Coaching Opportunities

Administration

• Upholds the vision of the TOSA program and coordinates the coach's work to align with the school and district goals.
• Builds a culture of coaching within the school.
• Sets expectations for coaching within the school.
• Establishes partnership agreements with the TOSA(s).
• Meets regularly with the TOSA(s) to provide support.

TOSA

• Establishes partnership agreements with principal and teachers.
• Meets regularly with the principal.
• Upholds the vision of the coaching model.
• Contributes to achieving the district and school goals.
• Contributes to the culture of coaching within the school.
• Adheres to the values of the coaching program and responsibilities of the coach role.

Teacher

• Establishes partnership agreements with the TOSA.
• Meets the school's expectations for coaching.
• Contributes to the culture of coaching within the school.
• Maintains the integrity of the coaching program.

District

• Provides the infrastructure of a successful coaching program (roles, responsibilities, professional learning, program monitoring evaluation, supervision, etc.).
• Establishes a policy/guidance on maintaining coaching confidentiality.

Principal

• Sets expectations for teachers to access coach.
• Coordinates coaching cycles with coach and teachers.
• Makes time available for teachers to meet with coaches for pre-conversations and reflection conversations.
• Aligns coach's work to the school and district goals for student success.

Coach

• Conducts coaching cycles.
• Establishes partnership agreements with the teacher for the coaching cycles.
• Sets goals with teachers for coaching cycles.
• Meets with teachers to plan classroom supports.
• Conducts classroom supports including demonstration lessons, co-teaching, and observations.
• Meets with teachers following classroom supports to debrief.

Teacher

• Establishes partnership agreements with the coach for the coaching cycle.
• Meets with the coach to plan the coaching cycle and the specific classroom supports.
• Partners with the coach in the classroom supports.
• Meets with the coach to reflect on classroom supports and the full coaching cycle.

District

• Establishes a policy/guidance on confidentiality between coach and teacher.

Principal

• Ensures access to data for coaches and teachers.
• Provides individual support for data literacy as needed.
• Provides time for collaborative data cycles.

Coach

• Provides schoolwide support on data literacy and data use.
• Use evidence to model the use of data to inform decisions.
• Builds teachers' capacity to use data accurately to inform decisions.
• Uses protocols and processes to support data analysis and interpretations.
• Uses data conversations for actions to address identified needs.

Teachers

• Uses evidence to model the use of data to inform decisions.
• Interprets data accurately.
• Uses data to make informed decisions regarding instruction.
• Collaborates with colleagues on data informed decisions.
• Seeks to identify strategies to address identified needs in student learning.

District

• Provides a comprehensive data system accessible to responsible stakeholders.
• Established a policy and guidance on data use, fairness, interpretation, and reporting.
• Provides professional learning on data literacy and appropriate use.
• Maintains a fair and equitable assessment system.

Principal 

• Uses every opportunity to reinforce the district's and school's instructional framework.
• Ensures staff have multiple supports to advance their instructional skillfulness.
• Walks through classrooms to observe instructional practices to gather trend data, engage staff in feedback processes, reinforce effective practices, and identify instructional needs.

Coach

• Uses the district's and school's instructional framework as a basis for goals for coaching cycles.
• Engages individuals, teams, and whole staff in clarifying, modeling, and extending research-based instructional practices.
• Uses data to engage teachers in coaching conversations about the effectiveness of instructional decisions.

Teacher

• Uses the district's and school's instructional framework when planning for and facilitating instruction.
• Uses data to engage in reflection of the effectiveness of instructional decisions.
• Engages with colleagues and the coach to clarify and extend instructional practices to meet students' learning needs in Tier 1 instruction.
• Commits to strengthen and refine instructional practices to meet the needs of every student.

District

• Adopts an instructional framework.
• Supports the implementation of the instructional framework.
• Provides resources and professional learning on the district's instructional framework.
• Prepares principals, TOSAs, teacher leaders, and teachers to use the district's instructional framework.

• Coaching is completed by Induction Mentors.
• Weekly mentoring is provided to teachers with preliminary credentials.
• Mentoring supports the completion of California Teaching Commission credential requirements within their teaching assignment and just in time support.
• Credential candidates demonstrate their overall growth across the standards in the California Standards for the Teaching Profession (CSTP) Continuum an through their Individualized Learning Plan (ILP).
• Credential candidates earn a clear credential upon completion. 

• Professional Learning Program (PSP) coach provides coaching and support opportunities to educators who are not in the Induction program.
• PSP coach develops knowledge, skills, and dispositions based on teachers professional learning goals.
• PSP coach improves teacher performance to increase student achievement in their classrooms.
• PSP coach is matched to a teacher after teacher has self selected to be in program or an administrator has recommended participation. 

• District cohorts are based on district innovation initiatives and focus on a specific area of study.
• Typically multiple session or year-long events.
• Coaching support is provided to teachers participating in a district cohort for ongoing thought partnership and support.
• Current district cohorts with coaching include Project Based Learning, Grading for Equity, Secondary ELD Cohort, LEAP and Equity Focused Teaching.