I support teachers through practical coaching, planning, and student evidence-driven systems that connect curriculum, instruction, and assessment. This work reflects my approach to building practical systems aligned to district priorities that support consistent, high-quality instruction across classrooms.
These tools are used within coaching cycles and PLC conversations to support teachers move from student evidence to instructional decisions and targeted next steps.
Jim Knight (Instructional Coaching Group, partnership principles)
Cognitive Coaching (reflective questioning, facilitation)
Adaptive Schools (collaborative teams, facilitation strategies)
PLC at Work (collaborative team structures, student-focused PLCs)
ASCD & Learning Forward (professional learning standards)
Marzano High Reliability Schools (aligned practices for safe, supportive, and effective learning environments)
CURRICULUM & INSTRUCTION SUPPORT
Supporting teachers in using student evidence to identify needs, plan instruction, monitor impact, and make informed instructional decisions within structured PLC processes and data cycles.
Examples:
1st Garde Long Range Plan - Curriculum Alignment
I developed a first grade long-range reading plan that aligned curriculum, instruction, and assessment, providing teachers with a clear framework for what to teach, when to teach it, and how to assess student learning.
1st Grade Long Range Plan Curriculum Alignment
DATA & PLC SUPPORT
Supporting teachers in using student evidence to identify needs, plan instruction, monitor impact, and make informed instructional decisions within structured PLC processes and data cycles.
Examples:
First Garde Data Grouping System
I designed a first grade data grouping system to align phonics instruction to student needs, supporting teachers plan targeted small group lessons based on assessment data and grade-level expectations within PLC conversations.
COACHING & TEACHER SUPPORT
Building teacher capacity through modeling, reflection, feedback, and goal-setting within coaching cycles grounded in student evidence.
Examples:
High-Leverage Instructional Moves Toolkit
I support coaching conversations, I made and use a High-Leverage Instructional Moves Toolkit that helps identify specific classroom challenges and match them with practical, research-aligned strategies that can be implemented and refined based on student response.
High-Leverage Instructional Moves Toolkit
High-Leverage Instructional Moves.pdfDGF Teacher Developement Rubric
I used the DGF Teacher Development Rubric to structure coaching cycles, supporting teachers in reflecting on their practice, identifying growth areas, and setting targeted goals to improve instruction and student outcomes.
DGF Teacher Development Rubric
DGF Teacher Development Rubric.docx.pdf