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District coaches describe classroom coaching, ties to retention and teacher development
Summary
Coaches told the board they provide classroom modeling, co‑teaching, video‑based reflection and professional development across elementary and secondary schools. The coaches said their work reaches roughly half of the district’s licensed staff and supports new teachers; board members noted multiple funding streams are used to sustain the program.
A team of Parkrose instructional and equity coaches outlined how classroom coaching supports teacher learning and retention across elementary, middle and high school.
Presenters described coaching duties that include in‑class modeling, co‑teaching, videotaped observations for reflection, planning cycles, and targeted professional development. Coaches said they work as thought partners with teachers, lead learning walks and offer planning days where groups of teachers visit demonstration classrooms and debrief.
The coaches cited research‑style survey claims included on their materials — that 93% of teachers surveyed say coaching helps them apply learning more deeply and 92% say coaches are essential to a supportive learning culture — and contrasted Parkrose’s multi‑year attrition rates (presenters said district rates are below the state three‑year attrition average cited in their materials).
Coaches reported that between the four elementary schools they touch roughly 50 teachers directly through planning days and PD; districtwide the coaches estimated they reach approximately half of licensed staff through workshops, planning and one‑on‑one cycles. At the secondary level, presenters said they are working with 16 first‑year teachers and about 26 second‑ and third‑year teachers who access new‑teacher trainings and coaching cycles.
Board members and the superintendent discussed funding: coaches are paid from a mix of sources including the Student Investment Account (SIA), the High School Success grant and corporate‑activity tax allocations. The superintendent said the district uses multiple grants to sustain coaching positions while noting those funding streams are not permanent.
Board members praised the coaching work, noted the coaches commonly perform additional duties (substituting, teaching a class when necessary) and asked that the coaches return periodically with impact metrics and examples of classroom work.
