• 1058 Fifth Avenue, Jonesboro, GA 30236
  • Phone: 770-473-2700 ext.700290
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Title I Academic Coaches

Title I Programs Specialist

Kidada Brown

Title I Programs Specialist

Wendy Petty

What are the responsibilities of a Title I Academic Coach?

The greatest common denominator in effective teaching and learning is personalization. The core role for Title I Academic Coaches is to provide personalized, job-embedded professional development designed to increase teacher pedagogy and ensure high-quality implementation of effective instructional practices and program interventions. The coaches provide side-by-side support, model evidence-based practices, and co-teach with teachers in order to facilitate continuous improvement. The coach works hands-on with teachers and instructional staff to address student achievement gaps and accelerate learning for all students by building teacher capacity through the implementation of a standards-based curriculum, using data to drive instructional decisions, and providing reflective feedback through peer coaching. All tasks and responsibilities will be in concurrence with Title I, Part A, and the school’s Title I School Improvement Plan.

  • Designed to enhance teachers’ content-specific instructional practices
  • Defined by its intent of improving student learning
  • Grounded in day-to-day teaching practices
  • Integrated into the workday
  • Requires active teacher involvement in cooperative, inquiry-based work
  • Part of a coaching cycle of continuous improvement in which teachers assess and find solutions for authentic and immediate problems of practice through side-by-side coaching, modeling, co-teaching, and reflective practices.
  • Aligned to the Comprehensive School Improvement Plan (CSIP)

What is the Coaching Cycle?

A coaching cycle is a continuous series of steps an academic coach follows when working with teachers to improve their proficiency in the classroom. Instead of a linear set of steps, a coaching cycle is circular. This allows for a repetition of these steps so that the teacher gains the skills necessary to be successful on their own.


  • Coaching involves an ongoing cycle of goal-setting, learning, observation and data collection, and reflection. 
  • Coaching cycles last six to eight weeks based on the needs of the teacher. 
  • Teachers learn through job-embedded professional development, and practices such as analyzing student work, reading and discussing educational texts, observing best practices (e.g. model teaching, peer observation, use of video), co-teaching, and collaborative planning of curriculum, instruction, and assessment

Title I Academic Coaches Contact List.pdf