Interim Instructional Coach; internal

Position Title: Teacher Leader Instructional Coach

Immediate Supervisor: Building Principal, Teaching and Learning Director, Associate Superintendent

Summary (Job Goal): Improve student achievement by strengthening instructional practices school-wide through the use of mediative coaching strategies.

• Establish clear objectives for all coaching interactions and effectively communicate those objectives to staff
• Cultivate collective culture of trust with building staff and other teacher leaders
• Engage all teachers in coaching cycles
• Assist teachers in selecting and implementing effective, innovative instructional strategies through the coaching process, ensuring individual student learning remains the central focus of instruction
• Support teachers in the alignment of content, instruction, and/or assessment
• Work in classrooms to help teachers implement strategies through modeling, co-teaching, observation, data collection and giving feedback through mediative questions
• Identify teachers' needs and desired areas of change and develop a coaching plan for individual growth
• Effectively communicate with staff and administration on a regular basis
• Reflect with teachers about their achievements, growth opportunities and needs in an honest, sensitive, and confidential manner
• Confer and cooperate with other teacher leaders to plan and collaborate on initiatives which promote student learning
• Facilitate, design and deliver innovative professional learning in collaboration with building and District administration
• Assist teachers in interpreting assessment data to influence change in instructional practices and/or organizational structures to improve student learning
• Align teacher leadership efforts to implement District initiatives
• Collaborate with teachers on writing, implementing and attaining professional growth goals

• Complete 8 days of the Cognitive Coaching Foundation Seminar, preferably having days 1-4 prior to the start of the teacher leader contract
• Use Cognitive Coaching as the vehicle to drive District and building initiatives during interactions with teachers
• Record audio/video of self during coaching for reflection and goal attainment purposes on a regular basis
• Use Cognitive Coaching processes to help colleagues work collaboratively to plan, resolve problems, make decisions, manage conflict and promote meaningful change
• Understand the processes of school improvement and second order change
• Use knowledge and understanding of adult learning styles, difference and preference in the design and delivery of professional learning and support
• Incorporate existing and evolving technologies in the design and delivery of professional learning and support
• Cultivate and utilize effective skills in listening, presenting ideas, learning discussions, clarifying, mediating, and identifying the needs of self and others in order to advance goals and professional learning
• Give and elicit honest, open, and constructive feedback, seek and engage in non-evaluative, reflective dialogue with teachers
• Demonstrate deep listening skills including paraphrasing and mediative questioning
• Support the increase of collective teacher efficacy through ongoing collective learning and PLC practices that directly improve student learning
• Demonstrate up to date knowledge of District innovations/initiatives

• Develop a coaching plan to provide individualized and small group support in order to adapt the teacher leadership program to meet the needs of each teacher
• Create an effective environment for coaching through transparency of schedule, trust and invitational attitude
• Prepare and document coaching interactions, and show written evidence of preparation and documentation upon request
• Develop a personal professional growth goal for improvement of coaching practice
• Share instructional and professional resources with teachers and teacher leaders
• Collaborate with team/program leaders and other stipend teacher leadership positions
• Attend teacher leadership professional learning and team collaboration

• Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence
• Understand the aligned and delineated roles and responsibilities of the administrator and teacher…