Instructional Coaching
There are three primary roles for instructional coaches at Maine South High School. Here is how we hope to serve teachers:
1) Classroom Supporter: Provide non-evaluative peer coaching support in the classroom as teachers work on the career-long journey of enhancing their practice.
2) Instructional Supporter: Assist teachers in setting goals and implementing key instructional strategies that will benefit all learners in the classroom and meet the needs of all students.
3) Learning Facilitator: Provide as-needed and job-embedded, personalized and group support for teachers in the continuous process of professional development through one-on-one meetings, workshops, PLC meetings, and drop-in sessions.
A more systemic role for our work at Maine South is supporting data teams and the PLC process. We are always interested and willing to work with PLC Teams to discuss formative assessment data and learning target development.
We are also more than happy to provide resources for individuals and teams from the TRC Library Collection or from other sources. Do not hesitate to see us if you are in need of ideas for reading material.
Please consult this document for an extended explanation of the direction that Instructional Coaching at Maine South brings to the evaluation process: One-Page Target.
(Killion and Harrison, Taking the Lead, 2006)
1) Classroom Supporter: Provide non-evaluative peer coaching support in the classroom as teachers work on the career-long journey of enhancing their practice.
2) Instructional Supporter: Assist teachers in setting goals and implementing key instructional strategies that will benefit all learners in the classroom and meet the needs of all students.
3) Learning Facilitator: Provide as-needed and job-embedded, personalized and group support for teachers in the continuous process of professional development through one-on-one meetings, workshops, PLC meetings, and drop-in sessions.
A more systemic role for our work at Maine South is supporting data teams and the PLC process. We are always interested and willing to work with PLC Teams to discuss formative assessment data and learning target development.
We are also more than happy to provide resources for individuals and teams from the TRC Library Collection or from other sources. Do not hesitate to see us if you are in need of ideas for reading material.
Please consult this document for an extended explanation of the direction that Instructional Coaching at Maine South brings to the evaluation process: One-Page Target.
(Killion and Harrison, Taking the Lead, 2006)
