I.            NATURE OF POSITION: 

1. The Instructional Coach shall be responsible to the Principal and the School Superintendent.
2. The Instructional Coach will provide personalized support that is based on the goals and identified need of individual teachers.
3. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction.
4. This is NOT a supervisory position and DOES NOT include evaluation of colleagues. 

   II.            PRIORITIZED RESPONSIBILITIES: 

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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)

1. 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

1. 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

1. Other duties as assigned. 

  III.            PROFESSIONAL QUALIFICATIONS: 

1. Certified in any specific teaching area
2. Minimum 5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
3. Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.
4. Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
5. Proven ability in using student-level data to guide instructional decisions.
6. Demonstrated Teacher Leadership.
7. Strong pedagogical knowledge and content expertise.
8. Demonstrated expertise in oral and written communication.
9. Strong interpersonal skills.
10. Models continual improvement, demonstrates lifelong learning, and applies new learning to help all students achieve.
11. Demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.