Lead Teacher - Do's: Model professionalism, team norms, and instructional practices, Provide feedback, co-planning, and practice opportunities to support the TiR on their development goals throughout the year, Support scholars with IEPs, Support TiR/LS in relationship building with students, families, & teammates, Lead Teacher - Don'ts: Evaluate TiRs/LSs for their coaching tool, Assign micro-goals, TiR - Do's: Take the initiative to be a strong teacher presence with students and families, Own their development - ask questions, practice, weigh in!, Learn and build relationships with students at every opportunity, Complete intellectual prep for every lesson that they or their lead is teaching, TiR - Don'ts: Sit back and wait to be asked/ told what to do., LS - Do's : Co-plan with the lead teacher to integrate accommodations & modifications, Use data to drive targeted small group instruction & individualized supports, Provide and seek feedback, co-planning, and practice opportunities to support the all the teachers in the room in inclusive practices throughout the year, LS - Don'ts: Operate in isolation or solely as a “helper” in the classroom, Wait for the lead teacher to determine planning, grouping, or instructional priorities, Focus only on compliance rather than student outcomes, Use IEPs as a reason to lower rigor/expectations for students, Paras - Do's: Actively monitor and assist assigned students during instruction, Collect behavior, observational data or anecdotal notes, Step in to assist the class when assigned student is independently engaged, Paras - Don'ts: Lead whole group or small group instruction independently, Modify assignments or expectations without direction, Sit passively or disengage when assigned students are on-task, Make instructional decisions without teacher input or guidance.,

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