Coach Certification

• There are no inequities between grade spans related to coaches teaching out-of-field.
• Strategies NEAAAT will use to prevent inequities
  • New coach support programs
  • Reimbursement for tuition and testing requirements

NEAAAT implements a comprehensive, multi-layered approach to support all Beginning Teachers (BTs), New-to-NEAAAT educators, and coaches who provide instruction outside their certification field. Four days prior to the start of the school year, new coaches participate in an intensive orientation program focused on the NEAAAT Way. This professional learning experience introduces them to problem-based learning, differentiation, powerful learning experiences, classroom management, competency-based education, and other foundational practices that define NEAAAT’s instructional model. Each new coach is paired with an experienced mentor who meets weekly with their mentee, using a structured mentoring curriculum and ongoing support meetings to ensure consistency and depth in guidance. Coaches instructing outside their field are provided with a weekly meeting with the Instructional Coach. Additionally, all beginning and new coaches attend monthly meetings that provide targeted professional development and include a collaborative book study to deepen instructional practices and foster reflective growth. Beginning coaches also participate in structured learning walks to observe highly effective educators in action. Using a “look-for” protocol, participants identify effective strategies, engage in reflective dialogue, and debrief following each observation. Collaborative planning time is provided with grade-level teams to align instruction, share best practices, and strengthen curriculum implementation. In addition, coaches meet monthly with vertical teams in their content area. Each beginning coach develops a Professional Growth Plan (PGP) that is reviewed by both the Beginning Teacher Coordinator and administration to ensure alignment with professional standards and individual goals. Extensive professional development is also provided on competency-based education, standards-based grading, rubric design, and effective student feedback, while ongoing training and support help teachers analyze student data to inform and improve instructional practices. Recognizing the demands of the profession, NEAAAT also provides resources and materials to support stress management and personal well-being.

Beginning Coaches and New-to-NEAAAT educators who are teaching outside their licensure area are eligible for reimbursement of course tuition and testing fees. To receive reimbursement, coaches must submit proof of payment along with an official transcript verifying successful course completion.

Coach Experience

• Data indicate an inequitable distribution of beginning coaches across grade spans at NEAAAT. Middle Grades (MG) classrooms have a significantly higher proportion of beginning coaches, representing 39.13% of the staff in that span, compared to 29.41% at the high school level. This disparity suggests that middle-grade students are more likely to be taught by less experienced educators, which may affect instructional consistency and student outcomes.
• Strategies NEAAAT will use to eliminate the inequality
  • New Coach Support Programs

NEAAAT implements a comprehensive and multi-layered approach to support all Beginning Teachers (BTs) and New-to-NEAAAT educators. Four days prior to the start of the school year, new teachers participate in an intensive orientation program focused on the NEAAAT Way. This professional learning experience introduces them to problem-based learning, differentiation, powerful learning experiences, classroom management, competency-based education, and other foundational practices that define NEAAAT’s instructional model. Each beginning or new teacher is paired with an experienced mentor who meets weekly with their mentee using a structured mentoring curriculum and ongoing support meetings to ensure consistency and depth in guidance. Additionally, all beginning and new teachers attend monthly meetings that provide targeted professional development and include a collaborative book study to deepen instructional practices and foster reflective growth. Beginning teachers also participate in structured learning walks to observe highly effective educators in action. Using a “look-for” protocol, participants identify effective strategies, engage in reflective dialogue, and debrief following each observation. Collaborative planning time is provided with grade-level teams to align instruction, share best practices, and strengthen curriculum implementation. In addition, teachers meet monthly with vertical teams in their content area. Each beginning teacher develops a Professional Growth Plan (PGP) that is reviewed by both the Beginning Teacher Coordinator and administration to ensure alignment with professional standards and individual goals. Extensive professional development is also provided on competency-based education, standards-based grading, rubric design, and effective student feedback, while ongoing training and support help teachers analyze student data to inform and improve instructional practices. Recognizing the demands of the profession, NEAAAT also provides resources and materials to support stress management and personal well-being.

Coach Effectiveness

• There are no inequities between grade spans related to coach effectiveness.
• Strategies NEAAAT will use to prevent inequities:
  • Instructional Coaching

NEAAAT employs a full-time Instructional Coach who provides targeted, ongoing support to teachers identified as needing improvement based on EVAAS data, NCEES evaluations, and student mastery trends. The coach meets regularly with these teachers to review lesson plans, analyze student data, and refine instructional strategies to improve classroom effectiveness. Support includes providing professional resources, guiding the development and implementation of Professional Growth Plans, and offering individualized coaching focused on both instructional and emotional support. When appropriate, the Instructional Coach also models effective teaching practices in the classroom to demonstrate high-impact strategies and facilitate professional growth.