Mayerson Coaching Standards
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Standard 1. Distinguished Teaching – The coach is a distinguished teacher and demonstrates that when conferring with teachers or modeling a lesson in a classroom. The coach possesses and uses extensive knowledge about content, pedagogy, assessment, standards, and curriculum.
- Teaching – The coach demonstrates a repertoire of effective teaching strategies and models strategies for teachers in real classrooms.
- Knowledge of Content, Pedagogy, Curriculum – The coach communicates accurate content knowledge and curriculum expectations and suggests content specific instructional strategies/pedagogy for teacher practice.
- Standards AND Assessment – The coach communicates with, or assists teachers in developing and using assessment criteria and monitoring strategies that align with state standards and learning outcomes for standards-based lessons.
Standard 2. Buidling Relationships – The coach develops rapport and builds trusting relationships with teachers for reflective conversation and inquiry around teaching practices and instruction.
- Communication – The coach listens and responds to teacher needs appropriately. The coach treats teachers as professionals .
- Administration – The coach communicates with the IST principal regarding significant issues in the school.
- Adult Learning – The coach applies concepts of adult learning and demonstrates high expectations for building teachers’ knowledge and skills.
Standard 3. Coaching for Quality Instruction - The coach collaborates and reflects with teachers about planning, teaching, assessing, and re-teaching.
- Planning - The coach assists in analyzing data, defining learning outcomes for the lesson, aligning assessments with outcomes, designing rigorous standards-based instructional experiences that relate to students’ diverse backgrounds, selecting instructional resources/materials, and determining re-teaching methods.
- Teaching - The coach determines which coaching approach and activity to use for a given teaching situation.
- Monitoring – The coach observes in teachers’ classrooms, confers in informal/formal settings, and engages teachers in reflective dialogue following the coaching protocol.
- Assessing – The coach assists in collaborative team planning meetings to analyze student work, the instruction that was the context of that work, and the assessment data used to track each student’s progress and move the student forward.
- Research – The coach provides evidence-based practices/resources to teachers.
Standard 4. Responsibility for Goals - The coach is responsible for assisting teachers and schools in meeting goals.
- Needs – The coachassists in analyzing classroom and school data, prioritizing needs, and in developing school and classroom goals for the OnePlan.
- Monitoring – The coach uses monitoring tools (e.g. Implementation Guides) to determine degree of implementation of district initiatives and OnePlan activities.
- Supporting – The coach uses data and suggestions from IST members to provide needed support to teachers.
- Evaluating – The coach reviews, uses, and summarizes formative and summative achievement data for schools, classroom groups, departments, and individual students.
Standard 5. Professionalism - The coach seeks to improve professional knowledge and skills by engaging in professional development opportunities. The coach demonstrates professional behavior.
- Professional Knowledge And Skills – The coach attends and participates in professional learning opportunities to gain and use new knowledge and skills.
- Professional Behavior – The coach presents a courteous, professional demeanor and appearance. The coach keeps the confidentiality of students, teachers, classroom, and school.
- Professional Communication – The coach maintains up-to-date logs and other required paperwork and communicates well in oral and written language. The coach communicates with IST team and participates in role-alike and team meetings.
Click here for Coaching Implementation Guide / Rubrics
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