CPS Literacy Coaching:
Coaching allows the complex, challenging work of teaching to be more sustainable and effective. Coaches are instructional leaders who partner with educators to reflect, grow, and refine instructional practices to meet student learning goals. In addition, coaches are ongoing learners who partner with and increase educator capacity through facilitation of and participation in professional learning, data analysis, leadership teams and prioritized coaching cycles. Coaching is most effective when it is valued and understood by educators and administrators and aligned with and supported by school and district administration. Job-embedded coaching is a key lever to improve teaching and learning.
Coaching Expectations:
The descriptors below are the priority expectations for all building-based Literacy Coaches. They describe the breadth and priorities of the role, but do not account for all responsibilities.
Vision: Create and communicate a personal vision for coaching at your school that is grounded in school and district priorities.
Data-Driven Leadership: Utilize and monitor data and assessment systems. Use data to guide priorities and to measure progress towards goals. Understand, analyze, and share school and classroom literacy data with stakeholders. Build educator capacity to analyze and use data.
Instructional Leadership: Possess strong knowledge of content, pedagogy, culturally responsive practices and adult learning theories. Stay current with the research and practices; incorporate into work.
Structures: Establish and communicate a data-informed coaching schedule that aligns to vision, measurable goals, and specific needs of students and educators.
Prioritized Coaching and Documentation: Provide individual and/or team coaching that is data-driven and focused on student outcomes. Document coaching cycles and other work.
Co/Lead Professional Learning: Team meetings, faculty meetings, data meetings and professional development opportunities.