Coaching Expectations. 1. Coaches may not receive more than one stipend simultaneously in any one season.
Coaching Expectations. In addition to the expectations stated in job descriptions, the cooperative board expects the following from all of their coaches: • To be upstanding, ethical, and moral individuals that set the example of sportsmanship for all of our students. • To develop practice schedules ahead of time and keep them on file. • To communicate effectively with the Boards, administration, Activities Directors, staff, students, parents, and communities from both districts. • To promote all activities at both districts, along with their own. • To understand that conflicts with other activities may arise and that we need to work together with other cooperative athletics and district activities to give all students a well-rounded educational experience. • To hold pre-season parent meetings to discuss expectations and rules. • To allow for equal opportunities for all students.
Coaching Expectations. Mentor, support, provide constructive feedback to candidates’ and evaluate progress regarding their development of the Critical Social Justice Teaching Competencies and California TPEs, and progress toward their goals. Help candidates bridge academic/theoretical discussions with clinical/practical school realities. Meet with candidates regularly to debrief the day, plan, review student work, prepare for lessons, develop assessments and discuss classroom ecology/routines. Support short and long-term lesson planning through modeling and consulting, collaborating, and coaching. Introduce candidates to the political nature in schools (i.e., where to get help; whom to talk to about various topics; roles and responsibilities of support personnel; etc.) and provide guidance on how to successfully navigate this environment. Assist candidates with finding, developing, and/or utilizing appropriate resources, including technology, materials, artifacts, and/or data necessary to complete credential and course assignments. Assistant in the creation and execution of an action plan if your assigned candidate is struggling to meet program and/or school site expectations.
Coaching Expectations. Guide and support TEP’s Mentor Teachers so that they can best help their candidate develop the TEP Critical Social Justice Teaching Competencies and the California TPEs; as needed, provide resources, materials, and ideas to help them meet the needs of individual candidates. As needed, assist with training Mentor Teachers. Conduct a minimum of three informal observations of all assigned candidates, each semester. Collect evidence and provide feedback in terms of the TPEs and TEP Critical Social Justice Teaching Competencies. Communicate, clarify, and promote TEP’s mission and expectations to both candidates and Mentor Teachers. Help resolve issues/problems that arise between the candidate, Mentor Teacher, students, households/community and/or the school site. Guide the creation and execution of an action plan for any candidate not meeting program expectations. Professional Expectations Embody, actualize, and promote TEP’s critical social justice mission; recognize and seek to change injustice and inequity in the school system and classroom. Maintain communication between designated Mentor Teachers, candidates, and XXX Leadership, including processing documentation associated with the clinical experience. Communicate regularly with the administrators at designated school sites. Monitor candidates’ progress and Mentor Teachers’ effectiveness and report any issues or concerns to TEP Leadership. Maintain a communication log with TEP Leadership. Attend CGU-sponsored professional development and other meetings. Complete all required CGU-documentation; submit documentation for mileage reimbursement within 30 days. Write a letter of recommendation/reference for each assigned candidate. Provide TEP Leadership with feedback to help improve the program and Pre-teaching experience.
Coaching Expectations
