An educator at heart, Tracey McKenzie joined the Institute for Excellence in Education in 2012, bringing over 27 years of broad experience in the education realm to
her role as an Instructional Coach.
Currently in
her role as instructional coach, Jessica is a mentor and ambassador for the Internationals» approach to new and experienced teachers, providing professional development creating opportunities for teachers to design meaningful, interdisciplinary, scaffolded curricula that align to the Internationals» core principals.
Not exact matches
Teams of directors, leaders, and those who are responsible for directly supporting teachers in their work, such
as instructional coaches, supervisors, or teachers who take on leadership
roles
City has served
as a teacher,
instructional coach, principal, and consultant, in each
role focused on helping all children, and the educators who work with them, realize their full potential.
Other have taken on school - wide
roles as instructional leaders, curriculum developers, content
coaches, department directors, educational coordinators, ESL coordinators, guidance counselors, and heads of schools.
The principals»
role evolved from pure evaluation to a dual
role in which, by incorporating
instructional coaching, the principal served
as both evaluator and formative assessor of a teacher's
instructional practice.
Team members invited by directors and leaders — those who are responsible for directly supporting teachers in their work, such
as instructional coaches, supervisors, or teachers who take on leadership
roles
He continues in his
role of advocacy and outreach
as well
as in the implementation of the PIIC
instructional coaching and mentoring model throughout Pennsylvania and other states.
The report concludes by characterizing the current state of research on
instructional coaching, noting that there is a growing body of information about the
instructional coaching role, but
as yet, little definitive evidence about its impact.
Bao began her leadership path
as a Math
Coach at Community of Peace Academy, and went on to serve
as Instructional Coach and Curriculum Coordinator before assuming the
role of Elementary Principal in 2013.
teachers motivated to serve in
coaching roles develop the competencies required to serve
as Campus - Level
Instructional Coaches.
Wayside will help teachers motivated to serve in
coaching roles develop the competencies required to serve
as Campus - Level
Instructional Coaches.
After teaching at Brooke for 4 years, I transitioned into the
role of Assistant Principal at Brooke Mattapan where I have the opportunity to serve
as an
instructional coach to our middle school teachers.
This of course presents a huge opportunity to make strong connections for technology - enabled learning in school, supported by the
role of the library
as a learning commons and the teacher - librarian's
role as information specialist,
instructional leader, and technology
coach.
Prior to the
role at Center City, Ms. McCloud served
as an
instructional coach at the SEED Public Charter School.
This could include a variety of leadership
roles within a school such
as (but not limited to) an
Instructional Coach, PLC Lead, Dean, Assistant Principal, or Principal.
This
role aims to drive program outcomes in three key areas: + Group / Individual
instructional coaching + Professional development design + Facilitation of adult learning
As a Math Lead
Coach, this individual will have the opportunity to work with other
coaches at Catapult Learning to promote strong
instructional practices for math in the NYC region.
Further enhancing her impact
as an educational
coach, Tracey played an integral
role in the development of the English Language Arts component of the Institute's Focused
Instructional Model (FIM), and has worked extensively with
coaches in implementing the FIM math program across the nation.
In her
role as the Director of
Coaching and School Services, Sara leads a team of
instructional and implementation
coaches directly supporting schools and practitioners.
We develop their capacity
as instructional leaders by supporting them in expanded
roles as mentors,
coaches and facilitators.
Dr. Jamison has been in education for the past 19 years and has had various
roles such
as: teacher,
instructional coach, assistant principal, principal, and university adjunct professor.
He spent the six years prior to joining Transcend on Teach For America's Bay Area team in a variety of
roles: He began
as an
instructional coach supporting elementary, bilingual, and early childhood educators.
She currently serves
as ELL Teacher and Coordinator for a school district near Milwaukee, Wisconsin and through her
coaching role with Confianza, is a trained WIDA PRIME V2 correlator for
instructional materials.
To play the dual
role described above and serve
as organizational change agents,
coaches must not only have a strong understanding of specific subject matter and research - proven
instructional strategies, but must also possess the ability to form positive, productive relationships through open communication and trust.
This seminar is designed to support the work of campus
coaches,
instructional specialists, and content facilitators
as they deepen knowledge and skills about the
role and work of a
Coach.
As an
instructional coach, in only my second year of this
role, I have to concentrate on many dimensions of classroom...
Functions The teacher leader: a) Facilitates the collection, analysis, and use of classroom - and school - based data to identify opportunities to improve curriculum, instruction, assessment, school organization, and school culture; b) Engages in reflective dialog with colleagues based on observation of instruction, student work, and assessment data and helps make connections to research - based effective practices; c) Supports colleagues» individual and collective reflection and professional growth by serving in
roles such
as mentor,
coach, and content facilitator; d) Serves
as a team leader to harness the skills, expertise, and knowledge of colleagues to address curricular expectations and student learning needs; e) Uses knowledge of existing and emerging technologies to guide colleagues in helping students skillfully and appropriately navigate the universe of knowledge available on the Internet, use social media to promote collaborative learning, and connect with people and resources around the globe; and f) Promotes
instructional strategies that address issues of diversity and equity in the classroom and ensures that individual student learning needs remain the central focus of instruction.
Key Highlight: • Pivoted the
role as a Staff Developer for ESOL, ESE teachers, Assessment Coordinator for FCAT, DRP, Brigance, district benchmarks and an
Instructional Coach for beginning teachers and Mentor Program for ESE teachers.