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-Based Lead Coach Roles & Responsibilities

• 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 and 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 comm