PLC Coach - job 1 of 2

As a PLC Coach at Memphis-Shelby County Schools, your primary responsibilities include collaborating with school leaders to develop improvement strategies, observing and providing feedback on classroom instruction, facilitating professional development sessions, and coaching teachers individually and in small groups. You'll also be involved in analyzing data to inform best practices and support teachers in creating effective instructional plans.

To apply for the PLC Coach position at Memphis-Shelby County Schools, candidates must have a Bachelor’s Degree in Education or a related field, along with a minimum of five years of classroom teaching experience. Current teachers should possess a TEM level of 3, 4, or 5. A Master’s degree and valid Tennessee teaching license with appropriate endorsements are preferred qualifications that can enhance your application.

A PLC Coach plays a pivotal role in professional development at Memphis-Shelby County Schools by designing and facilitating training tailored to the specific needs of teachers. You'll lead workshops, co-plan lessons, and demonstrate teaching strategies that align with district priorities. Your expertise will help to build the capacity of educators and create a collaborative learning culture across schools.

Yes! Current teachers can transition to become a PLC Coach at Memphis-Shelby County Schools if they meet the qualifications, including having a Bachelor’s Degree in Education and at least five years of teaching experience. Holding a TEM level of 3, 4, or 5 is also necessary for current educators seeking this opportunity.

A PLC Coach greatly influences students at Memphis-Shelby County Schools by enhancing the instructional capabilities of teachers. Through focused coaching, you will support educators in implementing effective teaching strategies and interventions that directly improve student learning outcomes. Ultimately, your goal will be to help foster an environment where all students can thrive academically and prepare for future opportunities.

I believe in adopting a collaborative approach to coaching. I start by building strong relationships with teachers to understand their individual needs and strengths. By observing their classroom strategies, I can provide targeted feedback and offer support that empowers them to enhance their instructional methods for increased student engagement and success.

Certainly! In my last position, I led a professional development workshop focused on data-informed instruction. I presented strategies for using formative assessment data to drive lesson planning. The session was interactive, and teachers shared their experiences. Post-session surveys indicated a significant increase in their confidence in using data, which enhanced their instructional decision-making.

I employ a systematic approach to data analysis. I begin by collecting data from various sources, including formative assessments and standardized tests. Together with teacher teams, we analyze trends to identify gaps in understanding, then create actionable plans to address those gaps. This process ensures a targeted response to student needs.

In one instance, a team was hesitant to adopt a new digital assessment tool. Forcing change wasn’t effective, so I arranged a hands-on demonstration showing the tool’s benefits. Together, we worked through initial concerns, and over time, teachers began to see the positive impact on student engagement, which ultimately reduced resistance to change.

I measure coaching effectiveness through various metrics, including teacher feedback, student performance data, and observations of classroom dynamics. Ongoing communication with teachers allows for real-time adjustments, ensuring the strategies we implement are effective and support their development and their students' learning.

The most important quality for a PLC Coach is the ability to listen and empathize. Building trust is essential for effective coaching. By understanding the unique challenges teachers face, I am better positioned to provide meaningful support and create a safe space for risk-taking and professional growth.

Collaboration is at the heart of my coaching philosophy. I believe in creating learning communities where teachers can share strategies, reflect on practices, and learn from one another. By fostering a collaborative culture, educators can work together to improve their practices and ultimately lead to better outcomes for students.

I work with teachers to set clear, achievable professional goals that align with their strengths and areas for growth. During our coaching sessions, I provide regular check-ins and support, outlining steps toward goal attainment while encouraging self-reflection. Celebrating progress, no matter how small, is essential for maintaining motivation.

Engaging teachers during professional development requires interactive and hands-on techniques. I incorporate discussions, group activities, and real classroom scenarios to connect theory to practice. By creating opportunities for teachers to participate actively and share their insights, I foster a more dynamic learning environment.

My vision for fostering a culture of continuous improvement includes establishing a strong professional learning community where educators feel supported to innovate and take risks. Encouraging data-driven decision-making and emphasizing reflection on practices will build resilience and a commitment to excellence, ultimately benefiting all students.