Instructional Coach

Overview

POSITION TITLE (Oracle title)

INSTRUCTIONAL COACH

WORKING TITLE

Instructional Coach-Academic Language

SCHOOL/DEPARTMENT

Title I/Academics

LOCATION

Elementary Schools

PAY GRADE

Classroom Teacher (Not eligible for National Board Pay)

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is eligible for Hybrid Telework workweek

POSITION PURPOSE:

Partners with the administrative team to align the systems and structures of the schools to promote a reflective and collaborative school culture. Provides job-embedded professional learning in order to improve the quality of classroom instruction resulting in increased student achievement.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge of effective professional learning teams, creating collaborative processes and structures, and navigating the complexities of teaming;
• Extensive knowledge of current standards adopted by the State of North Carolina;
• Extensive knowledge of research-based instructional strategies and curriculum design;
• Extensive knowledge and ability to utilize best practices in instructional technology;
• Considerable knowledge of best practices to influence adult learning;
• Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, Power Point; Google Apps;
• Critical thinking and problem solving skills;
• Ability to raise teachers consciousness and skillfulness around effective instruction;
• Ability to use multiple data sources for problem solving;
• Ability to plan and deliver professional development;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, and other stakeholders.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor's degree from a regionally accredited college or university;
• Five years of teaching experience;
• Experience in planning and delivering professional development for teachers;
• Other combinations of applicable education, training, and experience which provide the knowledge, skills, and abilities necessary to perform effectively in the position may be considered.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be qualified to hold a North Carolina Professional Educator’s License in a content teaching area.

PREFERRED QUALIFICATIONS:

• Master's degree in Curriculum and Instruction, Adult Learning, or Coaching/Mentoring;
• Hold or be eligible for a North Carolina Professional Educator's License in English as a Second Language.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Supports the implementation of effective instructional strategies by helping teachers select and implement the most appropriate strategies to meet the learning needs of students; provides guidance to teachers on differentiating instruction and selecting the best strategies for learning; understands and can teach others how to integrate strategies in a variety of content areas.

Raises teachers' consciousness and skillfulness around effective literacy instruction and increases the quality and effectiveness of classroom instruction by facilitating teacher reflection on their own practices and behaviors, establishes a plan of action, and monitors progress towards goals; co-plans lessons and strategies with the teacher; observes and provides feedback on instruction/strategy through reflective conferences; has a deep understanding of curriculum/instructional strategies including data collection and analysis.

Supports implementation of state literacy standards through well-designed curricula; participates in curriculum design at the school and district level.

Designs and delivers effective differentiated professional learning opportunities focusing on academic language skills using SIOP Model to develop knowledge, skills, and behaviors.

Supports professional learning teams through a focus on what most directly affects student learning; creates a collaborative environment amongst teachers.

Leads teachers to self-awareness and self-directedness through a reflective cycle that fosters a culture of growth.

Works collaboratively with school’s formal leadership to design, implement, and assess school change initiatives to ensure alignment and focus on the intended results.

Engages in reflection of own practice, to include analysis of support provided to school staff, effectiveness of coaching cycles, and quality of staff-coach relationships; and participates in professional learning opportunities for own growth.

Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This position operates in various school environments. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, students, and the community. Work at times requires the ability to lift, carry, push, pull, or exert up to ten pounds. Physical requirements are consistent with those for light work.

EFFECTIVE DATE: 7/2024

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.