Description | 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.
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