# data[].attributes.body
The coach and administration continually communicate/meet to evolve the role of the coach, balance the role of the coach, and ensure a message to staff that is aligned to the vision and goals of the district.

# data[].attributes.body
Setting clear expectations and providing support and feedback

# data[].attributes.body
On adult learning, and time to talk with other coaches

# data[].attributes.body
Teachers should be aware of the role of the coach

# data[].attributes.body
leading, learning and supporting

# data[].attributes.body
Send them to outside PD. Provide books ... 10% of their time should be learning and growing

# data[].attributes.body
valuing the time of everyone

# data[].attributes.body
Coaches need it.

# data[].attributes.body
Clarify expectations- Given this is a newer concept that connects to multiple coaches, the understanding of what is to be done is critical. As well, clarifying expectations to staff and faculty will be critical so all stakeholders recognize the position for what it is and the value it may bring to students and teachers in classrooms.

# data[].attributes.body
"Creating a shared understanding of these expectations and then communicating them to teachers is essential."

# data[].attributes.body
Allow time for coaches to continue building their own skill set.

# data[].attributes.body
Create structures and opportunities that support their role rather than distract from it

# data[].attributes.body
"

The coaching process should be the main focus and the bulk of a coach’s work. This is what facilitates improvement and has the largest impact on teacher and student success. It should encompass at least 60-70% of a coach’s time. " Devloping relationships that allow for coaching also takes time.

# data[].attributes.body
6. Learn together
7. Learn from them
8. Support their learning
Learning is 30% of the list

# data[].attributes.body
Although we want coaches to meet with administrators (as they are group who can make connections between buildings and content areas), we want to also protect their time to be in classrooms and work with teachers.

# data[].attributes.body
"The coaching process should be the main focus and the bulk of a coach’s work. This is what facilitates improvement and has the largest impact on teacher and student success. It should encompass at least 60-70% of a coach’s time."

# data[].attributes.body
There are many facets to the role of a coach, and those take time. Coaches need support to help manage that time

# data[].attributes.body
Coaches engaging with teachers in the classroom setting to model.

# data[].attributes.body
We expect coaches to automatically know what to do and how to lead. They need support, advice and feedback to be real leaders.

# data[].attributes.body
Shifting from a focus on "fixing" teachers to working collaboratively to address what needs the TRS and admin teams see allows for better coaching, ""The most effective coaching programs are those where coaches and site leaders are engaged in inquiry together around what's happening at their school ..."

# data[].attributes.body
I think we get a lot of PD in this district, but sometimes there's not as much transfer to the classroom as we'd like to see. It would be great if these coaches can help make that happen, so we can start seeing best practices happening more consistently and not just in pockets. This type of work will take instruction to the next level and help to shape the culture.

# data[].attributes.body
Provide time for leaders to meet with coaches to constantly review goals and areas of need. Promotes dialogue.

# data[].attributes.body
Different positions and titles, but common practices

# data[].attributes.body
Seeing things from the TRS perspective will be helpful as we look at the needs of the teachers

# data[].attributes.body
Time management will be critical for all reasons discussed. I was drawn to the impact cycle as the heart of the position as well as how complicated this may be depending on the TRS' themselves and their skillset/background as well as the teachers/staff involved given their own developmental differences as educators.

# data[].attributes.body
I see a lot of mentions of coaching being optional, or ‘opt-in’. That should be clearly defined. Can an admin “assign” a coach to address a need? What does that look like?

# data[].attributes.body
Coaches and administrators should be planning together, meeting together, and supporting each other so that teachers and students can get maximum support

# data[].attributes.body
Some coaches are now crossing to new buildings and as such, may not have developed strong relationships with faculty in the building. I suspect that some supervisors and principals have strong relationships with the coaches and may lead some coaches to 'gravitate' to administrators. This is understandable, but we have to be careful to promote confidentiality and help coaches to develop safe partnerships with teachers.

# data[].attributes.body
Creating opportunities to set purposeful goals to support students and teachers.

# data[].attributes.body
This will be essential for all stakeholders... admin, TRS, teachers

# data[].attributes.body
The approach taken by the coach and the building administrator should be congruent with regard to the measurable goals set forth in the teacher’s PDP or alternative evaluation model.

# data[].attributes.body
If I analyzed my time over the course of the month, I wonder what the breakdown would be? How often am I engaged in activities that will promote learning and improve instruction and assessment?

# data[].attributes.body
Critical that the building administration and district level administration have attained a mutual level of understanding with regard to the best utilization of a coach.  Also, the building administrators themselves must be in agreement and are aware that the pitfall of coverage doesn’t fall upon the coach in much the same way special education staff cannot be pulled from their legal charge to cover a classroom.

# data[].attributes.body
It seems like clarity of roles, expectations, etc. will be the key to the success of the TRS. This article made me think that there might be some details we haven't thought of.

# data[].attributes.headline
Providing and managing resources is a key element. Giving the coaches the time to explain and show staff how to use the resources is essential for staff buyin

# data[].attributes.subject
Providing and managing resources is a key element. Giving the coaches the time to explain and show staff how to use the resources is essential for staff buyin

# data[].attributes.body
Brainstorming expectations and goals charge the coach with a sense of responsibility and worthiness of their role.