OHS
Instructional Coaching
Maximizing the Power of Our Collective Efficacy
Please click the link below to hear teacher feedback from OHS Business Education Teacher, Sara Kissling, about her coaching cycle:
Teacher feedback on a coaching cycle
Link back to the All Things OHS PLC homepage.
As instructional coaches, we utilize research-based coaching models designed to foster collaboration among educators through differentiated supports with the goal of increasing students' learning and achievement. Instructional coaches partner with educators through school-wide professional learning, teacher team development, and individual student-centered coaching cycles.
Learn More About What We Do:
Please click on any of the underlined links below to find more details.
Collaborative Professional Learning Experiences
Coaching Cycles
OHS PD Resources
Educator Effectiveness
Other Collaboration Opportunities
Your Coaches:
This is Andrea's fourth year as an instructional coach at OHS, and she is looking forward to taking some important next steps in partnership with teachers in support of students' learning. Andrea earned a Certification in Student-Centered Coaching from UW-Madison, and brings six years of experience as an instructional coach at La Follette High School in Madison, WI, along with many years as a high school science teacher and tennis coach.
This is Brad's first year as an instructional coach, and he is looking forward to working with teachers and students in this new role. Last year, he received his Certification in Student-Centered Coaching from UW-Madison, and he is very excited to continue his learning process as a full-time coach at OHS. Prior to becoming an instructional coach, Brad taught English at OHS for the past seventeen years.
Please contact us to discuss your ideas, your questions, and your requests. Our goal is to ensure your work with us is meaningful to you because it is meaningful to your students. We look forward to working with you!
Andrea and Brad
OHS 2022-23 Theory of Action
When all OHS staff build authentic relationships with students, and collaborate purposefully to:
advance equity, inclusion, social justice, and anti-racism by designing and implementing lessons that remove barriers and support students to fully access learning;
intentionally incorporate critical and creative thinking, reading, writing, problem solving, digital citizenship and reflection into relevant tasks;
elevate students’ agency and voice alongside clear, standards-based learning targets, formative assessment, actionable feedback, and opportunities to set growth goals;
measure and reflect on students’ work in order to adjust plans and actions based on evidence of students’ learning; and
support students’ social-emotional and mental health needs,
then each and every student will grow as a healthy, engaged, independent learner who demonstrates success now and in their future beyond OHS.