Elementary Lead Instructional Coach

The Metropolitan School District of Washington Township (MSDWT) is located in the northern section of Indianapolis in the State of Indiana, Marion County. It is a dynamic community with broad diversity in cultures, religions, ethnic groups, races and socioeconomic levels. MSDWT has been an educational leader in Indiana for the last sixty years.
Our missionis to develop lifelong learners and globally‑minded citizens by fostering the academic, creative, and social skills needed to achieve excellence in a multicultural environment.

Job Title:
Elementary Lead Instructional Coach

Work Days: 195 Day Contract

Educational requirements:
Master’s degree preferred

Licensure:
Indiana State Teaching license for assigned grade levels and/or subjects

• A minimum of five (5) years of effective classroom teaching experience, elementary preferred
• Demonstrates leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback
• Possesses strong pedagogical knowledge and experience with instruction and assessment
• Shows a proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners
• Exhibits a proven ability in using student-level data to guide instructional decisions with the ability to teach others to do the same
• Significant understanding of elementary pedagogy including culturally responsive teaching, classroom management, and professional learning communities
• Ability to differentiate instruction for a diverse student population (i.e. ENL, High Ability, special education); co‑plan with and model differentiation for teachers; targeted expertise in facilitating small group instruction
• Displays excellent written and oral communication skills and the ability to work positively with others
• Flexible schedule: some training sessions may occur outside of typically contracted hours and days in order to meet teacher schedules
• Strong work ethic, self‑directed, and self‑motivated

• Partner with building coaches (and educators as needed) to analyze current reality, set goals, identify, model, and explain teaching strategies to reach goals, and provide support until the goals are met
• Establish interactions to build trusting relationships with teachers, buildings, and system leaders
• Dedicate at least 60% of work time partnering with building coaches in student‑focused coaching cycles
• Share exceptional levels of instructional expertise with building coaches and teachers as appropriate, but do so dialogically as a partner, not as an evaluator
• Model ongoing curiosity and inquiry into educational trends and share instructional strategies, processes, and research through rich, collegial conversations about instruction and assessment
• Maintain confidentiality in all matters and remains responsive to the limitations of teachers’ classrooms

• Take an active role in program evaluation, material adoption, and implementation
• Base instructional guidance on Indiana Academic Standards and district curriculum maps/pacing guides to analyze student strengths and target areas for improvement
• Provide direction and coordination for how the curriculum is taught consistent with district strategic plan, school improvement plan, vertical articulation, and recognized high‑yield instructional practices
• Support the implementation of inclusionary practices in general education classrooms
• Establish a risk and blame‑free environment for all stakeholders to engage in conversations around data
• Build the capacity of building coaches and classroom teachers to build quality assessments and the utilization of that data to drive differentiated instruction

• Curate appropriate professional development opportunities to grow capacity of instructional coaches in all areas (i.e., SEL, ENL, inclusionary practices, high ability, instruction)
• Co‑plan and facilitate building and district level job‑embedded professional development based on the diverse needs of stakeholders
• Build strong relationships with educators within and beyond MSDWT
• Model ongoing curiosity and…