Learn More about Your Role

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Our literacy and math training equips teachers with the tools they need to build engaging assignments aligned to college- and career-readiness standards. 

What’s your role in making sure students and teachers benefit from these strategies?  

I am a teacher-leader.

Year 1

  • Attend all trainings.
  • Infuse research-based strategies into teacher-created unit/lesson plans and instruction regularly.
  • Math: Implement at least six formative assessment lessons in one course with the same students to inform instruction. If on a block, implement six FALs per semester.
  • Literacy: Implement at least three modules in one course with the same students. If on a block, implement three modules per semester.
  • Identify personal growth opportunities.

Year 2

  • Attend all trainings.
  • Infuse research-based tools and strategies into teacher-created unit/lesson plans and instruction regularly.
  • Math: Implement at least six formative assessment lessons in one course with the same students to inform instruction. If on a block, implement six FALs per semester.
  • Literacy: Implement at least two modules in one course with the same students (if on a block, two modules per semester).
  • Assist the local trainer and principal in establishing professional learning communities.
  • Collaborate with other teacher-leaders in school.
  • Identify personal growth opportunities.

I am a local trainer/instructional coach. 

Year 1

  • Attend all trainings.
  • Math: Support teacher-leaders in all assigned schools. 
  • Literacy: Write and teach part of a module and support teacher leaders in all assigned schools. 
  • Observe and give teachers feedback (along with the SREB trainer and independently).
  • Communicate with principals and SREB trainer about progress of teachers.
  • Co-facilitate trainings.
  • Work with the SREB trainer to articulate for principals and teachers how other initiatives are enhanced by being a part of these strategies. 
  • Identify and celebrate exemplary teachers and school/district leaders.

Year 2

  • Attend all trainings. 
  • Support all assigned schools. 
  • Observe and give teachers feedback (with the SREB trainer and independently).
  • Communicate with principals and SREB trainer about progress of teachers. 
  • Co-facilitate trainings. 
  • Work toward becoming a certified local trainer. 
  • Assist teacher-leaders and principals in establishing professional learning communities.
  • Identify and celebrate exemplary teachers and school/district leaders. 

I am a principal.

Year 1

  • Attend all trainings (or designee).
  • Share with staff and faculty how being a part of these strategies align with his/her vision of instruction.
  • Ensure the entire faculty understands its role in the plan to implement the strategies schoolwide.
  • Know when local and SREB trainers are visiting school.
  • Visit classrooms with local and SREB trainers.
  • Learn what to look for in classrooms of teachers using these strategies. 
  • Participate in teacher debrief sessions with local and SREB trainers.
  • Ask local and SREB trainers to articulate how other initiatives are enhanced by being a part of these strategies.
  • Utilize coaching from local and SREB trainers to determine next steps.
  • Support and celebrate the fidelity of implementation by teacher-leaders.

Year 2

  • Attend all trainings (or designee).
  • Visit classrooms with local and SREB trainers.
  • Participate in teacher debrief sessions with local and SREB trainers.
  • Dedicate professional learning time so teachers can collaborate on research-based tools and strategies.
  • Utilize coaching from local and SREB trainers to determine next steps.
  • Support and celebrate the fidelity of implementation by teacher-leaders.

I am an SREB trainer. 

Year 1

  • Lead professional learning for teacher-leaders.
  • Work closely with local trainers and principals to build capacity to be the primary support for teacher-leaders.
  • Conduct school visits.
  • Observe and give teachers feedback along with the local trainer and principal.
  • Work with the local trainer to articulate for principals and teachers how other initiatives are enhanced by being a part of these strategies.
  • Identify and celebrate exemplary teachers and school/district leaders.

Year 2

  • Lead professional learning for teacher-leaders.
  • Work closely with local trainers and principals to build their capacity to be the primary support for teachers.
  • Conduct school visits.
  • Observe and give teachers feedback along with the local trainer.
  • Attend school/district PLC meetings with the local trainer. 
  • Identify and celebrate exemplary teachers and school/district leaders.

Overview of all roles and responsibilities.