CRTC instructional coach outlines onboarding, UDL work and support for new CTE teachers

Val Cook, who identified herself as CRTC's education behavioral science instructor and instructional coach, told the Instructional Committee that the CRTC created a coaching role three years ago to provide job-embedded professional development and support for new career-and-technical (CTE) instructors. Cook said many CTE teachers come from industry and benefit from coaching that emphasizes teaching skills and shared district language.

Cook described several supports: attending district professional-development and curricular meetings to align CRTC practice with district initiatives; hosting a monthly book study to focus on Universal Design for Learning (UDL); maintaining coaching office hours and conducting classroom observations tied to non'evaluative feedback. She said the coaching model is built on trust and clarified that her role is "not an evaluator," but rather a coach who supports teachers' growth.

Cook also described a new teacher guide intended to standardize terminology and help mentors, coaches and evaluators use common language in observations and feedback. She explained that CRTC scheduling provides one period for her to push into classrooms and that teachers have a common planning time for coaching conversations. Cook noted many CRTC instructors are on alternative certification pathways and that the program includes wraparound mentor and coordinator supports to help them meet both CTE and general-teaching competencies.

Committee members praised the coaching model and asked clarifying questions about scheduling, licensure pathways and how coaching differs from mentoring. Cook said the approach will continue to evolve and that the guide and coaching materials will be updated as needed.