Brandy Loomis Email and Phone Number

The division-level instructional coach is responsible for providing continuous expertise and support via the processes of co-planning, co-teaching, instructional modeling, coaching, and reflecting. The goal of the division-level coaching position is to ensure instructional coherence and rigorous learning. The instructional coach is responsible for collaborating with division-level content specialists, executive staff, building administrators and teachers to identify school-based areas requiring immediate intervention and improvement. Coaches will meet regularly with other members of the coaching cadre and content specialists to develop and implement systemic strategies and processes, aligned with division-wide goals and ACPS long-range goals.Facilitate the consistent implementation of effective instructional and assessment strategies by supporting teaching through co-planning, co-teaching, modeling, coaching, reflecting, and focused classroom visits.Strengthen teachers' instructional knowledge and their repertoire of pedagogical strategies for teaching rigorous content to all students.Create and implement job-embedded professional development aligned with division-wide goals and priorities --e.g., study groups, instructional rounds, lesson-study, seminars on specific content or pedagogical practices.Strategically work with teachers to develop their understanding of pedagogy and positive relationships within the classroom and school.Plan and set coherent and aligned goals for teacher development based on data related to student learning.Develop the capacity of teachers to become instructional leaders, including coaching peers as part of building a learning community.Interact regularly with curriculum specialists and principals to monitor progress of students and staff in relationship to identified coaching targets and objectives.

Developed and provided reading intervention instruction for 1st-7th grade students reading well below grade level. Used data derived from pre and post assessments and ongoing progress monitoring to develop differentiated instruction to meet the individual needs of students. Maintained documentation to record student growth in order to capture and reflect the improving quality of programs and instruction. Coordinated and facilitated staff development on the administration of PALS and the 3 Minute Reading Assessment. Assisted with PALS, SOL, and SDRT testing. Participated in collaborative planning and data meetings with members of the reading department and grade level teachers. Served as a member of the instructional leadership team and contributed to the creation of our school’s strategic plan. Actively involved in devising, enhancing and improving the literacy culture of the school.

Developed and provided instruction in language arts for eighth grade students. Provided a variety of instructional programs to meet the needs of all students by utilizing models of standards based education and the backwards design model. Created and maintained an organized, positive classroom atmosphere for students. Established good rapport with students, parents, faculty, staff, and administration. Participated in collaborative planning with other members of the English department. Served as team leader and co-department chair for two years. In addition, served as a mentor and a member of the literacy committee. Developed and provided reading intervention instruction for sixth, seventh and eighth grade students reading well below grade level. Used data derived from pre and post assessments and ongoing progress monitoring to develop differentiated instruction to meet the individual needs of students. Maintained spreadsheets to record student growth in order to capture and reflect the improving quality of programs and instruction. Participated in long-term collaborative planning with other members of the reading department. Served as chair of the reading department for two years. In 2005 devised, authored and was awarded a $2,500 grant to create GEMS, an after school program for middle-school girls. Actively involved in devising, enhancing and improving the literacy culture of the school.

Developed and provided various levels of instruction for ninth, tenth, and eleventh grade students including basic, regular, and honors level English classes. During first year of teaching, maintained and organized two classrooms in two schools. Provided a variety of instructional programs to meet the needs of all students. Served as a cheerleading coach and a girls' soccer coach. In addition, participated as a member of the 504 Committee, involved with the student mentor program, and served as a faculty sponsor for the student activities committee.