Instructional Coach - MTSS Job Foley area,Alabama USA,Education / Teaching

Instructional Coach - MTSS

This is a temporary position for the school year

Supervised by/

Reports to:

Principal

FLSA Status:
Exempt

Job Goals:

To support the implementation of a comprehensive Multi-Tiered System of Supports (MTSS) at the school level that addresses the academic and behavioral needs of all students, including special populations.
To improve academic skills and literacy in schools, across all content areas and grade levels, through collaborative professional development, coaching of teachers, demonstration lessons, data analysis, and modeling of effective instruction.
To improve teacher practice so that all students learn and achieve at the highest levels.

Qualifications:

Bachelor's degree or higher from an accredited college or university. Master's degree preferred.

Valid Alabama teaching certificate in an appropriate area as identified by the Alabama State Department of Education.

Minimum three (3) years successful teaching experience.

Ability to meet suitability criteria for employment and/or certification/licensure under the Alabama Child Protection Act of 1999 and Act No. .

Knowledge of and ability to implement effective instruction, effective instructional planning, and the use of formative and summative assessment data to inform instruction.

Knowledge of and ability to plan and implement effective teacher supervision, teacher coaching, and professional development practices.

Knowledge of school's program of studies related to mission, goals and organization.

Ability to apply knowledge of current research and theory to instructional programs.

Ability to plan and implement lessons and professional development based on system and state courses of study and the needs and abilities of students.

Ability to establish and maintain effective relationships with students, teachers, and administrators.

Demonstrated proficiency in oral and written communication skills.

Ability to identify and solve problems as a productive team member.

Ability to use technology to communicate, to plan and provide instruction, to facilitate student learning, to manage data, and to produce/submit required reports, correspondence, and/or financial information.

Physical strength, mobility, dexterity, stamina, and acuity to perform job responsibilities.

Ability to be punctual and in regular attendance.

Such alternatives to the above qualifications as the Board may require.

Performance Responsibilities and

Essential Functions:

Demonstrates support for the school system and its vision, goals, and priorities.

Demonstrates knowledge of the prescribed curriculum, intervention strategies, school improvement plans, and effective professional development delivery techniques.

Demonstrates knowledge of current educational research and best instructional practices.

Models appropriate and innovative use of technology for students and staff.

Utilizes innovative teaching techniques and technology as a teaching tool to plan and provide instruction.

Utilizes a variety of coaching strategies to differentiate support for teachers, both individually and in groups.

Provides support for specialized instruction for struggling students as required.

Uses and assists others in the use of age- appropriate instructional strategies in all tiers of instruction to improve students' skills in subject area(s) as assigned.

Supports school and system instructional efforts to reach the goal of students performing at or above proficiency in all areas.

Actively participates in and works with other school personnel in planning effective instructional goals, objectives, methods and curriculum.

Administers standardized, norm-referenced or criterion-referenced tests for instructional planning and program evaluation purposes.

Participates in and/or leads professional growth and development activities for the purpose of improving instruction, including staff meetings, in-services and staff development activities as required or assigned.

Develops and uses assessment strategies (traditional and alternative) to assist the continuous development of learners.

Interprets and uses data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program evaluation.

Communicates high learning expectations for all students.

Communicates effectively, orally and in writing, with other professionals, students, parents and community.

Works collaboratively with other teachers in curriculum development, instructional planning, special activities and sharing ideas and resources.

Engages in continuing improvement of professional knowledge and skills.

Keeps abreast of developments in instructional methodology, learning theory, curriculum trends and content.

Serves on committees, task forces, planning teams, and advisory groups to improve student achievement, including professional learning communities.

Collects, receipts and submits school funds in accordance with school procedures and Board policy.

Participates in state-approved evaluation program as required.

Actively…