Special Education Instructional Coach Job San Antonio area,Texas USA,Education / Teaching

Special Education Instructional Coach

Reports to:

Director of Special Education

Summary:

Has both content and instructional expertise servicing students in the special education program. Focuses on individual and group professional development that will expand and refine the understanding about research-based effective instruction; model by demonstration lessons, observing classroom instruction, and coaching teachers one-on-one. Enhances teacher ability to provide instruction that builds student understanding and skills, is academically rigorous, addresses the curriculum standards and frameworks and enhances student sense of engagement in and ownership of learning.

Works with administrators and teachers to look at student work and designs standards-based, high-quality instruction. Evaluates student data in support of effective school improvement planning and alignment of the special education department and district/campus goals.

Qualifications

Education/certification

Bachelor's Degree from accredited university or college
Valid Texas Teacher Certification in special education or related fields
Campus leadership experience
Strong curriculum background in effective instruction
At least five years successful teaching experience
Experience with professional development and training
Experience in teaching reading content
Dyslexia Certification preferred
Valid Texas Teacher Certification in reading or related field preferred
Academic Language Therapist Certification preferred

Special Knowledge and

Skills:

The instructional coach is a "master" teacher who has both content and instructional expertise in servicing students in the special education department.
The instructional coach has a good command of classroom management strategies and structures.
The instructional coach is an effective communicator who possesses traits that foster positive relationships and collaborative conversations.
The instructional coach has knowledge of the teaching and learning cycle and has a "proven" record of student achievement.
The instructional coach has a "growth mind-set." She/he views learning as opportunities for improvement.

Working Conditions:

Mental Demands:
Ability to communicate effectively (verbal and written); ability to instruct, maintain emotional control under stress.

Physical Demands/Environmental Factors:
Climbing, stretching, frequent light lifting of books, boxes.

The working conditions described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Job Demands

Physical Tasks – Occasional: standing, walking, climbing, bending, crouching, pushing, pulling, reaching above, repetitive motion of hand, wrist, elbow, working at heights, carrying, lifting-lowering 1- 30 lbs. +.

Physical Exposure – Occasional cold and heat.

Chemical Exposure – Limited exposure.

School Improvement

Implements and models a collaborative coaching and learning approach

Assists teachers in a collaborative model of observation, conversation, and lesson planning, to analyze and reflect on their practice and related data to promote quality instructional practices.

Assist teachers in aligning their teaching with student IEPs and TEKS & SE driven lessons/activities and assessments.

Models effective differentiated instructional strategies.

Provides individualized, non-evaluative, classroom-based coaching with participants to support them in implementing good instructional practices.

Facilitates professional learning communities/teams among teachers in which issues related to implementing effective TEKS & SE focused instruction are considered and current research and writing on effective practice is discussed.

Meets with school administration and leadership team on a regular basis to examine data, share patterns and trends, discuss implementation progress, develop actions, etc.

Uses data from a variety of sources to inform and guide coaching.

Understands the process of the 1:1 coaching framework.

Collaborate and train current dyslexia teachers on IEP implementation and monitoring.

Service Dyslexia/Special Education Students at multiple campuses.

Professional Communication

Maintains a positive and effective relationship with supervisors.

Works and learns collaboratively and collegially with teachers, other instructional coaches, curriculum specialists, and district specialists.

Complies with all District and local campus routines and regulations.

Effectively communicates with colleagues, students, and parents.

Protects the confidentiality of the coach-teacher relationship

Demonstrates the ability to empathize, listen, and build trusting relationships.

Establishes systems of on-going communication with others (newsletters, websites, etc.)

Holds pre-conferences (as needed) and post conferences with teacher

Administration and Consultation

Possesses traits that foster positive relationships and collaborative conversations.

Provides a…