SY Middle School Instructional Coach; Math

At its core, instructional coaching involves two people: the classroom teacher and the coach. An

Instructional Coach works one-on-one and in small groups with teachers, providing guidance, training, and

other resources as needed. They focus on research-based strategies for engaging students and improving

their learning. An Instructional Coach is responsible for providing and/or arranging professional

development activities for all teachers in a school or district. They are experienced, highly accomplished,

and well-respected educators who must have credibility with teachers and administrators. This role requires

an ability to juggle several roles, and the skills needed to oversee a wider professional development effort

within the school.

• Facilitate teacher’s understanding and implementation of the Common Core State Standards, ACT College Readiness Standards by developing and executing school-wide PLCs
• Facilitate the implementation of GCS GLOE and Curriculum Frameworks through training and observational feedback
• Create learning plans for teams of teachers aligned to school academic goals
• Support teachers’ AMO and personal goals by using coaching strategies that gradually release responsibility for implementing instructional practices to the teacher (ex. co-planning, modeling, co-teaching, side-by-side coaching, and observing)
• Consistently analyze teacher practice through ongoing classroom observations, data analysis, and examination of student work
• Provide clear and direct feedback to teachers based on analysis of practice and data
• Delivers training for school and GCS professional development meetings
• Works with school principal and deans to create, develop and implement academic goals
• Attend Spring Training Sessions (March, April, May)
• Co-Present during New Teacher Seminar & GCS Educator’s Conference
• Attends monthly Coaching Meeting

Instructional Coaches (IC) report to the Managing Director of Teacher Development (MDTD) and work closely with the school principal

4+ Years of teaching experience at Level 4-5 with demonstrated competency of gap closure;

• Ability to manage several projects and meet deadlines;
• Experience presenting and working with adult teachers;
• Knowledge of adult learning theory;
• Ability and desire to motivate adult learners to improve professional practices;
• Initiative to develop systems and structures to improve teacher practices within your school;
• Strong content knowledge and teaching pedagogy;
• Working knowledge, understanding, and belief in the GLOE & Curriculum Frameworks, Common Core;
• State Standards and ACT College Readiness Standards;
• Effective written and oral communication skills;
• Demonstrates knowledge of iMAC and Google Drive Software, Digital Content, School Net & Schoology.