Performance Learning Coach
Esterine Stokes
478-779-3909
Performance Learning Coaches assist teachers in effective instructional decision making through reflective practice and planning with the goal of accelerating the use of exemplary practices in instruction and assessment. They promote teamwork and the use of data for planning and adjusting instruction based on the needs of the students and facilitate positive change through collaborative relationships based on trust and mutual respect.
Standard 1 - Professional Community: Promotes improved school performance through collaboration of teachers, administrators, parents, and students, who work together to seek out best practice, test them in the classroom, continually improve processes, and focus on results.
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Teachers work collaboratively. Trust and openness characterize the way the school works together.
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Teachers use collaborative decision-making and team learning as the way the school does business.
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Teachers are organized into learning communities whose goals are aligned with those of the school and the district.
Standard 2 - Building Instructional Capacity: Promotes improved school performance by developing the knowledge and skills of the school community as well as the organizational structures and resources that support the learning and achievement of all students.
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The GPS guides expectations for assessment, instruction, and student work and establishes a minimum framework for implementation.
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The school practively plans instruction that addresses areas of identified needs for all students.
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Teachers collaboratively make decisions based on validated research based on practices and multiple forms of evidence.
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The school supports continuous reflection of how teacher choices and actions affect student learning.
Standard 2 - Assessment: promotes a balanced assessment approach that is based on regular examination of multiple forms of student work, focused on high quality feedback, and designed to support all students in achieving at high levels.
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Teachers use a systemic process in which data and research is used in making decisions about teaching and learning.
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A culture is sustained where analyzing student work and writing teacher commentaries individually and collaboratively is standard practice.
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Effective assessment systems are implemented that are aligned to curriculum and instruction.
