High Quality Student Learning: Every Child, Every Day
Tomah Area School District Instructional Coaching Vision:
Tomah Area School District Instructional Coaches are student centered and data driven. Our coaches are instructional specialists who collaborate using the 4 questions of the PLC with administrators, teachers, and other coaches to increase student growth. Our framework involves coaching cycles of goal setting, data collection, utilizing best instructional practices and reflection.
Roles and Responsibilities of TASD Coaching Framework
Instructional Coach Principal Teacher
Provides support to teachers so they can meet expectations that have been established by the school leadership and prioritizes work that has the most potential to impact student learning
Meets weekly with building principal(s) to discuss building goals, PD, and student growth
Meets with instructional coach team weekly
Partners with teachers to design learning that is based on a specific objective for student learning
Prioritizes work that has the most potential to impact student learning
Builds understanding of the interconnectedness of the coaching model, school improvement plans, and district initiatives.
Collaboratively plans and coordinates professional learning
Supports coaches and teachers in the coaching model
Promotes and models professional learning
Reflects, refines, and utilizes effective instructional practices to increase student growth
Engages in continuous learning
Engages in professional collaborative relationships
Participates in data conversation that influence instructional decisions
Participates in data driven conversations with teachers and the principal. Spends time in the classrooms to support the delivery of effective instruction.
Meets weekly with instructional coach to discuss building goals, PD, and student growth
Leads data driven conversations with teachers and the coach Knows what high quality instruction looks like and sets expectations that this is the norm throughout the school
Organizes coaching so that it aligns with the accountability measures that are in place
The coach is viewed as a partner who is there to support teachers to move students towards mastery of the standards
Creates the structure and time for teachers to collaborate with each other and the coach
Spends time in the classroom and provides teachers with feedback as a result of the observations
Builds and maintains trusting, respectful, and collegial relationships. Participates in grade/content level PLC’s
THE ROLE OF THE INSTRUCTIONAL COACH INCLUDES:
• Mini (2-3 weeks-portion of a unit) and Regular (4-6 weeks-full unit) coaching cycles
• Data driven
• Student-centered focused
• Every beginning teacher to district (1st and 2nd year) teacher will complete at least 1 full cycle
• A new teacher to our district will complete at least 1 full cycle
• Regularly meeting with PLC’s
• Weekly meetings between Coaches and Principals
• (Monthly PD revisit)
• Supporting the change cycle See graphic below
THE ROLE OF THE INSTRUCTIONAL COACH DOES NOT INCLUDE:
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QUALIFICATIONS/JOB DESCRIPTION:
The Instructional Coach is an innovative educator who will assist teachers to practice highquality student centered instruction within the classroom. This position requires a dynamic and progressive teacher who has a strong background in 1) Coaching cycles with an emphasis on student outcomes, 2) Professional Learning Communities, 3) The ability to build strong relationships, and 3) Differentiated Instruction. The Instructional Coach must have excellent written and verbal communication skills, be highly organized, and demonstrate a positive attitude. Collaboration with other Instructional Coaches and the curriculum, instruction, assessment, and technology teams regarding research-based methodologies for all students is highly important.
Qualifications: Must have, or be eligible for, a Wisconsin Department of Public Instruction teaching license. Prefer a master’s degree or a Reading license. Classroom experience is required.
CONFIDENTIALITY
Collaboration works best when information collected in the classroom remains confidential. An instructional coach is in no way an evaluator. The instructional coaches will share information collected with building principals that directly affects school or district goals.
Stakeholder Group Communication Channel(s)
Administrators
Teachers Initial back to school Staff meetings
Communications Needed Timeline for Communication
Overview of the coaching role July (Lemonweir) August
Teacher Leaders Guiding Coalition Shift in mindset
Other Staff Staff meetings/ staff support meetings
Parents Curriculum Corner
Community Members Curriculum Corner
School Board Members Small instructional team Provide update of this document October
Students Introduced when in classrooms
Website Intranet under curriculum Add coaching section with this document with coaches’ pictures
PROGRAM EVALUATION
The Instructional Coaches will assist teachers in building classroom environments, which support the successful implementation of district curriculum initiatives and provide embedded professional development to support continuous improvement in delivery of instruction.
Evaluation of the Instructional Coaching Program will be done by coaching cycles data collection.
COACH EVALUATION
• The coaches will create a SLO and PPG each year. The SLO and PPG will be evaluated mid year and the end of the year.
• Performance of this job will be evaluated in accordance with performance responsibilities outlined and with the Board’s policy on evaluation of Instructional Coach personnel.
• The Director of Curriculum will be the primary evaluator for all Instructional Coaches .
• All the Instructional Coaches will be evaluated using the yearly SLO and PPG.
• The Instructional Coaches will us the Coaching Competency Self Assessment.