Instructional Coaching

Meet our coaches to find out how we can help you!

April Connelley

April is a life-long learner and educator with 24 years of experience in elementary and special education. She offers expertise in literacy, including the Science of Reading, instructional coaching, professional learning, and curriculum development.

Prior to joining INcompassing Education, April fulfilled the role of Literacy Specialist working with multiple school districts across the country, as well as an Early Reading Virtual Coach, and Early Reading Training Facilitator. As a District Instructional Coach and E/LA Curriculum Coordinator April focused on bringing written and taught curriculum together. April spent 15 years working directly with students as a Reading Interventionist and Special Education teacher. She is an avid reader and advocates for students to develop life-long reading habits by finding their personal reading identity.

April has a Bachelor’s Degree from the University of Saint Francis; a Master’s Degree from Concordia University Mequon WI; and completed an endorsement program in Educational Leadership.

Bill Reed

Bill is a licensed Secondary Math Teacher who has taught at every level from 7th grade through community college.  He was a classroom teacher for over 30 years in a combination of both Indiana and California. He has taught every secondary math class from 7th Grade Math to Calculus. Bill has been a Presidential Award for Excellence in Math and Science State Finalist in both California and Indiana. After retiring from classroom teaching, he was the Secondary Math Specialist at the Indiana Department of Education and then a Regional Director for the Indiana GEAR UP Grant at Purdue University before joining the INcompassing Education team in 2021.

Bill earned his Bachelor of Science degree in Mathematics and Computer Science at Butler University along with his teaching certification. He worked on his graduate studies in Secondary Mathematics Education at both California State University and Ball State University. Bill received a Fulbright Memorial Fund Scholarship to study the education system in Japan during the summer of 2001 and a second Fulbright Scholarship to study the education system in Brazil during the summer of 2010. In 2019 he worked with U.S. Embassy in Bishkek, Kyrgyzstan both in-person and online to give S.T.E.M Professional Development to Central Asian Teachers.

Mandy Morris

Mandy is a licensed Elementary Teacher who has served in a variety of P12 and Higher Education roles. Mandy began her career in P12 education as a classroom teacher. She found her passion in STEM education through leadership opportunities focused on preparing students for successful lives after graduation. She served as a STEM instructional coach and district coordinator where she supported teachers and students on their path to discovering authentic and meaningful learning. She currently serves as the Education Technology Specialist at Franklin College where she trains and supports faculty and staff on integrated instructional technology and instructs the Interdisciplinary Unit Planning and STEAM course for preservice teachers.

Mandy earned her Bachelor of Arts degree in Elementary Education at Franklin College along with her teaching certificate in 2009. She continued her graduate studies in 2020 at the American College of Education where she earned her Master of Education in STEM Leadership.

What do our Instructional Coaches do?

Title: English/Language Arts Curriculum Coordinator or Specialist

 

Summary: Shifting literacy practices to ensure students have equitable opportunities to high quality reading and writing instruction is a priority. Curriculum and Instruction departments have specialty needs that go beyond the expertise of one individual. Creating systems that support professional learning and growth and improve student learning requires strategic planning and follow through. A Curriculum Coordinator or Specialist will work closely with your district to assess needs, strategically plan, provide professional learning opportunities, and support instruction. 

 

Possible Roles:

  • Early Literacy Specialist (K-2)
  • Foundational Literacy Specialist (K-2)
  • Elementary Curriculum Coordinator (PK-5)
  • Intervention Specialist (Literacy) (K-12) direct support for intervention supports
  • Literacy Coach (K-8)
  • Special Education Instructional Coach – direct support for special education teachers to better meet the needs of students who are on a diploma pathway

 

Job Description:

Collaborate with school and district leaders to conduct literacy needs assessments in the areas of curriculum and instruction, followed by strategic planning. Then, partner with leadership to implement the strategic plan through data analysis, professional learning, and instructional coaching.  

 

Responsibilities:

  • Assist in district level planning, development, and implementation of high quality reading and writing instruction.
  • Partner with the district to develop clear and concise recommendations for all learners (Tiers 1, 2, and 3).
  • Facilitate the development of a professional learning community across the district that supports student learning.
  • Partner with leadership to closely monitor student data and adjust practices based on results.

 

Scope:

  • Initial planning meeting with district/building leadership.
    • Audit of current practices, services, policies, and resources.
    • Create a strategic plan for the year.
  • On-site Support (frequency should be determined based on the strategic plan)
    • Support the Professional Learning Community
      • Team meetings
      • Professional Learning
      • Resources
      • 1:1 coaching
    • Monitor Effectiveness
      • Observe instruction 
      • Review data
      • Document progress based on the identified targets in the strategic plan
  • End of Cycle Report
    • Share progress and success based on the strategic plan including data.
    • Recommendations for continued partnership. 

Secondary Math or S.T.E.M. Coach Job Description

Titles: Math Coach, S.T.E.M. Coach, Transition to Teaching Mentor

 

Summary:

A dedicated Secondary Math or S.T.E.M. Coach has the expertise and abilities to work with teachers giving them feedback and guidance for math and S.T.E.M. best teaching practices. They know and understand a variety of teaching strategies, the priority standards for each grade level and course, and have resources and materials that will help teachers best serve the needs and abilities of students to perform their best. They can model, co-teach, and/or record lessons so that teachers see how best practices can be integrated into their lessons. Secondary Math or S.T.E.M. coaches collaborate with teachers to help solve issues teachers are having with differentiation and prioritizing standards helping teachers understand the depth each needs to be taught. 

 

Job Description: 

Collaborate with school leaders to identify strengths and weaknesses of secondary math and/or S.T.E.M. teachers and their instruction. Develop a plan for math and/or S.T.E.M. teachers to best support the needs and goals of the school and for the students. Provide examples, resources, and materials for teachers to use in their classes to help improve students’ instruction and learning.

 

Responsibilities:

Assist and support administrators and math and S.T.E.M. teachers in improving instruction for students to perform their best. Math and S.T.E.M. coaches observe and assess the needs of teachers and students identifying strengths, weaknesses, and areas of growth. They will develop a plan, provide examples, resources, and materials for math and S.T.E.M. teachers to use in their classes. Math and S.T.E.M. coaches will work with teachers to create pathways to grow, improve, and increase their overall effectiveness with students. 

  • Guide the development of targeted goals for math and S.T.E.M. teachers using input from administrators, interviews with math or S.T.E.M. teachers, student data, and classroom visits
  • Curate researched based and proven best teaching practices, resources, and materials allowing teachers to grow and improve instruction for students
  • Facilitate math and S.T.E.M. teacher professional development as it relates to the identified targeted goals
  • Work with math and S.T.E.M teachers modeling teaching and learning best practices and providing classroom ready materials and activities.

 

Scope: 

  • Initial meeting and assessment with district/building level leaders and math/S.T.E.M. teachers
    • Audit of current practices, resources, and materials being used
    • Plan development to improve targeted goals
  • Monthly minimum of one full day in each building
    • Professional development
    • Observations and feedback
    • Coaching
  • Provide resources and classroom ready materials
  • Monthly newsletter, blogs, and professional journal articles to read

 

My blogs that support this position:

Elementary Math and/or STEM Instructional Coach Job Description

Titles: Instructional Coach (Math, STEM, and/or PBL)

 

Summary:

A dedicated elementary instructional coach in Math, STEM, or PBL will work alongside teachers to facilitate meaningful learning for students in areas that will create paths to success after graduation.  The modern world is in desperate need of people who are equipped with the knowledge, skills, and abilities to solve complex problems.  Strong instructional practices in Math, STEM, and PBL during the elementary years sets the foundation for students to grow into those future leaders. 

 

Job Description: Collaborate with school leaders and teachers to identify strengths and areas of growth in instruction. Develop a plan for teachers to best support the needs and goals of the school. Provide examples, resources, and materials for teachers to use in their classes to help improve instruction and learning.

 

Responsibilities: 

  • Work in partnership with administrators and teachers to improve instruction
  • Observe and assess the needs of teachers and students to identify areas of growth
  • Support teachers as they develop plans specific to their classrooms through examples, resources, and materials 
  • Guide the development of targeted goals for teachers using input from administrators, teachers, student data, and classroom visits
  • Curate a library of research-based and proven best teaching practices resources and materials 
  • Facilitate focused teacher professional development related to targeted goals
  • Model instructional best practices in the classroom

 

Scope: 

  • Initial meeting and assessment with district/building level leaders
    • Audit of current practices, services, policies, and resources
    • Plan development
  • Monthly minimum of one full day in each building
    • Professional development
    • Observations
    • Supporting Teacher Planning
    • Coaching
  • Access to full library of videos and resources
  • Monthly newsletter
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