Instructional Coach - Elementary Math

Primary Purpose

Work collaboratively with teachers and administrators to provide job-embedded professional learning and opportunities for reflection to impact student learning. Work directly with teachers to plan and deliver highly effective first-time instruction that provides equity of access for learners. Work with campus and district administrators, as well as other instructional coaches, to support data informed instruction and to research, identify, and foster the use of best instructional practices to meet the needs of learners.

Actively engage in actions that contribute to the overall mission and strategic plan of Clear Creek ISD.

Education/Certification/Licensure

Bachelor’s degree in education from an accredited college or university

Valid Texas Teacher Certification, specific to assigned area

Special Knowledge/Skills

Excellent communication and interpersonal skills

Ability to work effectively with adult learners

Working knowledge of computer software and multimedia tools

Leadership and problem-solving skills

Embrace CCISD instructional philosophy and initiatives

Demonstrated expertise in the following areas:

• Content knowledge
• Standards-based instruction
• Instructional strategies and best practices
• Effective instruction for diverse learners
• Data interpretation
• Professional learning creation and delivery
• Adult learning theory
• Integration of technology

Experience

• Minimum of 5 years of successful teaching experience
• Varied grade levels of instructional experience preferred
• Experience working with diverse student populations preferred
• Experience working with adult learners, planning and delivering professional learning
• Leadership experience (such as lead teacher, department head, curriculum writer, etc.) preferred
• Demonstrated technology skills, including effective integration of technology into curriculum
• Strong data analysis skills

• Facilitating the instructional design process using district curriculum documents and existing assessment data
• Meeting with individual and teams of teachers to support the planning and delivery of effective instruction designed to meet the needs of all learners
• Using collaborative study as a process to derive solutions that impact student learning
• Sharing theory, research, and resources to support best instructional practices
• Supporting teacher directed, or campus-wide, inquiry into problems of practice through observation, data collection, data analysis, and reflection
• Providing opportunities for, and facilitating, reflection and self-assessment among teachers
• Supporting novice teachers’ design and delivery of effective instruction
• Demonstrating and co-teaching in classrooms to model effective classroom management, formative assessment and student-centered instruction
• Supporting teachers in designing and delivering re‑teach, remediation, and tutorials
• Guiding individual and teams of teachers in using data (formative and summative) to inform the planning, monitoring, and assessing of student learning and instructional effectiveness.
• Providing, or assisting with, other forms of job-embedded professional learning for CCISD staff, such as book studies, learning walks, PLCs, etc.
• Modeling effective use of technology for teaching and learning during collaboration with teachers and through classroom demonstration.
• Developing relationships and connections with campus staff and district support personnel
• Supporting administration in their role as instructional leaders
• Providing feedback and support to teachers and administrators as they implement CCISD and campus initiatives
• Working with the Campus Administrative Team and campus teachers to enact positive instructional change
• Remaining current in content and instructional pedagogy and model life‑long learning by: attending professional learning sessions, referencing current professional literature, and engaging in personalized PL to support campus and district development
• Presenting topics of current instructional or technology interest at district and regional professional learning events
• Actively pursue knowledge of professional literature and theory
• Actively support teachers in various grade levels, building…