Science Coach - Elementary; MFT

MIDDLETOWN PUBLIC SCHOOLS Mission Statement:

Middletown Public Schools cultivates the brilliance in each student.

• Empowerment: Middletown Public Schools empowers its students with the knowledge and skills to create lives brimming with purpose, passion and fulfillment.
• Community: Middletown Public Schools harnesses the power of community by fostering an environment of mutual understanding and appreciation.
• Growth: Middletown Public Schools encourages a culture of growth and exploration, inspiring lifelong learners.
• Authenticity: Middletown Public Schools embraces each person’s authenticity and cultivates an inclusive culture that brings about a sense of belonging.

Science Coach - Elementary

District

Chief Academic Offer and Building Principals

The Elementary Science Coach promotes and supports the planning, development and execution of the school's Science program. The Science Coach assists classroom teachers and other instructional staff in developing strategies, skills, tools, techniques, and the capacity to effectively teach science to students in grades K-5 students. The Science Coach is responsible for collaborating with teachers in promoting and implementing Science activities into the core curriculum through problem-based enrichment opportunities for students.

• Identify teacher professional learning and coaching needs through review of lesson plans, assessments, student work, classroom lessons and other evidence to identify professional learning and coaching needs related to science instruction.
• Collaborate with the Chief Academic Officer, school leadership, EIST, and Instructional Leadership Teams to identify instructional priorities and develop comprehensive professional development and coaching plans based on teacher and student needs.
• Provide differentiated instructional coaching to elementary teachers through co-planning, co-teaching, classroom modeling, observations, reflective feedback, and other coaching strategies aligned to individual and team development needs.
• Support the planning and coordination of professional learning focused on high-quality elementary science instruction, including inquiry-based learning, cooperative learning, real-world applications, authentic assessment, technology integration, project-based learning, problem-based learning, and the Engineering Design Cycle.
• Support implementation of the Connecticut Science Standards (NGSS) and district science curriculum and instructional priorities, helping teachers translate standards and instructional practices into meaningful classroom experiences.
• Collaborate with teachers, EIST, and teacher teams in curriculum development to design problem-based units, performance assessments, design challenges, transdisciplinary units, and meaningful cross-curricular connections.
• Support vertical and grade-level alignment of science instruction by participating in grade-level meetings and collaborating with teachers to develop and implement curricular projects, units, and performance tasks that promote continuity and progression of learning.
• Support teachers in using student work and assessment data to inform instructional decision-making, identify student needs, and adjust instruction.
• Assist with the development and implementation of common assessments, authentic assessments, performance tasks, and other measures of student learning.
• Support meaningful integration of science across content areas, including literacy and mathematics, and assist teachers in incorporating science and engineering practices into cross-curricular and transdisciplinary learning experiences.
• Support the effective use of science materials, resources, technology, and other instructional tools to enhance student engagement and learning.
• Coordinate external professional development opportunities and partnerships, including MPS-required science professional development.
• Stay current with research and best practices in elementary science education and share relevant resources, strategies, and opportunities with teachers and administrators.
• Maintain regular communication with building and district administrators regarding coaching activities, identified needs, professional learning, and progress toward instructional goals.

• In accordance with the MFT Collective Bargaining Agreement
• Plus an additional fifteen (15) days of work, at their per diem rate, as determined by the Chief…