Instructional Coach - Campus

Instructional Coach - Campus

The core role of the Campus Instructional Coach is to maximize classroom teacher efficacy, promote fidelity and effectiveness of standards-based core instruction, while strengthening quality interventions and differentiated instruction, resulting in high quality instruction for all students.

Essential Functions:

• Recognize the diverse needs of teachers and provide support for individuals and small groups.
• Implement a coaching cycle that emphasizes face-to-face time to coach, co-teach, and provide feedback to teachers follow-up meetings.
• Actively listen to teachers to collaboratively identify needs and provide feedback that is individualized and focused on strengths and opportunities for growth.
• Provide clear and equitable procedures for teachers to access instructional supports.
• Support teachers in identifying, gathering and analyzing relevant classroom assessment data to determine the needs of all students.
• Support teachers in using data to design clear, logical, sequential standards-based instruction.
• Provide learning opportunities that connect coaching sessions to curriculum, instructional planning, the GPS instructional Framework and campus initiatives.
• Model the belief that participation in ongoing professional growth is essential to instructional success.
• Utilize current high-yield instructional strategies and appropriate technology when providing campus professional learning opportunities for staff.
• Model and support teacher implementation of high-yield strategies that focus on learning goals and daily learning targets to improve student growth and proficiency.
• Provide follow-up coaching sessions after new professional learning.
• Assist campus leadership in setting meaningful instructional goals, including success criteria.
• Provide frequent opportunities for teachers to reflect on goal setting, progress and the need for adjustments.
• Demonstrate flexibility in adapting the school culture to improve learning outcomes.
• Support reflective practices through the Professional Learning Communities (PLC) process.
• Provide a coaching environment of trust, safety and accessibility that allows teachers to take risks and learn.
• Solicit feedback from teachers and adjust coaching support as needed.
• Lead the implementation of the state's requirements for Mathematics Non Proficiency Notification to families of 6-8 grade students (K-8) and campus literacy plan (K-6).
• Work collaboratively with campus improvement and intervention teams.
• Attend district trainings and meetings as scheduled.

Other Functions:

• Assists other personnel for the purpose of supporting them in the completion of their work activities.

Job Requirements:

Mental Requirements:

• Learning Development
  - Level E Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications.
• Problem Solving
  - Level 2 Work situations require consideration and interpretation of circumstances or information to choose the most effective responses.

Physical Requirements:

• Physical Skill
  - Level A Basic level of learned physical skill is required.
• Physical Effort
  - Level 1 Minimal physical exertion is required.

Social Requirements:

• Human Relations Skill
  - Level B Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups.
• Scope of Contacts
  - Level 1 The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.

Work Environment:

• Performance Environment
  - Level A Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.
• Physical Working Conditions
  - Level 2 Somewhat disagreeable conditions. Work may be performed in cramped or awkward positions. occasional exposure to safety hazards, disease, or contamination results in chance for lost-time accidents. Occasional exposure to noise, temperature extremes, etc.

Accountability:

• Level of Accountability
  -Level B Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.
• Organizational Impact
  - Level 3 Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.

Experience, Education, and

Certifications:

• Experience:
  
  5+ years Teaching experience. Coaching experience is preferred
• Education:
  
  Bachelor's degree in job related area. Master's degree (preferred)
• Certifications/Clearances:
  Arizona Teaching Certificate. Reading Endorsement (Preferred) Math Endorsement (Preferred)

Compensation Details:

FLSA Status:
Exempt Pay

Schedule:

Teacher Work Calendar:
Teacher

Non Discrimination Statement:

Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity,…