Taylor Instructional
Leadership Coaching & Consulting
Services (TILCCS)

Taylor Instructional Leadership Coaching & Consulting Services (TILCCS)

Taylor Instructional Leadership Coaching and Consulting Services provides a wide-range of services designed to increase teacher and leader efficacy, and improve school cultures. The most popular consultation and coaching sessions include, but are not limited to, turnaround school support, systems to support school improvement, leadership mindset development, instructional leadership, clinical supervision, discipline analysis and strategies, special education roles and responsibilities, and professional learning and coaching experiences for principals and district leaders.
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Services We Provide

Mission

Taylor Instructional Leadership Coaching and Consulting Services (TILCCS) is committed to providing high leverage- coaching and professional learning experiences for teachers and leaders that will increase teacher and leader effectiveness for the betterment of children. Our goal is to provide safe, reflective spaces for teachers and leaders to examine their mindsets, practices, and ability to do their work while capitalizing on resources designed to assist in their professional growth. 

A Note from Dr. Anglin-Taylor

After 21 years of supporting teachers, leaders, and students in the K-12 sector in both rural and urban communities, I am truly excited to engage in partnerships that will improve the effectiveness of instructional leaders, resulting in improved teaching and learning. I believe that it is our collective responsibility to provide students with teachers and leaders equipped to serve a diverse group of learners with opportunities that stem from a high-quality education. Our children deserve a stellar education laced with rigor and high expectations regardless of their zip code. 

Every service offered through TILCCS is aligned with teacher and leader development, geared toward improving student outcomes. Each professional learning experience focuses on the mission and goals of the school system/ organization and caters to the learning needs of participants. Each professional learning experience is accompanied with research and suggested resources. Our approach to learning always includes opportunities for participant collaboration and reflection. Together we will transform schools.

Professional Learning Communities

We offer a wide- range of customized workshops and professional learning sessions. TILCCS is quite adept at analyzing organizational data in an effort to design appropriate professional learning experiences, to address the needs of diverse adult learners. A list of professional learning sessions that have been offered in other school systems and organizations are outlined below

All of these sessions can be offered both remotely and in-person. 

Purpose: This PLC stresses the importance of understanding school and district data. Data ultimately drives instruction as well as instructional practices. Being able to understand and explain achievement data is a critical competency that can motivate students, parents, staff and communities to rally around establishing motivating incentives and activities geared toward advancing student achievement. Additionally, this module highlights the importance of discussing data, setting goals and following through with instructional plans.
Purpose: This PLC seeks to explore the research of experts in school culture transformation and identify important components of every school culture. Participants will analyze and prioritize necessary constructs of school culture. Participants will have the opportunity to investigate the challenges of transforming school culture and identifying possible solutions.
Purpose: Parents expect their children to be safe and receive a quality education. A parent’s desire to continue enrollment with a school could be hampered if there is an inability to trust and respect the staff providing services to their child. At times personality conflicts or a failure to understand the parents’ perspective or actions result in the child losing opportunities to capitalize on the maximum benefits of a well-rounded school experience. This PLC is designed to allow teachers/leaders to explore opportunities to be proactive in forging positive relationships with parents through non- judgmental discourse. It also provides practice on how to address parents when the relationship between the school and the parent has broken down. This module also addresses the element of fear that parents or educators may feel when conflict is present.
Purpose: The reality is that the perception regarding the effectiveness of schools is largely based on outcomes as it pertains to student achievement results. Given the skill variation and learning styles of learners, it is necessary that administrators identify and address the aptitude of the educator’s ability to effectively deliver or facilitate instruction through rigor, relevance and relationships. This PLC will assist teachers and leaders in establishing a community of learners and a growth mindset that revolves around data and instructional procedures.
Purpose: This PLC will focus on the necessity, purpose, structure, and intended outcomes of various meeting types. This PLC will also address factors of time and creative ways to differentiate professional learning and information dissemination opportunities. More importantly, participants will discuss methods of follow-through and monitoring strategies to ensure that meeting agendas result in outcomes that are in alignment with the school’s vision and mission.
Purpose: This PLC will heavily focus on your systems’ school code of conduct and how it can assist administrators in developing technical and cultural constructs, which will be proactive in addressing student discipline. This PLC will also address the importance of staff, parent student relationships. Each time an administrator has to address a discipline issue, there is an opportunity for the student to learn self- discipline through an understanding of the infraction and an opportunity to explore alternative behaviors and resolutions to conflict. Additionally, the discipline process is an opportunity to work together with parents to revisit instructional goals and create a plan of restoration that may teach the student a new skill. Failure to discipline a student with dignity and provide an opportunity for relationship restoration can be counter-productive to the belief that all students can learn. Lastly, this PLC will provide administrators with practical investigation tactics that will aid and ensure that discipline is addressed in a fair manner.
Purpose: An effective leader must be convicted about something.Failing to have goals or a philosophy regarding education will certainly lead to ambiguous expectations, and a staff void of foundation and direction.This module seeks to help aspiring administrators explore their own personal beliefs, biases and non-negotiables.The intent of this PLC is to ensure that leaders have taken the time to be clear on their beliefs as it pertains to working with students impacted by the anomalies of an urban school setting.This PLC also seeks to explain what it means to be committed to social justice and equity through the school’s/ organization’s commitments.
Purpose: For many, it is a challenge to digest constructive feedback no matter how well-intended and polite the feedback is rendered. Even though, leaders are charged with continually giving feedback to other staff members to enhance their professional growth, they often struggle receiving constructive feedback themselves. This PLC seeks to assist leaders by creating a safe space for them to acknowledge their reactions to constructive feedback and practice appropriate ways to address and utilize feedback received. The intent of this module is to ensure that leaders align their expectations of educators and students regarding constructive feedback with their own behaviors.
Purpose: This PLC stresses the importance of understanding school and district data. Data ultimately drives instruction as well as instructional practices. Being able to understand and explain achievement data is a critical competency that can motivate students, parents, staff and communities to rally around establishing motivating incentives and activities geared toward advancing student achievement. Additionally, this module highlights the importance of discussing data, setting goals and following through with instructional plans.
Purpose: This PLC seeks to explore the research of experts in school culture transformation and identify important components of every school culture. Participants will analyze and prioritize necessary constructs of school culture. Participants will have the opportunity to investigate the challenges of transforming school culture and identifying possible solutions.
Purpose: Activities associated with this PLC will describe characteristics of staff members found in all school cultures. In order to create and maintain a positive school culture, it is necessary that aspiring leaders are able to identify the varied needs of staff members and offer appropriate support. When staff needs are identified and addressed, through appropriate support, the likelihood that individuals may align their beliefs and efforts towards a positive school culture may be increased. This PLC will also help aspiring administrators strategize on how to transform status quo thinking into a growth mindset and/ or isolate the fundamentalist mentality in a school.
Purpose: Given the multi-faceted needs, endeavors and accountability measures in which schools are comprised; organizational communication can serve as a barrier or an avenue of support when it comes to developing a healthy school climate. This PLC seeks to allow leaders the opportunity to formulate appropriate strands of communication. This PLC also focuses on how and when to communicate with various stakeholders.
Purpose: The reality is that the perception regarding the effectiveness of schools is largely based on outcomes as it pertains to student achievement results. Given the skill variation and learning styles of learners, it is necessary that administrators identify and address the aptitude of the educator’s ability to effectively deliver or facilitate instruction through rigor, relevance and relationships. This PLC will assist teachers and leaders in establishing a community of learners and a growth mindset that revolves around data and instructional procedures.
Purpose: Just as proximity is an important instrument for a teacher as it pertains to classroom management; visibility and proximity is essential to the administrator’s ability to manage the daily operations of a school. This PLC seeks to help leaders examine their presence and persona in the school building, and intentionally create appropriate perceptions for students, parents and staff.
Purpose: This PLC will focus on the necessity, purpose, structure, and intended outcomes of various meeting types. This PLC will also address factors of time and creative ways to differentiate professional learning and information dissemination opportunities. More importantly, participants will discuss methods of follow-through and monitoring strategies to ensure that meeting agendas result in outcomes that are in alignment with the school’s vision and mission.
Purpose: Teachers have been identified as having the greatest impact of student achievement and the student experience. It is the Instructional Leader’s core responsibility to develop and support teachers in a manner that translates into greater outcomes for learners. This PLC is designed to support teachers in providing constructive and appreciative feedback through conversational tactics and team collaboration.
Purpose: Staff members that have significant deficiencies in their ability to fulfill their professional responsibilities can become contributors to a toxic school culture if not addressed appropriately. Sometimes novice staff members (new to a school or the profession) need specialized support, mentoring and coaching in order to effectively support the intellectual, social and emotional needs of students. Other types of staff members may struggle due to a lack of willingness to perform necessary duties and responsibilities. It is imperative that leaders are able to identify barriers to the professional growth of their staff members in order to devise appropriate plans of support. This PLC will assist leaders in determining teacher will and skill and devising employee improvement plans geared for developing and retaining high quality teachers.
Purpose: This PLC will heavily focus on your systems’ school code of conduct and how it can assist administrators in developing technical and cultural constructs, which will be proactive in addressing student discipline. This PLC will also address the importance of staff, parent student relationships. Each time an administrator has to address a discipline issue, there is an opportunity for the student to learn self- discipline through an understanding of the infraction and an opportunity to explore alternative behaviors and resolutions to conflict. Additionally, the discipline process is an opportunity to work together with parents to revisit instructional goals and create a plan of restoration that may teach the student a new skill. Failure to discipline a student with dignity and provide an opportunity for relationship restoration can be counter-productive to the belief that all students can learn. Lastly, this PLC will provide administrators with practical investigation tactics that will aid and ensure that discipline is addressed in a fair manner.

Testimonials

Words are inadequate to express our appreciation of the incomparable work performance and attitude you have displayed during your tenure with Propel Schools.

Erin SanDoval

Assistant Director for Residency and Induction

Had a great Immersion Week at Propel Schools. Ended the week with a great speaker and future mentor in Dr. Angela Anglin-Taylor. Looking forward to a great school year.

Andre Williams

Teacher Resident Propel Schools

Dr. Taylor is a strong and influential educational / instructional leader. She is extremely knowledgeable in developing strong administrative teams and building the skills necessary to create a winning and positive school culture and learning environment. Dr. Taylor's passion for education shows through her commitment to those in which she supports. She is always available to provide guidance and advice necessary for leaders to improve their practice and become effective leaders of their school. Dr. Taylor's support is unmatched and I have become a better administrator through her teachings and continuous guided practice.

Gayle Arrington

Dr. Taylor is an OUTSTANDING educator and leader! Her ability to identify needs and strengths of people has turned schools she enters into positive places of learning. She engages with all work she dedicates herself to and transforms this work into action immediately. I would not be the leader I am today without having Dr. Taylor as a mentor.

Brandon Whitfield

Assistant Principal Pittsburgh Public Schools

I watched our middle school be transformed under Dr. Taylor's leadership. She is unapologetic about upholding the highest of standards for children and educators alike. She took an environment that was chaotic and where respect was little to none and transformed it into a place where learning was able to take place again. She implemented structures, procedures, and routines that allowed for children to feel safe and for educators to feel valued. I know that our school would not be where it is today without her guidance and leadership. I am forever grateful for the time I was able to work under her and am so thankful for all of the lessons I learned watching her lead our scholars and educators here at Propel.

Jessica Lyon

Propel Schools

"I am forever grateful for my time in working with Dr. Taylor. She is an extraordinary servant-leader. As a teacher and administrator under Dr. Taylor's leadership, I clearly observed and experienced her ability to positively transform a school culture. With students and staff alike, she was able to build professional yet meaningful relationships. Then, through relationships built on trust, she equipped and empowered teachers with the vision, instructional strategies, disciplinary approaches, data-driven coaching, and consistent encouragement to become highly effective educators. The result of her efforts and impact was beautiful: a welcoming school, strong teacher-student relationships, positive classroom environments, academic achievement, and success for all! Dr. Taylor's love for people and education coupled with her desire to help students and staff achieve their greatest potential is what makes her such an exceptional leader. I highly encourage you to connect with Dr. Taylor and learn as much as you can. You and your school will become better for it!"

Brian Cook

Pittsburgh Metro Director | Fellowship of Christian Athletes | Allegheny County (Pittsburgh)

Dr. Taylor provided a Change training for ACH Clear Pathways. Here is some of the feedback that participants shared with us: “The presenter was on point in every area she addressed. She allowed us to interact and be engaged. It was both knowledgeable and fun” (Rhonda Hill) “I learned that there is always room for improvement with positive criticism” (Danai Battle) “Feedback is important because it gives me more insight on what I need to do individually to help myself and the team grow” (Andrew Burgher)

Tyian Battle

Founder/ CEO ACH Clear Pathways

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Contact Us

Email 
dratilccs@gmail.com

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