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Teacher Leadership

Teacher Leadership & Compensation 

The Teacher Leaderhip & Compensation (TLC) Program's goals are to build leadership capacity with our existing staff to increase student learning and performance.

The teacher leaders under the TLC umbrella are the following:

  • PLC Facilitators
  • Vertical Team Facilitators
  • Mentors
  • Instructional Coaches

Professional Learning Communities

  • PLC Facilitators were named based on their application at the end of the 2014-2015 school year. While PLC Facilitators have been in place for the last six years, they now are funded through the TLC Grant.
  • The following are PLC's across the district being facilitated by teacher leaders:  Kindergarten 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade, 6th Grade, 7th & 8th Grade Language Arts and Social Studies, 7th & 8th Grade Math and Science, MS Tech, Industrial Technology and Family & Consumer Sciences, HS Math, HS Science, HS Social Studies, HS Language Arts, Foreign Langauge, Career and Technical Education, K-12 Music, K-12 Art, K-12 Physical Education, and K-12 Guidance.
  • PLC Facilitators have an extended contract of 5 days; they fulfill those hours by attending and participating in an orientation prior to school starting, attending five district PLC Facilitator training, attending monthly building PLC Facilitator meetings, and preparing quality agenda's for collaboration during weekly early release Wednesdays.

PLC Loose and Tight Guidelines

Vertical Team Facilitators

  • Vertical Teams are cross curricular teacher teams unique to each building need.  Facilitators were selected based on their applications at the end of the 2014-2015 school year.  Facilitators have been in place for the last six years, but now they are funded through the TLC Grant.
  • Vertical Teams at each building are:  Technology, Special Education, PBIS, SWAT, PBL, Scheduling (HS), Homeroom (HS), SGI (Elem), Literacy (Elem) and Math (Elem).
  • Vertical Team Facilitators have a 3 day extended contract.  They fulfill those hours by attending an orientation prior to school starting, district facilitator trainings, monthly building meetings, and create agendas for the collaborative work.


  • Mentors have been in place for years, are currently funded throught the Department of Education but will eventually be funded through the TLC Grant
  • First year teachers to the district are paired with a Mentor from their building for two years.
  • Teachers new to the district are paired with a person from their building to serve in an informal way for the first year they are in the district.
  • Mentors are expected to attend all district trainings as well as district meetings with New Professionals as outlined in the Mentoring/Fresh Start calendar.
  • Mentors meet with the New Professional they are paired with weekly [many times daily] to provide any necessary emotional and professional support
  • New Professionals also collaborate with the Instructional Coaches as another layer of support; Mentors and Coaches collaborate to provide supports

Mentoring Handbook

Instructional Coaches

  • Instructional Coaches across the district are funded through the TLC Grant.  Prior to recieving the grant, we had three Instructional Coaches in place - 2 at the Elementary and 1 at the Middle School.
  • Instructional Coaches have a 10 day extended contract. They fulfill those hours by attending an orientation prior to school starting, a retreat at the end of the school year, and summer trainings offered by the AEA and the Department of Education. 

Duties and Role of an Instructional Coach:

  • Model classroom practices
  • Observe instructional practices and provide feedback to teachers
  • Co-Teach beside a teacher to assist in goals set by the teacher
  • Help teachers reflect on current practice and move forward to improve practices
  • Provide on-going resources for the classroom
  • Provide professional learning opportunities to staff on a variety of topcs related to building goals
  • Collaborate with administrators to carry out the district and building goals
  • Serve as an internal coach for the reading tutors at the Elementary (Reading Corp)
  • Assist with screening and progress monitoring of students
  • Help teachers understand data and how to interpret it to improve practice

Instructional Coach Handbook