Instructional Coach

Instructional Coach

Purpose Statement

The Instructional Coach is responsible for bringing evidence-based practices into classrooms by working with and supporting teachers and administration with the goal of increasing student engagement- improving student achievement- and building teacher capacity. He or she works as a colleague with classroom teachers to support student learning and the building KESA plan. The Instructional Coach focuses on individual and group professional development that will expand and refine the understanding about researched-based effective instruction. In order to meet this purpose- the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers.

Essential Functions

? Facilitates the intellectual and professional development of teachers
? Creates positive relationships with teachers and administrators
? Communicates and demonstrates researched-based instructional practices that result in increased
student performance
? Communicates effectively with all members of the school district and community
? Reacts to change productively and handles other tasks as assigned; Supports the value of an
education
? Assists teachers to implement the district instructional resources effectively
? Assist teachers in lesson plan design and implementation
? Serves on building and district committees as requested
? Assist teachers with designing instructional strategies based on assessment data
? Assist teachers with specific classroom activities when requested
? Provide support for classroom motivation and management strategies
? Demonstrate knowledge of district and state assessment tools
? Develop and maintain a confidential- collegial relationship with teachers
? Possess an understanding of when to contact administrators regarding issues of safety/ethics involving
students in the classroom when observed
? Provide encouragement and emotional support to teachers
? Model lessons in classrooms often
? Work closely with building principals to support teachers in curriculum and instruction to enhance
student achievement and learning loss
? Provide support for new teachers
? Collaborate with building and district administration
? Actively support the building Student Improvement Team (SIT)
? Serve on the building leadership team
? Plan and coordinate school intervention- remediation- and tutorial programs/classes
? Review and track attendance and academic progress of students being served in remediation-
intervention and tutorial programs to determine progress and the need for adjustments
? Analyze building assessment results and facilitate guided discussions with administration and teachers
? Work with teachers and administrators to promote and implement STEM activities
? Assist in the process of transitioning students to and from schools (PreK to elementary- elementary to
middle- middle school to high school)
? Assist building principal in all areas regarding Professional Development
? Provide teachers support in literacy- math- and other curricular areas
? Serve as Building Assessment Coordinator

Other Functions

• Performs other related duties- as assigned- for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications- Skills- Knowledge and Abilities

SKILLS are required to perform multiple- highly complex- technical tasks with a need to routinely upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.

KNOWLEDGE is required to perform basic math- including calculations using fractions- percents- and/or ratios; read technical information- compose a variety of documents- and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include appropriate codes- policies- regulations and/or laws; age-appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies.

ABILITY is required to schedule activities- meetings- and/or events; gather- collate- and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes- and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data- and utilize job-related equipment. Problem-solving is required to analyze issues and create action plans. Problem-solving with data frequently requires independent interpretation of guidelines- and problem-solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods;
directing other persons within a small work unit; and operating within a defined budget. The utilization of
resources from other work units is often required to perform the job`s functions. There is some opportunity to significantly impact the organization`s services.

Working Environment

The usual and customary methods of performing the job`s functions require the following physical demands: occasional lifting- carrying- pushing- and/or pulling; significant stooping- kneeling- crouching- and/or crawling; and significant fine finger dexterity. Generally- the job requires 10% sitting- 40% walking- and 50% standing. The job is performed under some temperature extremes and under conditions with exposure to the risk of injury and/or illness.

Reports to: Principal and Director of School Improvement Services

Experience: Minimum of 3 years teaching experience

Education: Bachelor’s degree in education or equivalent area Master’s degree in education preferred

Contract: Teacher contract; plus 10 days

Benefits Information

Salary Information

Employer Information