Openings as of 10/14/2020
- Elementary Instructional Coach (K-2) - Bilingual
- Position Type:
Teaching - Elementary
- Date Posted:
Carman-Buckner Elementary School
- Who We Are:
Waukegan Community Unit School District No. 60 serves nearly 17,000 students in preschool through grade 12 and is located halfway between Chicago, Illinois and Milwaukee, Wisconsin on the shores of Lake Michigan. The District has 1 early learning center, 15 elementary schools, five middle schools and a high school program divided between two 9th – 12th grade campuses. The District encompasses portions of Waukegan, Beach Park and Park City.
Why We Do This Work:
The Waukegan Community Unit School District No. 60 has set an ambitious agenda for change, guided by the belief that all children, regardless of circumstances, can achieve at high levels and academic gaps can and will be eliminated with the support of teachers who deliver engaging, relevant, and academically rigorous instruction that excites students and instills a love of learning in them.
What We Need:
Instructional Specialists will provide job-embedded support within their assigned building(s) with administrators, classroom teachers, and student support personnel to increase student achievement using data informed practices. The Instructional Specialist will be service-driven and committed to providing strong instructional support for teachers. This individual will establish and implement a cycle of continuous data-driven professional learning at the school level.
The Instructional Specialist will be directly responsible to the Senior Officer for School Psychology and MTSS and work in collaboration with the District Literacy Coordinator and building principal(s) of assigned buildings.
Essential Duties and Responsibilities:
- Support building administrators, teams, and teachers with analyzing and using student data, to include but not limited to: state, district, and classroom-based assessments, academic progress reports, attendance and discipline records, and principal and teacher recommendations, to identify areas of strength, school-wide patterns, and target areas for improvement across all areas of academic and social/emotional instruction; identify instructional needs of students; set learning goals and targets; plan whole group and small group differentiated instruction; identify students in need of targeted intervention; and implement research-based instructional practices that support the continuous development of students’ language, literacy, mathematical and social-emotional knowledge and concept development for all students across all tiers;
- Support school administrators with the development of a school-wide schedule that is reflective of District time distribution recommendations in all subject areas, includes all components of balanced literacy, and creates sufficient time and intensity of targeted intervention and support services without loss of core instructional time, prioritizing time and resources based on students with greatest need;
- Meet regularly with building administration, building-based instructional leadership teams, and Grade- and/or Content-Level PLC teams to report on instructional practices and progress, facilitate the problem-solving process, and plan “next steps” to maximize student growth and school improvement;
- Support building administration, classroom teachers and instructional support teachers with scheduling and oversight of universal screening/benchmark assessments, diagnostic assessments, and progress monitoring utilizing valid and reliable assessment measures to evaluate student response to instruction and interventions;
- Mentor and coach building staff in the area of instructional best practices and data-based problem-solving in all subject areas;
- Provide job-embedded professional development and support to building administrators, teachers, student support personnel and school-based teams to facilitate implementation of the balanced literacy model, instructional best practices in all subject areas, instructional technology, problem solving and multi-tiered systems of support. Job-embedded professional development and support activities may include observation and feedback, modeling, and other supportive assistance necessary to implement the balanced literacy model, instructional best practices, data-based decision-making and the problem solving process;
- Support the implementation of technology-enriched instruction and classroom environments;
- Prepare and present regularly scheduled data reports detailing student achievement and growth to school and district administration;
- Work with the building principal and Instructional Leadership Team to develop the school’s professional development plan, structure related support, and identify specific, measurable, and attainable benchmarks of teacher and student performance;
- Support and sustain the district’s development and implementation of the balanced literacy model, multi-tiered systems of support and instructional best practices in all subject areas by attending district level professional development and, in turn, providing building-level instructional staff with professional development related to curriculum, instructional best practices, the MTSS framework, problem-solving model, analysis of data, and progress monitoring;
- Attend and actively participate in regularly scheduled district-level meetings and professional development opportunities as determined by the Officer for School Psychology and MTSS and/or Literacy Coordinator;
- Keep in confidence all personal, student or personnel records and information;
- Perform other duties and responsibilities as assigned by the Senior Officer for School Psychology and MTSS, Literacy Coordinator, and/or building principal.
Note: The above statements are intended to describe the essential functions and related requirements of persons assigned to this job. They are not intended as an exhaustive list of job duties, responsibilities, and requirements.
- Commitment to the belief that all children, regardless of circumstances, can achieve at high levels;
- Demonstrated ability to multitask effectively and prioritize strategically;
- Openness to feedback and willingness to take personal responsibility;
- Passion to embrace the goals of raising achievement for all students and closing achievement gaps;
- Proven leadership experience and capacity to coach, monitor, and evaluate strategies put in place to raise student achievement;
- Sound knowledge of the balanced literacy model, MTSS framework, Common Core State Standards, Illinois Social-Emotional Learning Standards, content, curriculum, evidence-based best practices, appropriate research-based intervention and support services, and assessment procedures.
- Demonstrated ability to collect, synthesize, and interpret data from multiple sources and to facilitate data-driven instructional decision-making and problem-solving;
- Excellent interpersonal communication, listening, facilitation and adult education teaching skills.
- Ability to successfully work in a collaborative environment with administrators, teachers, parents, and outside agencies;
- Commitment to maintaining a high level of competence in the field of education and remaining current in issues related to areas of responsibility;
- High level of personal integrity and a strong work ethic;
- Master’s degree or enrollment in an accredited Master’s program and a valid Illinois Professional Educators License with endorsement in Elementary Education, or LBS1, School Psychology, Social Work, or School Counseling; Reading endorsement preferred; and endorsement in Bilingual, Spanish.
- A minimum of three (3) years of successful experience as a teacher and/or student support specialist.
Work Environment: Elementary School sites
Terms of Employment: Hours to be determined per teacher contract, including 10 additional workdays beyond the standard school year.
Compensation: Per teacher contract, with a $5000 stipend
Application Deadline: Candidates must submit an online application by closing date.
Only online applications will be considered.
Waukegan Community Unit School District 60 offers employment opportunities without regard to age, gender, race, color, national origin,
religion, marital or military/veteran status, sexual orientation, pregnancy, parental status, genetics or disability.