Instructional Coach K-12

Position Type:
Teaching and Learning/Instructional Coach K-12
Date Posted:
1/30/2024
Location:
Duneland School Corporation
Date Available:
2024-25 Sc Yr
Closing Date:
03/31/2024
SUMMARY OF POSITION:
The Instructional Coach will work directly with instructional staff and administrators to facilitate blended learning through any combination of individual coaching, group professional development, instructional modeling, and use of best practices with digital resources. The Instructional Coach will take a leadership role to provide support to instructional staff and administrators in the development of new and revised curriculum within a blended learning environment, effective instructional strategies including blended learning best practices, and implementation with fidelity of adopted instructional resources and tools.
PREFERRED QUALIFICATIONS:

• Valid teaching license plus five years classroom experience.
• Advanced coursework in curriculum and instruction; blended/online learning or educational technology.
• Verifiable experience creating and delivering effective and engaging professional development to educators.
• Proven working experience in instructional design and with instructional technology.
• Excellent knowledge of learning theories and instructional design models.
• Lesson and curriculum planning skills.
• Solid knowledge of course development software and learning management system capabilities (Canvas).
• Visual design skills.
• Ability to write effectively (instructional text, audio scripts/video scripts, lesson plans, parent communication, etc).

GOALS OF THE INSTRUCTIONAL COACH:

• To serve as a positive model in the school and rally support for blended learning and high impact teaching strategies.
• To collaborate effectively with teachers and administrators in order to increase the understanding and implementation of blended learning.
• To coach others in best practices in blended learning; create and deliver training for teachers, staff, students, and parents.
• To design and create (with teachers) curriculum, learning activities, and courses for students that are engaging, interactive, aligned to standards, and which utilize authentic learning experiences.
• To support implementation of the adopted guaranteed and viable curriculum.
• To review new and established learning models and to create an environment of highly effective practices, with a focus on blended learning.
• To evaluate feedback and recommend revisions to blended curriculum as deemed necessary.
• To research innovative teaching and learning practices that are enhanced by technology.
• To evaluate new learning resources for alignment to student needs and based on student achievement data.
• To research and analyze student data, in collaboration with building administrators and staff, to determine how best to differentiate learning within a blended environment.
• To support the use of student achievement data to drive decisions regarding teaching and learning.
• To expand teachers' use of a variety of resources to improve instruction.
• To align instruction with curriculum to meet the needs of all students.
• To support the novice teacher's instructional skills.
• To design and deliver collaborative, job-embedded, standards-based professional learning.

DUTIES AND RESPONSIBILITIES:

1. Work directly with instructional staff to build/create engaging blended learning activities and compelling course content that is aligned to Indiana standards and which enhances students' retention and transfer.
2. Serve as a positive leader in the school, including: rallying enthusiasm for blended learning programs; modeling motivation and conviction that all students can learn and grow; and developing a positive climate on campus.
3. Proactively work with staff to plan for and implement the best practices of blended learning and classroom instruction that enhance learning.
4. Provide support and guidance to staff and administration in assessing student data and developing and supporting instructional design based on student needs.
5. Provide collaborative leadership with curriculum committees studying such topics as curricular materials, vocabulary development, concept development, supplementary materials and the development of study skills; including, providing expertise in evaluating instructional resources.
6. Coordinate, research, and develop the use of online/blended learning tools within the Learning Management System (Canvas).
7. Provide expertise and support to teacher builders in the development and design of course materials in Canvas.
8. Work directly with Directors of Teaching and Learning and Technology to provide input and feedback around hardware and software decisions.
9. Visualize instructional graphics, the user interface and experience, and the finished product.
10. Apply tested instructional design theories, practice, and methods.
11. Create supporting material/media for students and for adults (audio, video, simulations, role plays, games etc).
12. Assist teachers to decide the criteria used to monitor learners' performance and develop assessment instruments.
13. Participate in ongoing data analysis, inquiry, and collaboration around blended learning, coaching, and instructional design.
14. Maintain project documentation and course folders.
15. Design and facilitate quality professional development for leaders, teachers, and staff in the teaching and learning arena.
16. Attend monthly (or as needed) central professional learning to deepen content and pedagogical knowledge.
17. Assist where needed as directed by Directors of Teaching and Learning.

KNOWLEDGE, SKILLS, ABILITIES, AND PERSONAL CHARACTERISTICS

1. Serve as a positive leader in the school, including:
   1. Rallying enthusiasm for blended learning programs.
   2. Having motivation and conviction that all students can learn and grow.
   3. Developing a positive climate on campus.
   4. Supporting district initiatives, programs, and priorities.
2. Excellent communication skills (verbal, written, presentation).
3. Interpersonal skills necessary to work tactfully and effectively with persons at all knowledge levels (adults and students) in order to develop and maintain productive relationships; that is effective coaching qualities.
4. Practical knowledge of differentiated instruction, reading strategies, instructional design theories, and learning style theories.
5. Practical knowledge and use of learning management systems and emerging technologies.
6. Ability to learn new skills quickly and assimilate into daily work.
7. Ability to maintain a high level of confidentiality both inside and outside the corporation.
8. Ability to work independently as well as part of a collaborative team.
9. Ability to use efficient time management and scheduling functions, meet deadlines, and set project priorities.
10. Ability to multitask with attention to detail.
11. Proficient understanding and use of technology, programs, learning management systems, student data systems, hardware and software (including computer and job-related software such as word processing, spreadsheet, presentation, sharing, and others).
12. Practical knowledge of licensing and copyright standards.
13. Perform all other duties as assigned by immediate supervisors and district administrators.

SPECIAL REQUIREMENTS (includes equipment, hours, physical demands)
Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate. The employee is protected from outside weather conditions, but not necessarily from temperature changes. There are no environmental hazards indicated for this position.
Equipment: This position is required to maintain a working knowledge of all office equipment. A basic knowledge of operations for computers, printers, telephone systems, fax machines and copiers is required.
Hours: This position is typically expected to work an average of 8 hours per day. 190 days per year. Summer hours/days will be adjusted per the direct supervisor to assure adequate coverage to meet the demands of the department.
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 position. While performing the duties of this job, the employee is regularly required to talk or hear. The employee frequently is required to stand, walk, sit, use hands to finger, handle, or feel objects, tools or controls, reach with hands and arms, and taste or smell. The employee must frequently lift or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
All applicants must have a current application through our electronic application center at www.duneland.k12.in.us
The Duneland School Corporation is committed to a policy of non-discrimination and equal opportunity in all employment practices. Candidates will be screened, interviewed and employed based upon the successful candidate's qualifications, background, experience and needs of the Duneland School Corporation. Offers of employment are contingent upon the results of personal background
Applicants selected for interviews will be contacted individually.