ELA/Literacy Educator Coaching

CPS Literacy Coaching:
Coaching allows the complex, challenging work of teaching to be more sustainable and effective. Coaches are instructional leaders who partner with educators to reflect, grow, and refine instructional practices to meet student learning goals. In addition, coaches are ongoing learners who partner with and increase educator capacity through facilitation of and participation in professional learning, data analysis, leadership teams and prioritized coaching cycles. Coaching is most effective when it is valued and understood by educators and administrators and aligned with and supported by school and district administration. Job-embedded coaching is a key lever to improve teaching and learning.

Coaching Expectations:
The descriptors below are the priority expectations for all building-based Literacy Coaches. They describe the breadth and priorities of the role, but do not account for all responsibilities.

  • Vision: Create and communicate a personal vision for coaching at your school that is grounded in school and district priorities.
  • Data-Driven Leadership: Utilize and monitor data and assessment systems. Use data to guide priorities and to measure progress towards goals. Understand, analyze, and share school and classroom literacy data with stakeholders. Build educator capacity to analyze and use data.
  • Instructional Leadership: Possess strong knowledge of content, pedagogy, culturally responsive practices and adult learning theories. Stay current with the research and practices; incorporate into work.
  • Structures: Establish and communicate a data-informed coaching schedule that aligns to vision, measurable goals, and specific needs of students and educators.
  • Prioritized Coaching and Documentation: Provide individual and/or team coaching that is data-driven and focused on student outcomes. Document coaching cycles and other work.
  • Co/Lead Professional Learning: Team meetings, faculty meetings, data meetings and professional development opportunities.

Coach Capacities:
These are the values and dispositions that enable us to coach effectively.

  • Continuous Feedback and Learning: Gathers direct feedback from educators about the coaching experience. Reflects on own learning and development and has a strong commitment to continuous learning to grow and deepen knowledge and skills related to literacy and coaching.
  • Identifying and Shifting Limiting Beliefs: Recognizes when educators are harboring biased beliefs and helps educators unpack biased beliefs across the course of a coaching relationship. Coach continues to engage in ongoing race and equity learning and reflection.
  • Relationships: Builds trust with educators, administrators, students, and families.
  • Curiosity: Uses active listening throughout coaching conversations and is genuinely curious about the thoughts, actions, and beliefs of students and educators.
  • Strength-Based Coaching: Recognizes educators’ strengths and cultivates educators’ awareness of strengths. Believes learning in the relationship is reciprocal.
  • Unwavering Belief in Students: Communicates and acts with a deep belief in the capacity of all students.
School Name
Amigos Ana Sanchez
Baldwin Summer Thompson
Cambridge Street Upper School Connie Henderson
Cambridgeport Abigail Frost
Dr. Martin Luther King, Jr. Kelly Petitt
Fletcher Maynard Academy Patricia Duggan
Graham & Parks Erin Garcia
Haggerty Suzanne Russell
Kennedy-Longfellow Nathalie Ais
King Open Jaenine Rodriguez
Morse Natalie Dean
Peabody Traci Vecchiarello
Putnam Avenue Upper School  Laura Smith
Rindge Avenue Upper School Katherine Gribben
Tobin Montessori Heather Kolbe
Vassal Lane Upper School Sarah Foleno

Related Links
ELA/Literacy Educator Coaching
ELA Content by Grade
ELA Curriculum Site (For Staff)
CPS Literacy Curriculum Review [Process Overview]
i-Ready Personalized Learning [Overview]
Fishtank Learning

Contact Us

135 Berkshire Street 
Cambridge, MA 02141
Fax: 617.349.6517

Emily Bryan, English Language Arts Curriculum Coordinator
Katherine Simpson, Elementary District Literacy Coach
Katie Gribben, Interim Upper School District Literacy Coach
Sarah Foleno, Upper School District Literacy Coach
Kelley Leary, ELA Clerk
Jennifer Hamilton, Dean of Curriculum & Program, English (Learning Community C) CRLS

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