentoring & Induction Program Who’s Who in New Teacher Mentoring: Yavonnda Smith, Director of Professional Development (CO) Julie Erlinger, Professional Development and Teacher Leadership Coordinator (CO) Setha Kim, Professional Development Secretary (CO) Lead Mentors: These individuals will facilitate the Novice Workshops throughout the year. They will also do check-ins with experienced hires who do not have one to one mentors.

Heather Schwartz: UECS and Elementary Lead Mentor (UECS) Jeanette Delgado: Elementary Lead Mentor (Dr. Williams) Katie Ekwejunor: Middle School Lead Mentor (UMS) Elizabeth Smith-Andree: High School Lead Mentor (UHS) Olivia Grilo: Special Ed Lead Mentor (UHS) Induction Meetings: Induction Meetings are held once a month at your building. These meetings are required for ALL hires, regardless of experience.

Mentor Teachers: All first and second year teachers are offered the opportunity to have a mentor. The mentor will provide support to the new hire by answering questions, providing feedback, being an advocate, facilitating opportunities for observations, as well as many other things. These individuals are your first go to person for assistance.

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Urbana 116 New Teacher Mentoring Program Components New Hire Induction Meetings: The Induction Program is our first layer of support for all new hires. This is an opportunity to develop a community amongst your colleagues. This is separate from mentoring because this is a way for the program to provide specific support that is tailored to individual building needs. Topics that are covered include PBIS, family engagement, PERA, report cards, observations etc. It is our goal to build a very strong, comprehensive, and supportive induction structure for all new hires who are paired and not paired with mentors. All new hires are required to attend.

Novice Cohort Workshop Series All new teachers who participate in the Novice Teacher Cohort are invited to attend this special series of workshops where we will focus on building positive relationships and engaging all students in learning. We will also spend some time looking internally at our own beliefs and practices in order to understand our role in affecting the culture and climate of the classroom. Some workshops will be differentiated by readiness for the topic and others by content. New hires will have the option of either choosing a $32/hour or clock hours equated to the amount of time in the sessions.

Novice Workshop Series 2023-2024 Date

Time and Location

September 6, 2023

3:45-5:15 pm, UMS Cafetorium

November 1, 2023

3:45-5:15 pm, UMS Cafetorium

March 6, 2024

3:45-5:15 pm, UMS Cafetorium

April 3, 2024

3:45-5:15 pm, UMS Cafetorium

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Novice Cohort We offer a two-year mentoring program to all new hires who are in their first, second, or third year of career teaching. While joining this program is not a requirement, we do encourage teachers to participate in order to receive lots of extra support from a one-to-one mentor. In addition to informal support, our mentoring program consists of the following components throughout the first two years of the program.

Year One (Novice 1~ less than 4 years of teaching experience)

Year Two (Novice 2 & Experienced Hires)

40 contact hours with 1:1 mentor (20 hours in the 1st semester; 20 hours in the 2nd semester)

30 contact hours with 1:1 mentor (15 hours in the 1st semester; 15 hours in the 2nd semester)

2 full-days professional release for both new teacher & mentor to use as they see fit (observe colleagues together, planning, etc.)

2 full-days professional release for both new teacher & mentor to use as they see fit (observe colleagues together, planning, etc.)

At least one coaching cycle with the Instructional Coach

At least one coaching cycle with the Instructional Coach

Year Three (invitation/request only; special consideration)

10 contact hours with 1:1 mentor (5 hours in the 1st semester; 5 hours in the 2nd semester)

Experienced Cohort When we hire teachers who have three or more years of prior teaching experience, those teachers go into the Experienced Cohort. An Experienced Cohort teacher will be included in all Induction Meetings and also be supported more informally throughout the year by an assigned Lead Mentor (for middle and high school teachers) or the Induction Coordinator (for early childhood and elementary new teachers). The Lead Mentor or Induction Coordinator will check in routinely and informally, but will also formally schedule a monthly meeting to ensure things are going well and to help determine if any additional support is needed.

If it is determined by the building administrator, the Lead Mentor/Induction Coordinator, and program administration that the Experienced Cohort Teacher needs more support than just informal check-ins and monthly meetings, then there are two options. The teacher can be moved into the Novice Teacher track or he/she can get a Support Mentor. Support mentors will provide 15 hours of contact time in whatever the area of need is for that teacher, including one day of professional leave for the teacher and Support Mentor to take together. The 15 hours isn’t intended to extend over the course of the year but to be an immediate and more intense support to provide transition from his/her previous teaching experience to the new one in Urbana. Once the 15 hours has been completed, then the support would conclude (unless more support is determined to still be needed).

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Instructional Coaching Instructional coaching is for everyone! Take advantage of this valuable resource!

What is an instructional coach?

Instructional Coaches work directly with teachers to increase student learning through jobembedded professional development promoting a culture of professional inquiry, reflection, and ongoing learning.

Instructional Coaches serve as a bridge between building and district initiatives and the classroom demonstrating an extensive knowledge of the district’s curriculum, including, but not limited to Illinois Learning Standards, Balanced Literacy, Illustrative Math, Next Generation Science Standards, Social Studies Standards, grade level progressions, and pedagogical approaches.

Instructional Coaches work with teachers to better meet student needs while providing limited direct services to students.

Instructional Coaches are also teachers and they are NOT evaluators. Their priority is to maintain the confidence and privacy of individual teachers.

How can Instructional Coaches support teachers?

Instructional Coaches can (this is not an exhaustive list): • Coach teachers on best practices in culturally responsive teaching, student engagement, and data-based decision-making at all grade levels, in all disciplines, for all students.

• Set instructional goals with teachers that reflect a process of collecting, analyzing, and responding to data.

• Provide model teaching lessons and side-by-side coaching through a gradual release process.

• Help develop differentiated lessons to meet the needs of students in all tiers of instruction.

• Collaborate with teachers to review formative assessments and analyze data in order to identify students’ strengths, needs, and misunderstandings, and determine next instructional steps.

• Introduce teachers to technology integration, research-based methods, materials, and instructional strategies that have proven to increase student achievement.

• Encourage teachers to participate in peer observations that lead to professional conversations about instructional practices and student learning.

• Videotape and then share teachers teaching model lessons in order to showcase the many forms of successful differentiated instruction taking place.

• Develop, prepare, implement, and assess building-level professional development alongside the building Principal(s) and School Improvement Team.

• Work closely with special education educators, literacy interventionists, ESL/bilingual teachers, and general classroom teachers to find ways to best meet the needs of all students in the general education classroom.

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