Elementary Instructional Impact Coach for the 2023/24 School Year

Instructional Impact Coach

Job Description

Purpose: The Instructional Impact Coach position is a full-time position assigned to a building.  The Coach will spend the majority of their time in the buildings working with teachers and teams on improving instruction across all classrooms and serves as faculty for professional development for all staff in order to ultimately impact instructional outcomes for all students.

This position is responsible for assisting in the development of standards-based curriculum and assessment opportunities- research-based instructional methods- aligning of materials and resources to curriculum outcomes- and other leadership responsibilities.  The Instructional Impact Coach will also assist the administration in the progress and implementation of living as a Professional Learning Community as endorsed by the Board of Education.  Additionally- the Instructional Impact Coach will direct- support- and assist with the implementation of interventions as designed by the school’s plan for the academic achievement and behavioral support of students considered at-risk.   The Instructional Impact Coach Curriculum reports directly to the building principal- and will work professionally and collaboratively in this role- and is supervised by the Deputy Superintendent.

Reports To:    Deputy Superintendent

FLSA Status:   Exempt

Required Qualifications:     

• Master’s Degree in Education
• Valid Kansas Teaching Certificate
• Three or more years of successful teaching experience- in USD 207 preferred.
• Health and Inoculation Certificate on file in the District Office (after an employment offer is made)

Essential Functions:  The Instructional Impact Coach collaborates and serves as a coach for teachers and teams in four overarching areas:

Building-Level:

• Curriculum Resource Management
  • Collaborates with teachers to identify a variety of resources to design instruction
• Instructional Learning and Design
  • Collaborates with teachers to promote implementation of state standards through adopted curricula including increasing teacher content/pedagogy knowledge; facilitates a better understanding of the structure of the written- taught- and tested curriculum; and works side-by-side with teachers dissecting standards to guide identification of essential skills and knowledge
  • Collaborates with teachers and teams to support the implementation of effective instructional design
• Peer Data Coach
  • Collaborates with teachers and teams to effectively organize and analyze data in order to drive decisions at the building and classroom levels.
• Focused Classroom Visits
  • Collaborates with teachers to provide an opportunity to observe a particular teaching method; explores and develops an understanding of effective implementing best practices- and supports teachers in practice and reflection about what is learned. Co-planning- demonstration lessons- peer coaching- and co-teaching are some examples of components that can be mutually agreed upon between the coach and teacher to focus upon during a classroom visit to provide specific- pre-determined feedback.
• Regular attendance at work.

District-Level:

• Mentor new staff including planning for a one time per month after school Teacher Induction meeting.
• Work closely with the district office to plan- facilitate- and evaluate district professional learning.
• Contribute to the district-led professional learning. Provide job-embedded professional learning to individual teachers and teams of teachers based on the “coaching heavy” model.
• Support the instructional development of all teachers in understanding curriculum- assessments- and data analysis in their assigned role.
• Collect- organize- and analyze program-level data and use it to make informed recommendations on the content area or
• Assist fellow educators in understanding and supporting USD 207’s vision- mission- goals- and essential beliefs.
• Participate as an active member of their assigned Guiding Coalition teams.
• Model educational technology strategies in professional learning- support technology best practices in instruction and assist with the evaluation of educational technology tools in the content area or program.
• Plan and facilitate collaborative work between vertical teams.
• Promote district initiatives by modeling PLC process/collaboration- aligning district-wide efforts and communicating
• Maintain accurate records including areas of materials- coaching/interventionist documentation- and budget.
• Attend professional learning session’s specific to their job function.

Physical Demands:  The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

• Ability to sit and stand for extended periods of time
• Ability to enter data into a computer- to see and read a computer screen and printed material with or without vision aids
• Ability to hear and understand speech at normal classroom levels- outdoors- and on the telephone
• Ability to speak in audible tones so that others may understand clearly in normal classrooms- outdoors- and on the telephone
• Physical able to lift up to 25 pounds to shoulder height and 50 pounds to waist height
• Ability to bend- stoop- sit on the floor- climb stairs- walk and reach overhead

Terms of Employment: At will employment. 200 day Classified Contract- not part of the Bargaining unit.

Evaluation:   Performance evaluations in accordance with the Board’s policy and the Classified Employee Handbook.

Fort Leavenworth USD 207 is an Equal Opportunity Employer- and does not discriminate in recruitment- hiring- training or promoting on the basis of race- color- religion- national origin or ancestry- sex- age- disability- veteran`s status- genetic information- sexual orientation- gender identity or any other legally protected status under local- state or federal law.

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