Job Title: Instructional Coach

Department: Academic Services

Reports to: Director of Curriculum, Instruction, and Assessment and building administrator

Classification: Certified / Exempt

Summary

To impact learning by building teacher efficacy and craftsmanship in pedagogy through both building-level and district-level communication, coordination, and support.

Essential Duties and Responsibilities

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Building-level

• Research, support, and communicate with teachers regarding new initiatives / programs and support implementation.

```{=html}

``` - Collaborate with and support teachers and teacher-teams in building and implementing new units, curriculum, assessments, etc.

```{=html}

``` - Work collaboratively with teachers towards student achievement goals. Support student data collection and evaluation.

```{=html}

``` - Individually assist and support teachers on their personal professional development goals and / or professional growth targets.

```{=html}

``` - Model / co-teach instructional practices in classrooms with/for teachers.

```{=html}

``` - Using the coaching cycle, observe teachers (based on criteria established by the teacher; based on resource implementation; etc.) and provide feedback.

```{=html}

``` - Assist mentors and the mentees during the mentoring process. Closely monitor and coach new hires - especially first-year teachers.

```{=html}

``` - Work collaboratively with PLCs toward collaborative group goals.

```{=html}

``` - Support implementation of instructional technology.

```{=html}

``` - Work closely with building-level administration in accomplishing school and district goals.

```{=html}

``` - Facilitate teacher peer observations.

```{=html}

``` - Provide/facilitate professional learning opportunities for teachers and administrators.

```{=html}

``` - Coordinate, collect, and analyze teacher and building-level data (interim benchmarks, assessment, etc.)

```{=html}

``` - Coordinate or participate in building at-risk Student Intervention Team.

District-level

• Work closely with the Director of Curriculum, Instruction, and Assessment (CSIP, district goals, PLCs, curriculum, assessment, instruction). Assist in building district coherence in planned and implemented curriculum with resources.

```{=html}

``` - Collaborate with other building coaches as a PLC on items related to curriculum, assessment, and instruction.

```{=html}

``` - Support alignment of district-level resources and initiatives (CSIP).

```{=html}

``` - Participate, coordinate, and support Curriculum Councils, district Professional Development Committee (PDC) and other district teams / committees.

```{=html}

``` - Coordinate, collect, and analyze building-level and district-level data (MAP, interim benchmarks, assessments, CSIP, etc.).

```{=html}

``` - Provide/facilitate district-level professional learning opportunities for teachers and administrators.

```{=html}

``` - Plan, conduct, and assist in New Teacher Institute / Mentoring.

```{=html}

``` - Other duties associated with curriculum, instruction, assessment, and professional learning as necessary.

Supervisory Duties

Not applicable

Qualifications

Education/Experience/Certificates

Masters Degree and valid Missouri teaching certificate required; or such alternative to these qualifications that the Board may find appropriate and acceptable.

Skills and Abilities

Language

Must have the ability to r ad, analyze and interpret professional journals, board policy, administrative procedures/forms, and government regulations and guidelines. Must be able to complete forms, write reports, and engage in written correspondence and create presentations. Must have the ability to write clearly.

Reasoning

Must have the ability to define problems, collect data, establish facts, and draw valid conclusions. Must be able to apply knowledge of current educational theory and pedagogy (instructional techniques).

Technology

The individual must be proficient in internet use and computer use such as Google Apps for Education (GAFE) for email, digital calendar, word processing, spreadsheets, and slideshows.

Physical Demands

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

The individual who holds this position must have the ability to speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; must be able to move around the classroom or presentation space; must be able to read handwritten and printed materials.

Attendance

Consistent and regular attendance is an essential job function of this position.

Conditions and Environment

The work conditions and environment described here are representative of those that an individual will encounter while performing the essential functions of this job.Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

Theindividual who holds this position will regularly work in a school environment that is noisy and active.

Terms of Employment

10 months. Salary and work year to be established by the Board. In addition to 10 day extended contract.

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board

Policy on Evaluation of Certified Staff.