Emporia schools outline coaching, mentoring and targeted training to support new teachers

The Emporia Board of Education heard a detailed presentation on Wednesday from district instructional coaches describing how the district supports new teachers through coaching, professional development, mentoring and confidential support.

Instructional coaches said their work centers on classroom modeling, observation with feedback, collaborative lesson planning, and data analysis to guide instruction. "Modeling might be stepping into a classroom and modeling a lesson for the teacher to observe," instructional coach Lauren Ayers said, describing common classroom supports coaches provide. Coaches also said they schedule peer observations, cover classrooms when needed so teachers can visit colleagues, and lead monthly data discussions to shape interventions.

The coaches framed their work as ongoing professional development rather than occasional workshops. "Not only the training, but helping them to implement what they're learning in that training" was a key theme, Jana Marstall said. Coaches noted the district provides mandated dyslexia/structured literacy training before the school year and additional in‑year sessions for first- and second‑year teachers.

Second‑year Emporia High School teacher Mackenzie Baza told the board the coaches provided vital, hands‑on support during her first two years. "They actually model it. They give you some time to actually implement it in a lesson plan," Baza said, adding that coaches supplied lesson‑plan templates and follow‑up reflections that she continues to use daily.

Other teachers echoed that testimony. Shelby Hamilton, a second‑year first‑grade teacher, said mentor teachers combined with coach visits helped her learn classroom management, small‑group instruction and curriculum practices. Sheila Garza, a long‑term substitute working at Walnut and William Allen White, said face‑to‑face coaching "can't be replaced through emails or check‑in meetings."

Coaches described additional noninstructional supports including stress management, prioritization strategies for first‑year teachers and confidential problem‑solving. They also highlighted a formal mentor program that pairs newer teachers with experienced colleagues for ongoing support.

Board members praised the presentation and asked that principals review how to spread best practices across buildings. The coaches said they plan to continue coordinating across grade levels and buildings and to document training resources for incoming staff.

The presentation occupied a substantial portion of the meeting and was followed by a questions-and‑answers exchange with board members. No formal board action was required or taken on the item.

Less critical details: coaches noted differentiation for teachers mirrors student needs, emphasizing support for special education classrooms and help in administering 1:1 assessments when necessary. They also said that some coaching specialties differ by coach, and the team networks frequently to match teachers with the right support.