“Just can’t live that negative way…
Make way for the positive day.”
-Bob Marley
Positive Vibration
Objective
• Today we will explore the new coaching
model, new PLC expectations, and the ILC
coaching.
The Roll of a Coach
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The previous 4 years:
All intervention support
Data entry
Record completion
Class visits
Small groups
Administering tests
Scheduling
PD sessions
Introduction of reading support
Parent communication
Materials/ Inventory
Teacher meetings
• Current:
• ELA, Reading, AND Math
Intervention support
• PLC’s- 4/ week
• ILC’s- 4/cycle
• Intervention- 20%
• PD sessions- 6/yr
• Coaches’ Network- 1/mo.
• Class visits
• Teacher meetings
A Month in the Life of a Coach (20 working days)
 Coach PD and Planning:
1 day
• Coaches Network Meetings & Plan Time
 School Specific Support:4 days
• Data – 1 day
 Individual Learning Cycles: 5 days
• Includes planning, follow-up with individual teachers in ILC, all debriefs
and related support
 PLC Cycles:
10 days
• Includes planning, follow-up with individual teachers in PLC, all debriefs
and related support
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There must Be a Cultural Shift in
how we do business on a day to
day basis.
Cultural Shift
Traditional School
Teacher Isolation
Generic Mission
When students don’t
learn not systematic
response
Infrequent Celebration
Professional Learning
Community
Collaboration
Mission Clarifies what
students will learn
Systematic response as to
how the school responds
when students don’t learn.
Collaboratively Developed
Assessment
Frequent Celebration as
individuals and groups
Cultural Shift Continued
Traditional School
PLC
Decisions about
improvement are
opinion based.
Decisions are researched
based with collaborative
teams seeking out best
practices.
Emphasis is given on
how teachers liked
approaches.
Effects on student learning as
the primary basis for assessing
various improvement
strategies.
Administrators are
viewed as leaders and
teachers as followers.
Administrators are leaders of
leaders and teachers are
transformational leaders.
Learning Cycles Enhance Existing PLC structure
PLCs are an important collaborative structure through
which we will deepen our knowledge of and
effectiveness with the new instructional rubric, as well
as help build a shared understanding of Common Core
PLCs foster a culture of continuous improvement,
collective inquiry, and collaboration to provide a strong
foundation and support for teaching and learning
Collaboration and teacher leadership are two proven
strategies to enhance teaching and learning
PLC Cycles will provide a 6 to 9 week focus in the
content area to maximize shared knowledge, resources,
and skills
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PLC Cycles at a glance
50%
 Focus on the Common Core State Standards transition,
literacy instruction and the TEAM instructional indicators.
 Address key ideas taught on staff development days
 Intensive cohort-based learning experience designed to foster
collaboration and develop teacher capacity
 Includes weekly PLC meetings, classroom support, and
debriefs
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How will learning cycles support our students?
PLC Cycles
PLAN
ADJUST
Student
Learning
Outcomes
DO
REFLECT
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The Rhythm of Learning Cycles:
PLC Cycles
• PLC Cycle 1
• Using data
from last year
Unit Test
Discovery Ed
AUGUST
Unit Test/EOC
Discovery Ed
• PLC Cycle 2
• Winter Break
• PLC Cycle 3
• Spring Break
Unit Test
Discovery Ed
Stanford -10
TCAP/EOC
• PLC Cycle 4
• Prepping for
next year
MAY
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Individual Learning Cycles (ILC) at a glance
25%
 An intensive, one-on-one coaching experience that is
designed to provide targeted, differentiated support to
individual teachers
 Addresses refinement areas identified in the TEAM
rubric
 Includes classroom support and debriefs
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Roles and Responsibilities
25%
 Administrator
• Informs teacher of referral during summative/professional conference
• Notifies coach after teacher referral conversation
• Monitors progress and participation of teacher through documenting
professional communications
 Coach
• Works with teacher to develop ILC plan
• Provides support and feedback to teacher during plan implementation
• Updates principal on teacher growth
 Teacher
• Works with coach to develop ILC plan
• Demonstrates growth on TEAM observation rubric
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The Rhythm of Learning Cycles –
Individual Learning Cycles
• ILC 1
• Using data
from last year
Formal
Observation
AUGUST
Formal
Observation
• ILC 2
• Fall Break
• ILC 3
• Winter Break
Formal
Observation
Formal
Observation
• ILC 4
• Late February
• ILC 5
• Spring Break
Formal
Observation
APRIL
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Learning cycles review
25%
50%
 Occurs over a six to nine-week period
 Is a cohort-based learning experience
 Includes one-on-one classroom support and
debriefs
PLC Cycle
 Focuses on the Common Core State Standards,
literacy instruction, TAP/TEAM
 Occurs over a six-week period
 Addresses refinement areas identified in
TAP/TEAM rubric
Individual
Learning Cycle
 Is designed to foster collaboration among
teachers
Please refer to pages 8-9 of Handbook.
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Data Related Responsibilities
5%
 Coaches help build teacher and administrator capacity to locate
school and classroom data
• Coaches may start year facilitating data retrieval, but this should taper off
as teachers and administrators learn to do so
 Coaches may coordinate TCAP/EOC testing and Discovery
Education formative assessments
 Coaches should not complete data entry for any teacher-led
interventions or other classroom assessment
 Coaches are valuable resources who must be utilized to drive
improvement in student outcomes by supporting instruction
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