Instructional Coach

Instructional Coach

The purpose of an Instructional Coach is to assist teachers in developing, testing, and implementing research based instructional strategies that will increase student achievement while promoting the district's philosophy and vision for student success. The Coach will use, analyze, and reflect on formative and summative assessment data to improve teaching and learning. The Coach will primarily work with new teachers but may also work with more experienced teachers.

The Coach will advocate for, facilitate, and support the work of teachers, but will never perform evaluations.

Essential functions include:

• Regularly conducting action research with teachers.
• Providing support for classroom engagement and management strategies.
• Providing encouragement, inspiration, and emotional support to teachers.
• Encouraging ongoing professional growth for teachers.
• Guiding teachers in pacing instruction, time management, and utilizing class time effectively.
• Providing job-embedded professional development for teachers through presentation, modeling, collaboration, and feedback.
• Teaching, modeling, and facilitating research-based best practices within the school's instructional program.
• Working with teachers to develop effective teaching strategies and tools to aid the instructional process and differentiated instruction.
• Working with teachers to develop effective classroom assessment strategies.
• Working with teachers on using assessment data to drive student/classroom instruction.
• Working with teachers to understand and effectively use district and building PLC and RTI structures.
• Working with the Teaching and Learning Department and building leadership to design and provide professional development focused on improving alignment and delivery of the written, taught, and tested curriculum to increase student success and close performance gaps.
• Supporting educators to ensure all curriculum and related instructional practices are implemented with fidelity.
• Using a variety of coaching tools for one-on-one or small group coaching.
• Staying abreast of current research and trends in curriculum, assessment, and instruction by participating in professional development.
• Participating and facilitating work around curriculum implementation and development.
• Identifying areas of improvement, collecting data, verifying facts, making valid conclusions, and dealing with abstract concepts.
• Effectively communicating, verbally and in written form, with administrators, staff, and the community as needed.
• Creating positive, non-judgmental, professional relationships with district personnel, parents, and community.
• Demonstrating effective collaborative leadership skills, organization skills, problem-solving, and decision-making skills.
• Responsible for extra duty assignment over the summer as determined by supervising administrator.
• Travel throughout and outside of the district will be required.
• All other duties as assigned.

Essential skills and abilities include:

• Ability to communicate effectively, both verbally and in writing, with a variety of clienteles.
• Calm demeanor for handling stressful situations.
• Respect for administrators, students, teachers, parents, and support staff.
• Possess effective interpersonal skills with the ability to interface diplomatically with administrators, teachers, and other colleagues within the district, as well as with outside professional contacts, using tact, patience, and courtesy.
• Possess the ability to work effectively and collaborate with various stakeholders.
• Ability to accomplish tasks that are often interrupted by persons with special and/or immediate needs.
• Ability to report to work consistently and promptly as scheduled.

Basic requirements include:

• Master's Degree.
• Minimum of 8 years of teaching experience preferred.
• Successful experience in classroom instruction, evaluating data to drive instruction and interventions, and extensive knowledge of content standards and district curriculum.
• Experience in development and presentation of professional development preferred.

Work environment:

Must have the use of sensory skills in order to effectively communicate and interact with other employees and the public through the use of the telephone/email and personal contact as normally defined by the ability to see, read, talk, hear, handle or feel objects. Some climbing, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, talking, and repetitive motions. Requires ability to sit and stand for long periods to complete work.

Requires ability to handle multiple tasks with frequent interruptions and ability to work in noisy, stressful, and crowded environments.