Network Instructional COACH; Middle School Network

Network Instructional Coach

The Network Instructional Coach will provide professional learning in the areas of rigor, equity, and academic teaming to teachers in an assigned network. The primary goal of this position is to lead and support educators to develop every student's capacity to take on greater responsibilities for their own learning and function at the highest learning levels possible. The Network Instructional Coach will support classroom-based demonstrations, grade level, vertical, and department team articulation and engage in one-on-one coaching cycles to facilitate teacher inquiry and related job-embedded professional learning to meet this goal.

This is not a supervisory position and does not include evaluation of colleagues. The responsibilities and goals of this position will be reviewed on an annual basis and updated to continue to align to the strategic plan and growth needs of students at the site and across the system.

Job Duties/Responsibilities:

• Provide individualized and classroom-based support to educators in implementing instructional strategies in alignment with the Danielson framework, U-46 Rising, and the Instructional Clarity Framework.
• Support assigned educators participating in the U-46 Onboarding program in completing coaching cycles in alignment with the identified coaching framework and TAP expectations.
• Plan and facilitate session(s) during New Teacher Orientation (NTO) and NTO extension.
• Support professional learning communities inclusive of teacher teams during and/or outside of the school day in alignment with the U-46 and school mission and vision.
• Provide support for collaborative planning of rigor and equity related professional learning.
• Become a subject-matter expert in Professional Learning Communities, Literacy, Numeracy, Academic Teaming, the School Instructional Maturity Model, Rigor and Equity, and the Continuous Improvement Cycle.
• Implement research-based model of school support that includes root cause analysis, strategic planning, and coaching to action.
• Participate fully in required professional learning/training, stay current with professional research and literacy publications, and attend job-related workshops and conferences.
• Plan, coordinate, and implement professional learning activities as assigned and as needed (including sessions after school and during the summer as needed).
• Document and archive these activities into a knowledge database/library.
• Communicate progress of implementation to internal and external stakeholders through multiple means of communication including written data reports, onsite and virtual discussions and presentations.
• Lead, facilitate, and/or assist during professional development days, present workshops, and support Central Office-sponsored professional initiatives upon request.
• Establish a cooperative working relationship with staff, principals, teachers, and central office departments.
• Attend and actively participate in Community Practice Meetings and collaboration sessions with other instructional coaches and central office administrators.
• Serve as a peer consulting teacher if/when matched with a potential Participating Teacher to discuss the Peer Assistance Review (PAR) Program, to establish mutually agreed upon performance goals, to develop a Professional Development Plan (PDP), and to develop a process for the successful completion of the PAR program. The process will be confidential and non-evaluative.
• As a potential Peer Consulting Teacher (PCT), conduct a minimum of 5 observations per semester of the Participating Teacher during classroom instruction and provide specific, immediate feedback after each visit, including maintaining a written log of contacts and specific support given to each Participating Teacher as well as monitoring progress and providing periodic written and/or oral reports to the Participating Teacher for discussion and review.
• Participate in meetings and prepare and discuss reports to share with the PAR panel upon request.
• Maintain and respect confidentiality.
• Perform related duties as assigned by the Director of Professional Learning

Education:

Illinois Professional Educator License (required) with reading endorsement (preferred)

Performance Evaluation Qualifications (Teacher) required Bilingual Endorsement preferred Master's Degree preferred; minimum of 3 years of successful teaching experience Evidence of experience and leading colleagues in improving instructional practices Have expertise in modeling, observing, and providing feedback about instruction for classroom teachers and building literacy coaches. Have proven experience and training in best practice instruction for English Language Learners, gifted/talented students, and students at risk of school failure.

Physical Demands:
Ability to stand and/or sit for prolonged periods of time Occasional physical exertions to manually move, lift, carry, pull, or push heavy objects or materials.

Terms of Employment: 7.5 hour day per The Elgin Agreement Salary and…