“It is good to have an end to journey toward; but it is the journey that matters, in the end.” - Ernest Hemingway
Peabody Coaches...
- seek out teacher leaders and encourage leadership skills in our community
- establish personal student achievement and professional goals
- use data to inform our coaching practice and make decisions about high-leverage actions that will support our learners
- work with teams of teachers –
- looking at student work
- examining lessons and instruction
- analyzing data
- developing curriculum
- discussing the effective use of common formative assessments
- creating a professional, growth mind-set culture
- using professional structures and protocols to facilitate professional growth
- leading book discussion groups highlighting current professional research
- studying instructional practices that enhance student growth across all content areas
- meet with teachers individually to support their instruction and learning across content areas, including social studies and science
- with the principal, orchestrate high-impact learning events for teachers – teacher modeling, peer observations, walkthroughs, examination and reflection practices
- work closely on the School Improvement Plan – a document that communicates the needs of Peabody students – it is goal-oriented and is continually reviewed and revised based on the collection of on-going data from our students
- plan and deliver professional development courses to the staff and other CPS teachers
- support school-wide Response to Intervention efforts – screening process, student identification, attend team meetings, make recommendations, help plan and schedule interventions, offer ideas and resources to support teachers
- meet with school administration regularly to facilitate communication about effective instruction
- seek out and participate in our own professional learning and growth, attending professional development to deepen our knowledge and strengthen our craft