Rapid City Area Schools Coaching Best Practices and Guidelines

Definition: Coaching can be defined as setting specific targets for students that are based on the standards and curriculum and working collaboratively to ensure that targets are met. Coaches work in partnership with teachers to improve students’ achievement of intended instructional outcomes.

Rapid City Area Schools follow the guidelines below regarding coaching practices.

Coaching Requires Specialized Knowledge

Coaching responsibilities primarily involve working in partnership with classroom teachers to improve instruction through job-embedded ongoing professional development. Successful classroom teaching experiences, strong content knowledge, and a disposition toward ongoing learning form a foundation of any coach’s knowledge base.

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  • Three or more years of recent successful teaching experience
  • Foundational content knowledge
  • Expanding knowledge base
  • Content
  • Adult learning principles
  • Pedagogy
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  • Accepting of dated teaching practices and training
  • Opting out of district initiatives

Time Working with Teachers is the Focus of Coaching

Coaches spend time interacting with teachers in one-on-one, small-group, and whole-group settings. These interactions focus on the learning environment, instruction, teacher learning, and student learning.

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  • Observing, modeling, co-teaching, leading book studies, and sharing district learning with building staff
  • Staying true to the mission of coaching principles.
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  • Leading individual and small-group interventions with students
  • Engaging in administrative and clerical tasks

Coaches Serve as Collaborative Partners

Coaches serve as collaborative partners with administrators and teachers at all levels of experience. Coaches foster partnerships by building trust, maintaining confidentiality, and communicating effectively.

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  • Focus on student learning
  • Work withall teachers to support the students’ needs
  • Facilitation of teacher and student learning
  • Reflection and dialogue
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  • Privatized practice

Coaching That Supports Student Learning Focuses on Best Practices
Coaching conversation and teacher goals move from the environmental level through instructional practice to student learning. Best practices for Rapid City Area Schools focus on balanced literacy, inquiry mathematics, and 21st century learning.
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  • Focusing on student work and evidence of student learning
  • Coaching for implementation of district initiatives
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  • Using or providing non-district supported materials and programs
  • Sole emphasis on environmental issues

Coaching Must be Both Intentional and Opportunistic
Coaches must have a plan that is deliberate yet flexible. Coaches have an in-depth understanding of why and how they are working with others and are accessible and receptive to impromptu opportunities.
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  • Interacting
  • Creating and recognizing opportunities for coaching
  • Responding to teachers’ instructional needs
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  • Isolation
  • Waiting for opportunities

Coaches Must Be Instructional Leaders
Coaches are involved in setting goals or directions, developing people, and redesigning the organization to facilitate the accomplishment of the goals.
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  • Supporting professional growth
  • Promoting collegiality
  • Serving as a communication hub for the school by sharing information about district initiatives
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  • Isolation from building and district leadership

Coaches Build Capacity Over Time
Coaches continue to learn, develop positive relationships with others, and expand knowledge and skills.
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  • Learning about content, pedagogy, and adult learners
  • Striving for leadership and interpersonal skills
  • Engaging in reflective practice
  • Taking personal responsibility for one’s learning.
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  • Comfort with the status quo
  • Disengagement with learning opportunities

References

Killion, J. (2010). High-impact coaching ensures maximum results. The Learning System, 5(4), 1, 6-7. Retrieved from

Knight, J. (2009). Coaching. Journal of Staff Development, 30(1), 18-22.

L’Allier, S., Elish-Piper, L., & Bean, R. M. (2010). What matters for elementary literacy coaching? Guiding principles for instructional improvement and student achievement. The Reading Teacher, 63, 544-554. Doi: 10.1598/RT.63.7.2

Saphier, J., & West, L. (2009/2010). How coaches can maximize student learning. Phi Delta Kappan, 9(4), 46-50. Retrieved from

Sweeney, D. (2011). Student-centered coaching: A guide for K-8 coaches and principals. Thousand Oaks, CA: Corwin.