Instructional Coach

0.5 FTE Instructional Coach

Check out our various coaching positions too!

I.NATURE OF POSITION:

• The Instructional Coach shall be responsible to the Principal and the School Superintendent.

• The Instructional Coach will provide personalized support that is based on the goals and identified need of individual teachers.

• The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction.

• This is NOT a supervisory position and DOES NOT include evaluation of colleagues.

II.PRIORITIZED RESPONSIBILITIES:

• Classroom Supporter

• Purpose: To increase the quality and effectiveness of classroom instruction based on using the gradual release model and may include but is not limited to:

• Collaborating

• Co-planning

• Modeling

• Co-teaching

• Provide descriptive feedback based on teacher requested observation

• Instructional Supporter

• Purpose: To support the implementation of effective instructional strategies including but not limited to:

• Assessment for learning

• Differentiation of instruction

• Standards based grading

• Building teacher capacity by working with intervention groups for short periods of time in elementary classrooms

• Curriculum or Content Facilitator

• Purpose:  To promote implementation of state standards through adopted curricula including but not limited to:

• Increasing teacher content knowledge

• Facilitating a better understanding of the structure of the written, taught, and tested curriculum

• Dissecting standards to guide identification of essential knowledge and skills

• Data Coach

• Purpose: To facilitate conversations using data to drive instructional decisions including but not limited to:

• Collaborating with teachers to analyze formative and summative student achievement data

• Assisting teachers with the use of data to improve student learning

• Facilitator for Change

• Purpose:  To engage teachers in reflective thinking while looking at their own instructional practices critically and analytically including but not limited to:

• Fostering a safe, trusting environment for teachers

• Introducing alternatives and refinements for teacher instructional practices

• Learner

• Purpose:  To engage in continuous learning in order to keep current including but not limited to:

• Engaging in professional development opportunities and professional reading

• Practicing and reflecting about what is learned

• Professional Learning Facilitator

• Purpose:  To design and facilitate effective professional learning opportunities based on LPS Roots and Wings Framework including but not limited to:

• Providing professional development

• Facilitating other forms of professional development (e.g., bringing in consultants)

• Resource

• Purpose:  To identify a variety of resources to enhance classroom instruction and student achievement including but not limited to:

•  Identifying instructional and assessment resources requested by teachers

•  Sharing research and instructional best practices

• School Leader

• Purpose: To support and communicate the school and district initiatives with the school community including but not limited to:

• Involving stakeholders in the implementation of the School Improvement Plan

• Connecting with community stakeholders by sharing instructional practices that impact students

• Acting as a strong advocate for student learning

• Other duties as assigned.

III.PROFESSIONAL QUALIFICATIONS:

• Certified in any specific teaching area

• Minimum 5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.

• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.

• Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.

• Proven ability in using student-level data to guide instructional decisions.

• Demonstrated Teacher Leadership.

• Strong pedagogical knowledge and content expertise.

• Demonstrated expertise in oral and written communication.

• Strong interpersonal skills.

• Models continual improvement, demonstrates lifelong learning, and applies new learning to help all students achieve.

• Demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.