Instructional Coach; Middle School

POSITION TITLE:

Instructional Coach

REPORTS TO: Principal

Instructional specialists interact with teachers on all aspects of instruction, including planning, assessing learning, and differentiating to meet students’ needs. The instructional specialist helps lead the building in the absence of the building principal. However, the role of the instructional specialist is non-supervisory, separate, and apart from the evaluative role of the principal/supervisor of the teacher. The instructional specialist advocates for, facilitates, and supports the work of the teachers, but never performs evaluation.

• Work with district/building administrators and Building Professional Development Committee (BPDC) to facilitate high quality job-embedded professional development for district and building staff to refine their knowledge and skills. Professional development could include, but be limited to: in-class coaching; observing; modeling; analyzing student work; developing lesson plans based on student needs; data analysis; integration of technology; co-planning; and teacher study groups.
• Examples of Work Performed:
  • Analyze building and district student achievement data and implementation data to guide the development of training for teachers.
  • Documents evidence in improving student achievement in classrooms/buildings.
  • Analyze school and content area data for declines, or lower than anticipated growth, for follow-up root cause analyses.
  • Provide support in co-leading data analysis with teachers to create strategy and skill embedding plans.
  • Develop and help monitor 15-30-45 day support plans which include specific improvement actions and indicators of success with teachers.
  • Role play, model, and practice effective coaching conversations related to instructional and classroom management strategies.
  • Support individuals or teams of teachers in addressing persistent problems in their instruction or classroom management.
  • Engage in conversations with teachers about planning, reflecting, and problem solving with the intent of building autonomy and interdependence.
  • Interact with teachers on all aspects of instruction, including planning, assessing learning, and differentiating to meet students’ needs.
  • Train teachers on the administration and use of formative and summative assessments.
  • Provide professional development sessions for district trainings and site trainings.
  • Meet with administrators and teachers to facilitate professional learning, student work analysis, and reflective instruction.
• Mentor teachers new to the profession through the District’s Teacher Induction Program (TIP)
  • Mentor each teacher in their 1st year in the profession for 40-60 minutes a week.
  • Mentor each teacher in their 2nd year in the profession for 40-60 minutes every two weeks.
  • Mentoring topics should include: observations/feedback on evaluated teacher standings; assessment literacy; classroom management; lesson planning; technology support; and building relationships with students and parents.
  • Attend all days of New Teacher Orientation week and plan and lead sessions, as requested.
• Attend and participate in all required meetings and professional development.
  • Actively lead and/or participate in district professional development activities.
  • Actively lead and/or participate in building professional development activities.
  • Actively lead and/or participate in monthly instructional coach professional development meetings.

EDUCATION/CERTIFICATION: Advanced college degree in a specific content area, curriculum and instruction, administration, or related education field; current teaching certificate issued by the Missouri Department of Elementary and Secondary Education for the grade levels of the building assigned.

REQUIRED KNOWLEDGE: Broad knowledge of curriculum, instruction and assessment; extensive knowledge of Missouri Learning Standards; knowledge of various instructional delivery models; knowledge of research-based and evidence-based instructional strategies.

EXPERIENCE

REQUIRED:

Requires a minimum of five years of classroom teaching experience in elementary school; requires evidence of improving student…