Instructional coaches describe job‑embedded supports across district schools

Instructional coaches from across Evergreen Park ESD 124 described to the board how job‑embedded professional development and in‑class coaching are being used to raise teacher clarity and student engagement.

Julie Kelly, a Central instructional coach, said the school's work focused on engagement, discourse and teacher clarity through coaching cycles, department meetings and a regular coaching newsletter. "Our job is kind of to provide job embedded, professional development for our teachers and to support them as they go about educating our students," she said.

Northeast coaches described progress monitoring for tier 2 and tier 3 students, facilitation of MTSS meetings and the use of learning walks to determine building needs. Southeast and Southwest coaches reported similar practices — data‑driven cycles, classroom modeling and newsletters of ready‑to‑use resources — and coaches said these efforts helped align instruction across classrooms. Northwest's new coach described revamping 'win' time to create targeted supports for students and stressed building teacher efficacy as a path to improving student outcomes.

Board members praised the emphasis on fidelity and in‑the‑moment coaching, saying job‑embedded support is more effective than ad hoc conference training. The presentations were delivered as informational reports; no board action was taken on coaching positions during the meeting.