Instructional Coach; Elementary

Job Description

Starting Date: Immediately

Reports To: Principal

Duty Days: 192 days

Wage/Hour Status: Exempt

Pay Grade: I00

Updated: 3/2024

Qualifications:

• Valid Texas teaching certificate in appropriate grade levels
• Five years teaching experience in related grade band preferred
• Master’s degree in an education-related field preferred
• Leadership experience working with adults (department chair, team lead, mentor, etc.)
• Evidence of ongoing professional growth
• Working knowledge of research-based instructional best practices
• Ability to access and analyze state standards in any content area
• Working knowledge of assessment and data analysis
• Working knowledge of effective professional learning practices and characteristics
• Organizational, communication, and interpersonal skills
• Emotional intelligence to work cooperatively and effectively with colleagues
• Growth mindset in the abilities of students, colleagues, and self
• Proficiency in technology and adaptability to quickly acquire and master new tools

Primary purpose:

The instructional coach is dedicated to enhancing the academic progress of every student by collaborating with classroom teachers in individual and group settings to advance and refine instructional practices. The instructional coach builds the capacity of diverse adult learners through ongoing, job‑embedded professional learning to:

• foster a safe and productive learning environment
• develop and deliver high‑quality instruction that addresses needs of diverse learners
• assess student learning and respond to identified student needs
• reflect and adjust instructional practices
• monitor progress of short‑ and long‑term student‑focused goals

Major Responsibilities and Expectations:

• Prioritize, manage, and monitor the use of time to maximize the impact of coaching
• Collect qualitative and quantitative data to measure and reflect on coaching effectiveness and attainment of goals
• Remain current on high‑yield evidence‑based instructional methods and coaching practices
• Commit to learning about and supporting the district‑recommended pedagogy in each content area, district‑approved instructional resources, and student support systems provided
• Interact with colleagues in ways that result in productive and collegial relationships that honor teacher choice and voice
• Listen, question, and balance telling with asking to encourage thinking and promote professional growth
• Use effective verbal, non‑verbal, and written communication
• Operate in an emotionally intelligent way by recognizing one’s feelings, being cognizant of others’ emotions, and responding appropriately
• Demonstrate behavior that is professional, ethical, and responsible
• Model continuous improvement by reflecting on current reality, seeking feedback from stakeholders, engaging in professional learning, and consistently applying learning
• Manifest the conviction that every learner, regardless of age or level of experience, has the capacity to acquire knowledge and skills

• Promote, communicate, and support district and campus goals
• Collaborate with the principal to identify instructional priorities, establish expectations of the coach, and review how coaching impact will be measured
• Provide personalized instructional support for teachers and teams to achieve identified goals
• Facilitate job‑embedded professional learning for individuals and groups by utilizing data and stakeholder input to identify learning goals and student outcomes, planning research‑based learning, supporting implementation and refinement of practices, and evaluating results
• Support new teachers, new‑to‑campus teachers, and teacher mentors
• Cultivate the skill sets of teams to function self‑sufficiently and interdependently when engaging in collaborative processes to impact student learning
• Support teachers in long‑range planning using the backward design method to align written, taught, and tested curriculum
• Develop teachers’ abilities in utilizing data to identify student needs, reflect on the effectiveness of instructional practices, and take action based on evidence
• Build teachers’ capacity to systematically plan coherent, high‑quality, daily instruction using district curriculum to achieve…