SYAnticipated; Lead Coach

CPS Lead Coach Understanding & Descriptions

The Chicago Public Schools (CPS) has set ambitious goals to ensure that every child—in every school and every neighborhood—has access to a world‑class learning experience from birth, resulting in graduation from high school, college- and career‑ready. Impacting the instructional core is one of the top educational priorities for CPS, through continuous improvement cycles of learning.

The School‑Based Lead Coach will support schools in impacting the instructional core through instructional development, change management, and school‑level continuous improvement to drive success for all students. The Lead Coach will plan and take the steps necessary to continually improve and expand the instructional core within their assigned school, thereby enriching the lives of more students in Chicago Public Schools.

This guide is meant to support school leaders in defining the new Instructional coaching roles in their buildings, as well as how to set expectations and align support.

School Leader:
School principal and/or assistant principal

Lead Coach:
Released teacher leader who provides professional learning and coaching supports to teachers and supports the school leader to build teacher leaders’ capacity

Teacher Leader:
Team Leads who serve as teacher leaders for their respective teams and serve on the ILT

• Under the direction and guidance of the Office of Teaching and Learning and Office of Network Support, as well as the school‑based principal, implement a strategic action plan and continuous improvement strategies founded in the CPS Framework for Teaching to positively impact student‑based outcomes in their assigned school by working with classroom teachers, school‑based Instructional Leadership Teams, school administrators, and professional development providers.
• Build the day‑to‑day instructional capacity of classroom teachers and school administrators at their assigned school to deliver district instructional core priorities. These priorities currently include:
• Students have access to a high‑quality curriculum across all content areas that is grade‑level appropriate, standards‑aligned, meaningful, and responsive to their communities and identities.
• Schools implement a balanced assessment system that includes universal screening and benchmark assessments as well as curriculum‑embedded assessments designed to inform instructional decision‑making.
• Teachers facilitate instruction that honors students’ identities, prioritizes relationships, and fosters community to facilitate deep engagement.
• Students are supported in engaging with and meeting grade‑level standards through strategic acceleration practices that recognize their strengths and build on those through just‑in‑time support.
• Students access tiered academic and social‑emotional interventions to supplement core instruction when needed to facilitate their success with grade‑level standards.

• Medical Plan Options
• Pharmacy
• Dental
• Vision
• Behavioral Health & EAP
• Employee Wellness Program

• Basic Life Insurance
• Life and Disability Insurance
• Pension Plans
• Supplemental Retirement Plans (403(b) and 457(b))
• Flexible Spending Accounts (FSAs)
• Spot Pet Insurance

• Paid Leave
• Sick Leave
• Vacation Days
• Parental Leaves
• Short‑Term Disability
• Religious Holidays
• Leaves

Reference the Chicago Public Schools: A Comprehensive Benefits Overview or the benefits handbook for comprehensive details.