Elementary Instructional Specialist

Elementary Instructional Specialist for Grades 3-6

Reports to:

Principal

Position Category:
Permanent, exempt, full-time, 11-month contract

Position Summary:

Build capacity for campus instructional staff to improve the quality and effectiveness of Tier 1 instruction through reading and writing workshop and various math initiatives; collaborate with campus principal to develop coaching plans in alignment with campus goals for instructional improvement; provide coaching support to Professional Learning Communities; provide job-embedded professional learning according to the campus coaching plan; champion the TEKS Resource System and College Board curriculum and instructional delivery system in all conversations and work with campus staff;

engage in continuous improvement; and perform other duties as assigned.

Job Scope:
This position has no direct supervisory authority.

Essential Job Duties and Responsibilities

• Engage in coaching cycles that include observing teaching, providing feedback and coaching conversations, modeling exemplar instruction, and co-teaching to empower teacher reflection around their own practice and goals for growth.
• Collaborate regularly with the Principal to monitor the progress of coaching plans and modify as necessary.
• Monitor and evaluate campus assessment data to determine areas for needed improvements in instructional practice and student achievement.
• Facilitate high-quality professional learning in alignment with best-practices for Adult Learning at the PLC and campus levels.
• Complete daily coaching log to continuously improve the use of time and impact of coaching actions.
• Engage in collaborative and independent research to stay current in knowledge of state and district policies, procedures, and best practices for coaching and classroom instruction.
• Provide coaching supports and training to first-year and new-to-district teachers.
• Facilitate a teacher mentoring program on campus.
• Partner with principals to monitor and provide feedback on the horizontal and vertical alignment of the campus instructional delivery system and implementation of the TEKS Resource curriculum.
• Promote the successful implementation of school-based professional learning communities.
• Assist teachers and administrators in data analysis and interpretation to measure and improve student achievement and/or program effectiveness.
• Serve as district and campus testing coordinator
• Maintain campus textbook and instructional resource inventories.
• Collaborate with campus staff to implement a continuous improvement process for monitoring student performance.
• Assist the campus MTSS collaborative in identifying campus needs as requested.
• Attend required training as specified for performing job responsibilities.
• Promote the successful implementation of arts-integrated instructional strategies.
• Communicate with technology support to troubleshoot technology used for instruction and testing.
• Other duties as assigned.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used:
Personal computer and peripherals; stand instructional equipment;
Google Applications

Posture:
Prolonged standing, frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion:
Frequent walking

Lifting:
Regular light lifting and carrying (less than 15 pounds)

Environment:
Work is located on campus site in a classroom environment; regular exposure to noise

Mental Demands:
Maintain emotional control under stress; work prolonged or irregular hours

Minimum Education, Experience and Certification

• Must hold a valid teaching certificate
• Minimum of four years' experience as a successful classroom teacher required
• ESL Certification required;
  Gifted and Talented Certification or Endorsement preferred
• Advanced degree and/or specialized training in designated areas preferred
• Experience in providing professional learning and/or coaching and mentoring teachers

Special Knowledge/Skills

• Desire to connect with others; accepting and non-judgmental personal stance; ability to build trustworthiness with others
• Skills in organization; leadership, coaching, and time management
• Self-motivation to continuously learn and grow
• Knowledge of methods of instruction, current issues, and best practices for student-centered instruction, expertise in using best practices and research-based intervention strategies for students experiencing learning difficulties
• Knowledge of grade-specific curriculum, district policy, and school operations
• Ability to relate to all types of people in order to plan, present and conduct professional learning and collaborations; ability to communicate effectively in written and oral form
• Ability to use curriculum management and data software solutions and other related instructional technology effectively