TLC Roles and Responsibilities
- TLC Coordinator applications are submitted to central office: Attention Mr. Miller
- All other teacher leader position applications are submitted to the TLC Coordinator: Tiffany Hoogestraat
- Application processes are provided in the links following each TLC job title below.
TLC Roles, Compensation, and General Information
Note: All applications are in view only mode. Please make a copy of the application before completing.
TLC Coordinator/Instructional Coach |
The TLC Coordinator will oversee implementation of the teacher leadership system. S/he will serve as the liaison between teacher leaders and the administrative team to ensure two-way, ongoing communication. In addition, the TLC Coordinator will serve as the MTSS manager for the district. The TLC Coordinator will serve as an instructional coach as needed.
The TLC Coordinator will:
Manage the MTSS System:
Provide Instructional Coaching:
The TLC Coordinator will:
- Collaborate, coordinate, and deliver PD work with teacher leaders and AEA points of contact
- Partner with the DLT to gather, analyze, and communicate professional development implementation data
- Plan, facilitate, and monitor professional learning for teacher leader personnel
- Assist teacher leaders in self-assessing effectiveness and professional growth
- Lead teacher leader meetings to guide teacher leader practice, gather feedback, and enhance communication within the system
- Facilitate teacher leaders' interactions with teachers
- Lead program evaluation of the TLC grant. This will include the collection of all documentation and data related to the TLC program
- Manage Fastbridge system for the district
- Partner with teachers to analyze and communicate assessment results
- Partner with the administration to create district long-term and short-term goals
- Support the accomplishment of the district goals as aligned with the TLC goals
- Participate in leadership and content-specific professional training as needed
- Attend workshops and classes when warranted to find new ideas to infuse into the classroom
Manage the MTSS System:
- Partner with administration and staff to develop and maintain multi-tiered systems of support (MTSS) for the district K-12
- Gather and synthesize district assessment data
- Create and maintain a data collection system to house district assessment data
- Create, coordinate, and implement a system to ensure fidelity within the multi-tiered systems of support
- Collaborate with staff and AEA personnel to gather information about intervention effectiveness
- Facilitate the creation and maintenance of a repository of successful interventions in the district
- Support implementation of district curriculum
- Participate in the development of a district-wide culture that promotes professional growth and student learning
Provide Instructional Coaching:
- Meet monthly with Classroom Partners to plan and reflect upon standards-referenced grading systems and related practices in the classroom
- Support implementation of research-based instructional strategies related to standards-referenced grading through observations, co-planning, and co-teaching
- Facilitate discussions about improving instructional strategies
- Work with teachers to apply best practices, align with the Iowa Core, and apply education innovations to improve student outcomes
- Assist colleagues in advancing their instructional skills by providing resources and feedback
- Build an understanding of content standards and how components of the curriculum fit together and how to use the curriculum to plan instruction and assessment
- Support vertical alignment of curriculum
- Facilitate reflective dialogue with the teacher to consolidate new understandings and identify possible next steps
- Support collaborative learning teams in the collection and analysis of data to make decisions related to professional growth and school-wide action research
Classroom Partners |
The Classroom Partners will serve the district as full-time classroom teachers who work diligently to incorporate standards-referenced grading (SRG) and related components such as proficiency scales, aligned assessments, focused feedback, and targeted remediation and acceleration into the classroom. These teachers will work in collaboration with the TLC Coordinator and other Classroom Partners to pilot the standards-referenced system into their own classroom. Eventually, these teachers may serve in leadership roles to guide others in using the SRG system.
The Classroom Partners will:
The Classroom Partners will:
- Meet with the TLC Coordinator to review expectations and to plan for the year in August, which may occur prior to teacher contracted days
- Commit to professional learning related to standards-referenced grading that may occur outside of contracted school hours
- Build an understanding of content standards and how components of the curriculum fit together and how to use curriculum to plan instruction and assessment
- Support the vertical alignment of curriculum
- Meet monthly with the TLC Coordinator to complete professional training, plan SRG next steps in the classroom, reflect on SRG practices used, and help improve the SRG initiative process
- Attend DLT meetings as requested to address specific SRG topics, update progress, and provide feedback
- Work with staff in collaborative teams and staff meetings to help improve the standards-referenced grading process
- Positively and actively engage in all district professional development opportunities
- Participate in the development of a district-wide culture that promotes professional growth and student learning
- Work collaboratively with TLC teacher leaders and administration to support TLC efforts
Mentor
|
Mentors with provide opportunities for new teachers to observe, discuss, and practice quality instruction. Mentors will provide professional development for beginning teachers in areas such as classroom management, instructional strategies, and differentiation. Mentors will collaborate with the TLC Coordinator and Instructional Coach to best support new teachers. Position requirements are conditional upon being matched with an Initial Licensed teacher.
Mentors assigned to an Initial Licensed teacher will:
Mentors assigned to an Initial Licensed teacher will:
- Model the use of the TLC system including working with Instructional Coaches in coaching cycles, visiting other classrooms using the Pineapple Visit system, and opening his/her classroom to visitors on a regular basis.
- Positively and actively engage in all district professional development opportunities.
- Participate in the development of a district-wide culture that promotes professional growth and student learning.
- Recognize social and emotional needs of new teachers and provide support for these needs as they acclimate to the IKM-Manning district, buildings, and educational system.
- Support new teachers as they learn and implement building and district goals, initiatives, policies, and procedures.
- Observe and give feedback in mentee's classroom.
- Meet regularly to build capacity to support new teacher learning and keep records of interactions.
- Support teachers to develop knowledge of data-based decision-making.
- Work with new teachers to research, model, and implement evidence-based instructional practices that align with district goals.
- Provide professional development for beginning teachers in areas such as classroom management, instructional strategies, and supporting students with special needs.
- Attend all required mentor trainings and district mentor meetings.
- Work collaboratively with TLC teacher leaders and administration to support the TLC efforts.
- Facilitate new teachers/ interactions with Instructional Coaches.
- Be willing to attend trainings and/or meetings outside of the contracted teaching day.
District Leadership Team Member Role |
The District Leadership Team (DLT) will represent the staff, bring concerns, issues, and celebrations to discuss and problem-solve. In addition, the DLT will help to plan professional development initiatives and analyze district data.
District Leadership Team Members will:
District Leadership Team Members will:
- Participate in the development of a district-wide culture that promotes professional growth and student learning for all.
- Provide guidance for and help to plan building and district professional development aligned with the district mission, mantra, and vision.
- Help to lead building-level professional development opportunities.
- Help to collect data regarding the implementation of district professional development initiatives.
- Contribute expertise to examine initiatives and their effect in student learning.
- Collaborate with TLC personnel to analyze data and make decisions.
- Positively communicate and answer questions about the District Leadership Team meetings.
- Serve as voices for their peers while working within the TLC system to best serve student
- Attend District Leadership Team meetings monthly.
- Attend trainings to better understand programs and initiatives the District Leadership Team plans, organizes, and implements.
- Be willing to attend trainings and/or meetings outside of the contracted teaching day.
- Work collaboratively with TLC teacher leaders and administration to support TLC efforts
- Positively and actively engage in all district professional development opportunities