Lynch Elementary showcases teacher coaching model as kindergarteners hit reading goals
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Summary
Lynch Elementary teachers and students demonstrated a coaching‑based professional learning model that the school says led to 80% of one kindergarten class mastering letter and sound identification by the first marking period; board members praised the approach and staff described plans to scale short‑term, measurable goals across grades.
Lynch Elementary teachers presented the school’s professional learning community (PLC) and cognitive coaching approach to the Lapeer Community School Board on Tuesday, showing how weekly coaching, observation and short‑term targets translate to classroom gains. Principal Anita Lawrence introduced kindergarten teachers Lindsay Taylor and Megan Orange, who described a “teach first, plan second” approach in which new teachers observe veteran coaches and then design lessons informed by that modeling.
“We asked our new teachers to observe us teach a lesson, and then create their own lesson based on what they had observed,” said a Lynch presenter during the demonstration. Megan Orange told the board that one short‑term goal was that “by the end of the first marking period, 80 percent of students will master their letter and sound identification,” and she reported that her class met that goal.
The presentation included student examples and cross‑grade work samples: teachers showed how rubrics and monthly tracking (bar graphs for reading targets, weekly math goals) help students take ownership of their learning. Teachers and the superintendent emphasized the role of instructional coaches who model lessons, debrief planning choices and check progress with principals.
Board members responded positively. One said seeing students surrounded by teachers helps children feel comfortable and engaged; another thanked staff for the demonstration and for the district’s investment in coaching. The superintendent urged the board to continue highlighting the model when it shows results for both new and veteran teachers.
The demonstration also served as a community engagement moment: several board members noted a full room despite bad weather and thanked parents for bringing students to the meeting. Lynch’s model will be discussed again as the district weighs instructional priorities for the coming year.
