Coaching Program_Arc of Learning 24-25 [External]

	A	B	C	E	F	G	H	I
1		2024-2025 Instructional Coach Professional Learning
2	Cross-Cutting Themes Change Management & Adaptive Leadership using a racial equity lens Instructional Framework + Tier 1 Instructional Practice Teacher Professional Learning Systems (PLCs, 1:1 coaching) that center the learning or our Black students and our Native students Differentiated Formats presentation case studies/best practices role-playing scenarios collaborative/small group PLCs In-field learning Di
3	Date	Theme	Objective	Differentiation	Anchor Texts/Resources	Artifacts Collected and/or Used	Small Group PLC Focus + Opportunities to Deepen Learning	Materials FEEDBACK FOR ALL

4	September
5	September 4	Building a Culture of Racialized Coaching - "Together We Rise"	Participants will clarify the role of the School-Based Instructional Coach (IC) and articulate concrete actions to improve Tier 1 instruction. Participants will understand the concept of collective efficacy and its impact on student learning, specifically for our students who remain underserved. Coaches will plan for PLC launches grounded in research-based best practice (UPC) and centering our Black and Native students. (this was addressed on August 7) Coaches will prepare to adaptively lead asset-based PLC cultures.	- Separate learning for K-5 and secondary/MPG coaches (choice point for K-8), with particular emphasis on leading Content Leads through establishing PLC culture and structures. Small group offering: Singleton PLCs Structures Consider a small group breakoiut when discussing collective efficacy and/or PLC structures to allow for MPG coaches to unpack collective efficacy in the context of their school community (consider Korinna or an MPG principal)	Learning by Doing Fourth Edition Taking Action: RTI Workbook (Chapter 4, Tier 1 Schoolwide Essential Actions)	PLC Continuum	Set a goal within the PLC Continuum + Consider opportunities to deepen learning in next two months to achieve that goal e.g. Visit a PLC at another school, record your PLC facilitation	Agenda Slides
6	October
7	October 2	Continuous Learning and Equitable Practice - Adaptively Leading, Collaborating, and Managing Up	Coaches will develop strategies to adaptively lead through change at their school sites, preparing for difficult conversations around curricular implementation, 1:1 coaching, and/or continuous improvement in PLCs. Coaches will reflect on EOY (OSAS, graduation rates) and current (MAP, ongoing formative assessment) academic progress made for our Black, Native, Latinx, students with IEPS, and MLLs and prepare to center those outcomes in their PLC culture. Participants will learn how to effectively advocate for instructional priorities and navigate leadership structures.	- Work time and/or separate sessions regarding current racialized student outcome data appropriate for each grade band - Invitations to partners who can support advocacy efforts within nuanced school context (Science of Reading, DLI, MPG, SST Leads) -Offer facilitated time for high school coaches to prepare Department Leads to lead PLCs through racilaized data analysis		- Racialized student achievement data	Cont. from Above	Agenda Slides
8	November
9	November 6	Building Emotional Resilience and Reinforcing Collective Efficacy In Equitable Instruction (Especially as Observations Ramp Up)	Participants will explore strategies to enhance emotional resilience and reinforce a collective belief in their ability to impact student learning. Participants will practice using the Instructional Framework (IF) to observe and provide feedback on instructional practices. Participants will analyze student learning data and/or work samples, including benchmarks and formative/summative assessments, to reflect on current progress made for our Black, Native, Latinx, students with IEPS, and MLLs. Participants will participate in school visits using a lesson study model.	- Alternate session and/or additional support provided to HS coaches, who will be anazlying common unit assessment data perhaps for the first time - Consider additional support for MPGs who may need to look at common data in different ways considering at-your-own-pace model	Student-Centered Coaching: The Moves	- Core Actions Walkthrough data - Coaching Plans	Set a goal for 1:1 coaching + consider opportunities to deepen learning in next two months to achieve that goal e.g. co-observe a classroom + calibrate, watch a debrief, co-create a 5Ps coaching, etc	Agenda Slides
10	December
11	December 4	Incorporating UDL and Inclusive Practices	Participants will integrate Universal Design for Learning (UDL) principles and inclusive practices to support students with varied learning needs. Coaches will consider existing structures and/or create structures for peer-to-peer learning (peer observation, learning labs) utilizing the updated Lesson Rehearsal protocol.	- Consider opportunities to differentiate based on current implementation of structures for peer observation, across grade bands - Consider opportunities for coaches to partner with Early Literacy Coaches at SofR schools to conduct peer observations	Lauraine Allen	Chapt 2_Fritzgerald.pdf	Cont. from Above	Slides Agenda
12	January
13	January 8	Student-centered coaching and instructional practices Equity for Black, Native, and ML students Use of high-quality instructional materials Emphasis on discourse, engagement, and cognitive rigor	AM Objectives: Build our capacity to center the learning of Native students and Black students within our coaching practice. Collaboratively practice using a student centered approach to coaching through a group observation and calibration. Plan a collaborative, student-centered coaching conversation using culturally affirming UDL strategies for Native students and Black students. PM Objectives: K-5 Unpack target lessons from our high-quality instructional materials and identify the intended learning goal(s) and critical moments in the mathematical trajectory Make predictions about students’ responses in order to press for high-level thinking and discourse from each and every student, specifically Black, Native and Multi Language Learners. 6-8 Practice MSM’s system-embedded Protocols to elicit Student Discourse to: Increase opportunities for Black, Native & ML student discourse Provide more student-centered engaging learning opportunities during MSM’s Teacher Instruction & Practice Printable components 9-12 Build capacity to support high cognitive demand for all students, particularly MLL, Black and Native Students. Unpack lessons from our high-quality instructional materials and identify opportunities to incorporate teaching moves to support high cognitive demand.	PM sessions offer differentiated sessions by grade bands	Content Leads Educators in Schools UDL Resources	Host Coach Feedback		Agenda K-5 Slides 6-8 Slides 9-12 Slides
14	February
15	February 5	Centering high expectations and culturally responsive coaching to support Black and Native students’ success across literacy and instructional practice.	Affinity & Accountability Groups BIPOC: Explore critical hope and high expectations. Build language and coach around Core Action 3. White: Examine impact of expectations on Black and Native students. Practice coaching to support high expectations. Literacy Sessions (K–5 & 6–12) Understand key curriculum components. Identify strategies for Black and Native student success. Practice coaching for strong literacy instruction.	PM sessions offer differentiated sessions by grade bands Opportunities to engage in affinity and accountability groups Choice Sessions	RESJ/TSEL Content Leads	24-25 Small Group Coach PLCs Action Plans Linked	See Small Group PLCs spreadsheet	Agenda Feb 5 Instructional Coach Professional Learning ICPD 2.5.25_ The Science of Reading: Foundations, Core Applications, and Next Steps IC PL Choice Sessions Sign Up
16	March
17	March 5	Strengthening student-centered coaching to elevate Black and Native students’ literacy outcomes through shared observation, calibration, and intentional next steps.	Build our capacity to center the learning of Native students and Black students within our coaching practice. Collaboratively practice using a student centered approach to coaching through a group observation and calibration of literacy instruction. Calibrate around the current state of literacy instruction in our schools and plan for next steps	Choice Sessions	Educators Coach Leaders	Evidence of Impact Tools - see spreadsheet	24-25 Small Group Coach PLCs	March 5 2025 - School Based Instructional Coach Participant Agenda IC PL Choice Sessions Sign Up
18	April
19	April 2	Centering the success of Black and Native students by strengthening community, deepening our coaching practice, and using data to drive high-expectation, student-centered instruction.	Build community and alignment by connecting to our North Star and shared feedback to foster a collaborative, inclusive learning environment. Deepen understanding of high expectations by examining what they look and sound like in classrooms, especially for Black and Native students. Strengthen coaching practice through differentiated sessions focused on literacy, feedback, student-centered coaching, and standards-based grading. Use data and PLC collaboration to reflect on impact, identify progress, and plan next steps to improve student outcomes for priority student groups.	Affinity and Accountability Groups provide tailored discussions based on participants’ identities and coaching roles. Concurrent sessions organized by grade level and program meet specific instructional coaching needs. Choice breakout sessions allow coaches to engage with topics most relevant to their professional growth.	Coach Leaders Content Leads RESJ Partners	See PLC agendas	24-25 Small Group Coach PLCs Middle School Instructional Coach PLC Running Agenda [Template]	April 2 2025 - Instructional Coach Participant Agenda IC PL Choice Sessions Sign Up April 2 Instructional Coach Professional Learning IC April Affinity and Accountability Supporting Fundations: Data Collection and Data Driven Instruction SDLI SBIC 4/2/25 2025.04.02 Supporting Chinese Foundational Skills: Priorities for SBIC SBG for Instructional Coaches
20	May
21	May 7	Supporting foundational literacy outcomes for Native and Black students by engaging in equity-centered reflection, targeted coaching strategies, and cross-disciplinary approaches that build fluency, vocabulary, and comprehension.	Continue with the improvement cycle focused on foundational literacy outcomes for Native and Black students White coaches will recognize and respond to shame in myself and others to interrupt harm, uncover bias, and build resilience in pursuit of equity. Coaches will practice coaching conversations. This session will focus on strategies that allow students to apply phonics skills and build fluency through connected texts that also grow vocabulary and comprehension. There will be a choice of math, science or language arts focused on the cross disciplinary practices that allow students to build their literacy skills.	Identity-based Affinity Groups: Separate sessions for white coaches to reflect on internalized bias and for BIPOC coaches to build strength through shared language and critical hope. Content-area Choice: Coaches select breakout sessions in math, science, or language arts to focus on disciplinary literacy aligned with their school’s needs. Instructional Focus Options: Opportunities to deepen practice through targeted coaching strategies in phonics, fluency, and comprehension using connected texts.	Content Leads	Exit Ticket EOY Survey	PLC Agendas	Agenda Slides
22	June
23	May 28	Strengthen our coaching community by celebrating impact, analyzing literacy data, and collaboratively shaping the future of our coaching model through reflection and shared learning.	Build and strengthen connections within our coaching community by celebrating shared successes and reflecting on our collective impact. Analyze literacy data to identify trends, successes, and next steps that will inform instructional planning and coaching priorities. Reflect on my personal coaching journey to recognize growth, define challenges, and apply insights to future planning. Review end-of-year feedback to co-create actionable recommendations that will strengthen our coaching model moving forward.	Choice-Based Reflection: Coaches can engage in self-reflection using different modalities—individual journaling, peer discussion, or visual goal-mapping—to suit their preferred processing style. Data Inquiry Pathways: Participants can choose from varied data sets (e.g., by grade band, content area, or student group focus) to identify trends most relevant to their school context. Role-Alike Feedback Sessions: Coaches can collaborate in job-alike or experience-alike groups (e.g., new vs. veteran coaches, literacy vs. content specialists) to co-create tailored recommendations for improving the coaching model.	MTSS Content Leads	MAP Fluency Data IC PLC Feedback Recommendations	PLC Agendas	Agenda Slides
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