POSITION TITLE: Instructional Coach, Elementary
REPORTS TO: Elementary School Principal
JOB SUMMARY:Instructional specialists interact with teachers on all aspects of instruction, including planning, assessing learning, and differentiating to meet students’ needs. The instructional specialist helps lead the building in the absence of the building principal. However, the role of the instructional specialist is non-supervisory, separate, and apart from the evaluative role of the principal/supervisor of the teacher. The instructional specialist advocates for, facilitates, and supports the work of the teachers, but never performs evaluation.
DUTIES/RESPONSIBILITES:1.Work with district/building administrators and Building Professional Development
Committee (BPDC) to facilitate high quality job-embedded professional development for district and building staff to refine their knowledge and skills. Professional development could include, but be limited to: in-class coaching; observing; modeling; analyzing student work; developing lesson plans based on student needs; data analysis; integration of technology; co-planning; and teacher study groups.Examples of Work Performed:
- Analyze building and district student achievement data and implementation data to guide the development of training for teachers.
- Documents evidence in improving student achievement in classrooms/buildings.
- Analyze school and content area data for declines, or lower than anticipated growth, for follow-up root cause analyses.
- Provide support in co-leading data analysis with teachers to create strategy and skill embedding plans.
- Develop and help monitor 15-30-45 day support plans which include specific improvement actions and indicators of success with teachers.
- Role play, model, and practice effective coaching conversations related to instructional and classroom management strategies.
- Support individuals or teams of teachers in addressing persistent problems in their instruction or classroom management.
- Engage in conversations with teachers about planning, reflecting, and problem solving with the intent of building autonomy and interdependence.
- Interact with teachers on all aspects of instruction, including planning, assessing learning, and differentiating to meet students’ needs.
- Train teachers on the administration and use of formative and summative assessments.
- Provide professional development sessions for district trainings and site trainings.
- Meet with administrators and teachers to facilitate professional learning, student work analysis, and reflective instruction.
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- Demonstrate knowledge and use of effective strategies that improve staff engagement and performance.
- Demonstrate skill in data-driven decision making and professional learning teams.
- Use building walkthroughs to monitor and support building learning plans and the application of professional development.
- Provide constructive, two-way feedback to teachers on planning, instruction and classroom management.
- Facilitate the analysis and use of student achievement data in professional learning communities to positively change instruction.
- Exhibits interpersonal, problem-solving and organizational skills required to effectively facilitate coaching and professional development.
- Displays the ability to collaboratively facilitate, present and monitor high quality professional development and create instructional tools to assist teachers in implementing effective strategies or reinforce specific skills.
- Paired observation of lesson plan objectives and instructional activities that align to the curriculum.
- Individualized teacher or group planning, modeling and/or co-teaching to provide “real- time PD” related to effective instruction aligned to the curriculum and Missouri Learning Standards.
- Provide feedback to teachers on their instruction.
- Performs other duties as assigned based on student, teacher, school or District needs.
- Mentor teachers new to the profession through the District’s Teacher Induction Program
(TIP).Examples of Work Performed:
- Mentor each teacher in their 1styear in the profession for 40-60 minutes a week.
- Mentor each teacher in their 2ndyear in the profession for 40-60 minutes every two weeks.
- Mentoring topics should include: observations/feedback on evaluated teacher standings; assessment literacy; classroom management; lesson planning; technology support; and building relationships with students and parents.
- Attend all days of New Teacher Orientation week and plan and lead sessions, as requested.
- Attend and participates in all required meetings and professional development.
Examples of Work Performed:
- Actively lead and/or participate in district professional development activities.
- Actively lead and/or participate in building professional development activities.
- Actively lead and/or participate in monthly instructional coach professional development meetings.
EDUCATION/CERTIFICATION:Advanced college degree in specific content area, curriculum and instruction, administration, or related education field/Current teaching certificate issued by the Missouri Department of Elementary and Secondary Education for the grade levels of the building assigned
REQUIRED KNOWLEDGE:Broad knowledge of curriculum, instruction and assessment; Extensive knowledge of Missouri Learning Standards; Knowledge of various instructional delivery models; Knowledge of research-based and evidence-based instructional strategies
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EXPERIENCE REQUIRED:Requires a minimum of five years of classroom teaching experience in elementary school; Requires evidence of improving student achievement; Training and practical experience in instructional management, effective teaching models, curriculum development, implementation and evaluation. Experience leading professional development for others preferred
- Strong ability to maintain confidentiality
- Superior interpersonal skills
- Accurate and attentive to detail
- Outstanding organizational skills
- Excellent communications and public relations abilities
- Positive, effective people skills
- Willingness to work effectively with all levels of employees
- Excellent written and verbal communication skills
- Ability to read, write, and speak at high levels
- Ability to establish and maintain positive effective working relationships with staff,
students, and the community
- Ability to design and present high quality professional development
- Superior customer and public relations skills in working with others, in person, over the
phone, and via email
- Proficiency using Microsoft Excel (spreadsheets, graphs, tables), Word (reports),
PowerPoint (presentations), and Google Apps (Drive, Docs, Sheets, Slides)
- Must be self-directed, highly motivated, and able to work independently
PHYSICAL DEMANDS:While performing the duties of this position, the employee is regularly required to stand, walk, sit, talk and hear. The employee is occasionally required to reach with hands and arms, stoop, kneel, crouch, and to lift up to 25 pounds. Specific vision abilities required included close vision, distance vision, the ability to adjust and focus, and depth perception. Specific hearing abilities required include normal conversation, phone conversation, and isolating voices in multiple conversations.
WORK ENVIRONMENT / CONDITIONS:Primarily inside working conditions.
EQUIPMENT / TOOLS/ MATERIALS USED:Computer, copier, scanner, projector, telephone, calculator.
REQUIRED PERSONAL PROTECTIVE EQUIPMENT:None
TERMS OF EMPLOYMENT:Assigned to a teacher contract, plus 10 additional work days and extended hours beyond the regular contract day; teacher compensation and benefits (Medical, Dental, Vision, Life, Tuition Reimbursement) as provided by the Board of Education plus a $8,000 extra-duty compensation.Note:This position may be subject to social security withholding, and only partial credit for the Public School Retirement System. The Hazelwood School District has not received definitive guidance on which positions in the district may be affected. When the District receives a determination, prospective and current employees will be informed.
*********************************************************************************************Prepared by: Eric Arbetter, Assistant Superintendent for Curriculum & Elementary School Education Approved: Mr. Keith Bausman, Assistant Superintendent of Human Resources******************************************************************************************************** The statements contained within this document are not to be construed as an exhaustive list of all responsibilities, skills, duties, requirements, efforts or working conditions associated with the position. While this job description is intended to be an accurate reflection of the current position, management reserves the right to revise the position or to require that other or
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different tasks be performed when circumstances change (e.g. emergencies, changes in personnel, workload, rush jobs, or technological changes). This job description does not create an employment contract.