Instructional Reform Facilitator

Identify the “why” of our work towards attaining dramatic gains in student learning and eliminating current equity gaps

Establish a foundation for equity; recognize our own racial identity, experiences of privilege and/or oppression, triggers and biases

Cultivate and sustain accountability for historically underserved populations

Identify and examine the role of race, culture, and bias in school outcomes

Collaborate in the development of opportunities to deepen teachers’ knowledge of culturally responsive instructional strategies and their effective use 

Support closing of achievement gap, understand the instructional core ( relationship between teacher, students, and content)  and the connection to creating classroom conditions where students build the cognitive resources to process information at higher levels

Support the school in the establishment and maintenance of effective structures for continuous instructional improvement (e.g., teacher collaboration, instructional leadership teams, results-oriented planning, etc.)  

Incorporate current research and educational literature into continuous school improvement 

Use a systems approach to identify current state/school context, and steps toward school change

Engage in Continuous Improvement Cycles P.D.S.A (Plan, Do, Study, Act / R.O.C.I. ( Results Orientated Cycles of Inquiry)

Engage in learning and research of change management 

Support (Co-plan or facilitate) teacher collaboration so that teachers create SFUSD core curriculum-aligned curriculum maps, plan lessons, and reflect on evidence of student learning 

Support school in utilizing Common Core State Standards Instructional Coaching:  Organize instructional coaching as a strategic resource to support the development of professional practice as part of a results-oriented cycle of inquiry  

Ensure Teacher Collaboration time has an agenda with outcomes, times,  norms, and focus on instructional improvement

Coach teachers on individual student learning plans (co-plan, co-teach/model, develop debrief/reflection protocols, locate, create & share resources for classroom use)  

Coordinate Instructional Rounds/peer observation -horizontally and vertically (as planned with instructional leadership team )

Support the school with a professional development plan and coaching plan connected to goals of school’s Balanced Scorecard/Strategic Plan identifies the learning goals of its teachers and describes how its resources will achieve these goals  

Co-plan and facilitate professional development to  support school and teacher vision

Ensure that meeting times are planned in accordance to best practices for adult learning, and topics are  in keeping with the school’s goals both instructional and social, and making the connection between the two

Includes student data and teacher input (surveys, feedback, implementation data)  in planning  and differentiating professional learning

Coplan and facilitate

Support the Implementation of a balanced assessment system to identify school-wide, grade level, and student level strengths and challenges  

Oversee the collection, analysis and use of data to identify student learning assets and needs and support instructional improvement for accelerated growth; actively support classroom teachers in utilizing formative assessments, including school and district level assessments, such as the Math and Writing Milestone Tasks, Fountas and Pinnell and, to inform instruction and accelerate student learning  

Support the development and maintenance of school-wide assessment inventory and calendar. Implement a range of comprehensive assessment tools that seamlessly match with curriculum to support rigorous standards-based instruction  

Effectively use the SFUSD data management system, Illuminate, to analyze data to inform instruction  

Plan and co-facilitate data analysis meetings with teacher collaboration teams, and individual teachers using S.M.A.R.T.E. Goals  (Specific, Measurable, Achievable, Realistic, Timely, Equity Centered)

Inform the development and monitoring of the site’s Balanced ScoreCard  Support school in learning about Smarter Balanced Assessments 

Support School/Teachers in identification and progress monitoring of focal students

Provide coaching and support for 2-3 beginning teachers  (Either 1-2 induction candidates or interns and 1 ET or 3 ETs) including:

1. Weekly coaching sessions with new teachers for an average of 45-60 min per week (or 3 hours a month) per new teacher
2. Goal setting around the CSTPs
   1. Co-teaching, modeling, observations and providing feedback
   2. Analysis of student work
   3. Lesson planning
3. Attend Coaching PDs, and participate in in-field coach support and development to promote ongoing professional growth and learning
4. Complete the documentation of time spent/needed paperwork

Utilize PDSA Cycles (backwards mapping, setting big goals, identifying exemplars of proficiency) to work towards goals  

Attend, participate and bring evidence to IRF network meetings  

Actively collaborate in professional learning networks with all other centrally funded site based resource personnel