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Within the coaching cycle use observational data (selective scripting, classroom schematic, lesson plan, ) and student work (exit tickets, student work) to assess teachers needs and strengths to create an entry point to engage in reflective practice to improve student learning.

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I will model and train staff on effective online platforms/apps that will engage teachers in alternate ways of collecting and analyzing student work.

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As an instructional coach engage in the cycle of inquiry to improve professional learning for teachers. Example of data collection:
Walkthrough data to support implementation of  professional learnings

Video staff and GLCs to improve facilitation skills

Use survey data to inform professional learning

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Provide opportunities for teachers to collaborate in multiple ways (reflection in pair share, focus groups with teacher choice)

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Within GLCs facilitate teacher reflection using cycle of inquiry (ROCI): analyze data, create action plan, implement plan, reassess, return to GLC to reflect and establish next steps.

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Use feedback from previous GLC /staff PDs to inform planning for future sessions.

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As an instructional coach create habits of mind around GLCs/Staff in the use of norms, agendas, roles, and protocols to engage in effective collaboration centered on student learning

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Uses and models effective technology integration that accelerates and differentiates student learning.

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Using pre-assessment data to provide differentiated professional learning opportunities.

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Use NTC tools to better understand how adults learn so I can better plan coaching cycles and PDs that support adult learning

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Use survey data/feedback to create PDs, agendas, GLCs, etc. that build on experiences, interests, needs, and goals of adult learners.

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I will support all teachers in planning and implementing StudySync and NGSS lessons (backward planning and online resources) and assessing student learning using standards-based assessments created and administered via Illuminate.

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As a professional learning facilitator, I will ground the PD in setting purpose, building collective norms, and being mindful of adult learning practices in order to build a safe and effective learning environment for teachers.

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Within GLCs create a culture of collaboration where teachers engage in lesson studies through observing each other's practice.

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As an instructional coach use observational data to improve teacher practice and student learning within the ROCI cycle.

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Build and implement GLCs embedded in ROCI and use the analysis of student work to drive instruction.