Excellent instruction every day in every class for every student.
Perry Community School District received the Teacher Leadership Grant beginning in the 2016-2017 school year. One goal is to use coaching to improve student learning through the work of Instructional Coaches. Instructional Coaches individualize support based on a teacher's chosen area of focus.
- Supporting teachers
- Modeling teaching strategies
- Observing with feedback
- Facilitating professional development
- analyzing data
- Jim Knight Instructional Coaching Seminar
- Jim Knight High Impact Instruction
- Cognitive Coaching I and II
- Professional Learning Communities (PLC) Conference
- Heartland AEA Instructional Coaches Network
- Iowa ASCD Curriculum Academy
- Iowa Technology & Education Connection Conference (ITEC)
- Facilitating Adult Learners class
- Instructional Coaches meet weekly with the Teacher Leadership & Mentor Coordinator and the Director of Teaching & Learning to participate in professional learning, to plan district and building professional development, build knowledge through book studies, and improve coaching skills.
- Book Studies:
- The 5 Dysfunctions of a Team by Patrick Lencioni
- Leading Change by John B. Kotter
- Transforming School Culture by Anthony Muhammad
- Thanks for the Feedback by Douglas Stone and Sheila Heen
- Student-Centered Coaching by Diane Sweeney
- Book Studies:
- Instructional Coaches meet monthly with district administrators to communicate successes, discuss district-wide initiatives, and plan for upcoming events. The group participates in a book study of professional literature.
- The Coaches' Corner is sent each Thursday to all teachers to communicate interesting articles, teaching strategies and technology to use in the classroom.
- Present to the School Board.
- Attend monthly team meetings.
- Social Media: Twitter
The Bluejay Way:
- Coaches record time and how it is spent with an individual time log.
- Each Coach observes every teacher in the district during the course of the year; leaving personalized, non-evaluative feedback. Written feedback is provided for each teacher after the observation.
- Technology and effective teaching strategies are embedded in professional learning opportunities.