Instructional Coach
Standards-Based Teaching and Learning Framework
The Standards-Based Teaching and Learning Framework Task Force was inspired and motivated to establish a teaching
and learning framework that serves all students. A priority was to create a common set of expectations explicity identifying the roles of students, educators, administrators, and parents/guardians, knowing that the contributions from each
of these groups would be integral to the future success of the framework. The Standards-Based Teaching and Learning
Framework (SBTLF) is the collective effort of multpile stakeholder groups who believe in the value of aligned expectations aiming for the highest levels of organizational success. In 2014-2015, a professional learning community made
up of diverse coaches from throughout PSD worked to create a common set of expectations of instructional coaches in
PSD that is directly aligned to the SBTLF.
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PSD Instructional Coaching, May 2015
Purpose
Intentional use of the Colorado Academic Standards emphasizing the concepts and skills students must master as
identified in both the Evidence Outcomes and the 21st Century Skills and Readiness Competencies to ensure all students have equal access to universal instruction.
PSD will consistently plan
and deliver instructional
units and lessons based
on the Colorado Academic
Standards. (1.a Standards sub-dimension)
PSD will ensure learning
PSD will ensure teaching
targets are measurable and points are based on stuinclude clear success crite- dents’ learning needs.
ria.
(1.b Learning Target sub-dimension)
(1.c Teaching Point sub-dimension)
PSD instructional coaches
will...
PSD instructional coaches
will...
PSD instructional coaches
will...
Promote a deeper understanding of the Colorado Academic
Standards.
Engage in educator driven
coaching cycles focused on
standards-based lessons.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
purpose.
Participate and/or facilitate
PLCs/teams on the alignment of
lessons to Colorado Academic
Standards.
Engage in educator driven
Increase educator efficacy by
facilitating professional learning
coaching cycles focused on
on teaching points.
learning targets and success
criteria.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
purpose.
Increase educator efficacy by
facilitating professional learning
that models measurable learning targets and clear success
criteria.
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PSD Instructional Coaching, May 2015
Student Engagement
Intentional use of strategies resulting in students doing work that stimulates high levels of interest, leads to student
ownership and commitment, and results in relevant and transferable learning.
PSD will ensure students understand what they are learning,
why they are learning it, and how
they will know they have learned
it, with an emphasis on how the
standards are relevant for future
post-secondary pursuits.
PSD will differentiate instruction PSD will use engagement stratbased on knowledge of students’ egies that stimulate substantive
abilities, culture, backgrounds,
and intellectual thinking.
and learning needs in relation to
the standards.
PSD will ensure that each student has an effective relationship
with at least one adult in each
school that student attends. (2.c Intellectual Work and Talk sub-di(2.a Engagement Strategies sub-dimen- (2.b Engagement Strategies sub-dimen- mensions)
sion)
sion)
(2.d Engagement Strategies sub-dimension)
PSD instructional coaches
will...
PSD instructional coaches
will...
PSD instructional coaches
will...
PSD instructional coaches
will...
Engage in educator driven
coaching cycles that are concept-based and support understanding of the relevance of
learning opportunities.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
student engagement.
Increase individual educator efficacy by providing professional
learning that models relevancy,
high cognitive demand, and
ownership of learning.
Engage in educator driven
coaching cycles that are focused
on instruction that is differentiated.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
student engagement.
Partner with educators for
strategies and tools to identify
students’ abilities, culture, backgrounds, and learning needs in
relation to the standards.
Increase individual educator
educator efficacy by providing
school-based universal and targeted professional learning and
support forthat models differentiation strategies.
Initiate or engage in conversations school/program-wide
about differentiation.
Engage in educator driven
coaching cycles that include
• equitable and purposeful
participation
• talk that is substantive and
intellectual
• quality questioning
• connections to interests, passions, and strengths.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
student engagement.
Model professional learning that
applies engagement strategies.
Initiate or engage in conversations school/program-wide
about engagement strategies.
Develop effective relationships
with students and educators,
taking personal stake in and
committing to their academic
and personal success.
Engage in educator driven
coaching cycles that focus on
strategies for establishing effective relationships.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
student engagement.
Initiate or engage in conversations school/program-wide
about effective relationships.
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PSD Instructional Coaching, May 2015
Curriculum and Pedagogy
Intentional use of an organized plan of instruction and appropriate learning strategies to engage students in learning
the standards.
PSD will design and implement units and
lessons which provide learning opportunities that are appropriately challenging as
well as culturally and academically relevant,
utilizing adopted materials and supporting
resources. PSD will make instructional decisions and
utilize a variety of effective instructional
and learning approaches that are culturally
responsive and engage students in disciplinary habits of thinking.
PSD will utilize different instructional strategies in order to address individual student
learning needs.
PSD instructional coaches will...
PSD instructional coaches will...
PSD instructional coaches will...
Engage in educator driven coaching cycles
to provide student learning opportunities
that
• align with the learning targets and
teaching points
• are challenging and supportive for all
students
• are culturally and academically relevant
Utilize the instructional coach playbook
when engaged in coaching cycles associated with curriculum and pedagogy.
Increase educator efficacy by facilitating
professional learning to deepen understanding of adopted materials and supporting resources.
Engage in educator driven coaching cycles
that focus on
• utilizing a variety of effective instructional and learning approaches that are
culturally responsive
• engaging students in critical thinking
and disciplinary habits of thinking
Utilize the instructional coach playbook
when engaged in coaching cycles associated with curriculum and pedagogy.
Increase educator efficacy by providing
professional learning that models disciplinary habits of thinking and are culturally
relevant.
Initiate or engage in conversations school/
program-wide about observed patterns of
student engagement.
Engage in educator driven coaching cycles
focused on differentiation based on students’ individual progression towards the
success criteria.
Utilize the instructional coach playbook
when engaged in coaching cycles associated with curriculum and pedagogy.
Increase educator efficacy by facilitating
professional learning that models different
instructional strategies.
Initiate or engage in conversations school/
program-wide on differentiated instruction.
(3.a Curriculum sub-dimension)
(3.b Teaching Approaches and Strategies sub-dimen(3.c Scaffolds for Learning sub-dimension)
sion)
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PSD Instructional Coaching, May 2015
Assessment for Student Learning
Intentional use of ongoing, frequent assessment opportunities designed to provide students with meaningful feedback regarding their level of performance and to provide educators with information to make timely and appropriate
instructional adjustments.
PSD will create multiple and
varied assessment opportunities and expect all students to
demonstrate learning.
PSD will provide opportunities for
students to assess their own levels
of learning based on the learning
target. PSD instructional coaches
will...
PSD instructional coaches
will...
Partner with educators to create
multiple and varied assessment
opportunities, including formative and summative models,
where criteria, methods and
purpose are transparent.
Engage in educator driven
coaching cycles on student
learning based on formative
assessment.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
assessment for student learning.
Initiate or engage in conversations school/program-wide
about the use of formative assessment.
Engage in educator driven
coaching cycles that focus on
opportunities for students to
assess their own learning based
on the learning target.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
assessment for student learning.
Initiate or engage in conversations school/program-wide
about observed patterns of
student self-assessment.
(4.a Assessment sub-dimension)
(4.b Assessment sub-dimension)
PSD will gather and record com- PSD will plan instruction and
prehensive, actionable informake in-the-moment instrucmation about student learning
tional adjustments based on
needs. ongoing assessment of student
understanding.
(4.c Assessment sub-dimension)
(4.d Adjustments sub-dimension)
Partner with educators to
• gather, record and analyze
data regarding student performance
• plan for instruction based on
student data
Participate/facilitate PLCs/teams
and apply principles of gradual release to increase educator
independence.
Engage in educator driven
coaching cycles that are focused
on in-the-moment instructional
adjustments based on assessments.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
assessment for student learning.
Initiate or engage in conversations school/program-wide
about in the moment instructional adjustments.
PSD instructional coaches
will...
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PSD instructional coaches
will...
PSD Instructional Coaching, May 2015
Classroom Environment and Culture
Intentional use of the structures of the physical environment, classroom routines, rituals, and relationships to create a
positive classroom culture for student learning.
PSD will promote and sustain a
positive climate and culture.
PSD will utilize classroom systems and routines to facilitate
student responsibility, ownership, interdependence, and
independence. PSD will maximize available time PSD will use the physical space
for learning with proactive class- to facilitate student learning, asroom management.
sess student understanding, and
support learning. (5.a Classroom Culture sub-dimension)
(5.b Classroom Routines and Rituals
sub-dimension)
(5.c Classroom Routines and Rituals
sub-dimension)
(5.d Use of Physical Environment
sub-dimension)
PSD instructional coaches
will...
PSD instructional coaches
will...
PSD instructional coaches
will...
PSD instructional coaches
will...
Promote and sustain a positive
professional learning climate
and culture.
Model positive beliefs about
learners’ intellectual capabilities
inclusive of their skill level.
Provide professional learning
and engage in educator driven
coaching cycles that reflect positive beliefs about educators.
Engage in educator driven
coaching cycles focused on
establishing and maintaining
effective systems and routines.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
classroom environment and
culture.
Increase educator efficacy by
providing professional learning
that fosters responsibility, ownership, interdependence and
independence.
Initiate or engage in conversations school/program-wide
about classroom systems and
routines.
Engage in educator driven
coaching cycles focused on utilizing bell to bell time, the use of
effective transitions, and proactive classroom management
strategies.
Utilize the instructional coach
playbook when engaged in
coaching cycles associated with
classroom environment and
culture.
Increase educator efficacy by
providing professional learning
that models maximum use of
time and effective transitions.
Initiate or engage in school/program-wide conversations about
proactive classroom management.
Partner with teachers to plan for
intentional use of space, resources, and movement to foster
student learning.
Model effective use of the physical environment and resources
when providing professional
learning.
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PSD Instructional Coaching, May 2015
Instructional Coach Standards-Based Teaching and Learning
Framework Professional Learning Community Members 2014-2015:
Dennise Borunda, English Language Aquisition Coach, Laurel Elementary
Pamela Murphy, Math Instructional Coach, Laurel Elementary
Michelle Carey, Math/Literacy Instructional Coach, Linton Elementary
Annessa Adams, Instructional Coach, Timnath Elementary
Ann Fenton, Early Learning Support Coordinator
Hilary Herrmann, Instructional Coach Coordinator
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PSD Instructional Coaching, May 2015