Purpose and Scope
The Instructional Literacy/Math Coach works collaboratively, as part of the consultancy team within his/her assigned school(s), by working with the school leadership team to identify school improvement priorities, observing and providing feedback on classroom instruction, facilitating professional development, demonstrating lessons, and coaching teachers one-on-one and in small group settings. The job of the coach is to build capacity of the school and its teachers to provide high quality instruction and ensure all students achieve to rigorous standards of career and college readiness.
The Instructional Coach works primarily in direct support of teachers (e.g., conferencing, co-planning, observing, modeling, co-teaching/coaching). The Instructional Support Coach participates in professional development and inquiry into his or her own instructional leadership practice. The Instructional Support Coach demonstrates positive expectations for students' learning and shares that vision of students' potential with coached teachers plays an important role in the review, analysis, and interpretation of a variety of data to inform instructional planning, practice, and decision-making aligned to district and school priorities, CCR standards, teacher development needs, and evidence-based practices. The Coach also helps to identify and leverage available resources aligned to school needs; communicate District priorities, strategies, and supports; and inform, design, and facilitate professional development at the district, school, and grade/department levels.
Essential Job Functions
1.Works as part of the leadership team with the building principal.
2.Provides assistance in conducting needs assessment strategies and program evaluation.
3.Identifies, plans, organizes and conducts professional development opportunities relevant to school needs; researches, identifies and models best practices.
4.Assists with Title I school-wide budget process.
5.Provides direction and support to Title I schools in the development of School Improvement Plans (TSIP) regarding regulations, inventory, and professional development research and implementation.
6.Conducts internal audits to ensure that all ESEA (Elementary & Secondary Education Act) requirements are included and met.
7.Works closely with building level leadership team in the development and implementation of professional learning communities and sustains the change process required to operate as a PLC.
8.Assists teacher teams in creating, administering, and analyzing data gathered from the results of common formative assessments.
9.Provides assistance to building level leadership team in collecting artifacts such as team norms, meeting agendas, standards documents, common formative assessments and meeting protocols from teacher teams to monitor and assess their progress.
Assists teacher teams in developing and implementing a school-wide pyramid of interventions based on the results of commonly administered assessments.
Assists teacher teams in implementing a guaranteed and viable curriculum by prioritizing, unwrapping standards, creating common standards and pacing documents.
Collects, organizes and completes information necessary for reports and evaluations.
Performs other related duties as assigned or directed.
Graduation from an accredited college or university with a Bachelor's Degree in Education or a related area plus an additional 5 years classroom teaching experience required. Current teachers must have a TEM level 3, 4 or 5 to qualify.
Master's degree preferred. Valid Tennessee teaching license required with an endorsement appropriate to grade level. Administrator Licensure preferred.
Knowledge, Skills, and Abilities
Strong knowledge of No Child Left Behind laws and regulations; In-depth knowledge of principles of effective instruction from advance curriculum and content and instruction; Knowledge of growth and development and learning theory; Skill in assessment and evaluation of students; Ability to manage curriculum development, in-service training, and related activities and provide a high level of instructional leadership for teachers and administrators; Excellent human relations skills and ability to establish and maintain successful cooperative working relationship with appropriate school communities, and school-based and central office staffs; Ability to communicate effectively, both orally and in writing; Strong organizational and management skills.
Shelby County School District