Instructional Coach - K-12 Literacy Esl/Dl (Updated)

Position Type:
Leading - Campus Professional/Instructional Coach
Date Posted:
10/27/2023
Location:
LITERACY/CONTENT AREA LITERACY
Closing Date:
Open Until FilledInstructional Coach - K-12 Literacy ESL/DL (updated)
Reports to: Director of Humanities
PC# 19237, & 19238
Pay Grade: 205
Duty Days: 210
Salary Range: $74,088 - $89,263
FLSA Status: Exempt
This is a grant-funded position and is contingent on the availability of funds.
Position Purpose
Builds capacity of campus Instructional Coaches (CICs) and teachers across the district in K-12 literacy through professional learning, coaching, and in-classroom support for Emergent Bilinguals (EBs) with curriculum, instruction, assessment, and student-centered, equity-driven instructional practices. Support (CICs) and teachers in district and campus curriculum and content planning for EBs. Analyzes literacy-related data with teachers, campuses, and the district to monitor mastery of standard-aligned instruction and student progress for EBs. Engages in data-driven conversations to support student and teacher growth. Collaborates with the Humanities Director, CICs, and campus administrators in aligning campus instructional practices to increase student achievement and campus outcomes and goals for EBs as part of the district Professional Learning Community (PLC) Framework. Creates, presents, and supports presentations for professional development offerings in collaboration with the Humanities Director and Literacy Coordinators. Supports curriculum development and other instructional initiatives by providing CICs with literacy-based knowledge and resources. Builds campus capacity to improve outcomes and student achievement through specific literacy-based and EB instructional support. Focuses on supporting the highest needs campuses as an equity strategy designed to improve outcomes of our most marginalized EB students and communities.
ESSENTIAL JOB FUNCTIONS

• Demonstrates a growth mindset in working with and building strong relationships with teachers.
• Facilitates the differentiation of literacy-based curriculum in support of EB students.
• Collaborates with campus Instructional Coaches and campus leadership team in supporting CICs and teachers in designing and delivering standards-aligned lessons
• Support teachers with instructional needs specific to literacy and EB students through classroom observations and feedback, modeling, co-teaching, coaching, and professional learning.
• Debriefs and conducts professional conversations with CICs and teachers regarding instructional delivery.
• Collaborates with K-12 District Content Area Coaches and Content Coordinators across the Division of Learning and Leading.
• Maintains accurate and timely records to document support utilizing a district-provided platform.
• Attends department meetings, trainings, and professional learning as assigned.
• Responds promptly to telephone and email inquiries from campus staff and central administration.
• Maintains cooperative and professional working relationships with teachers, CICs, administration, and other school/district employees.
• Supports curriculum and assessment development as assigned.
• Develops a schedule that is appropriate and equitable in supporting teachers and CICs.
• Models characteristics of a reflective professional who monitors and evaluates one's professional activities with the goal of continual growth and development.
• Facilitates communication of district literacy goals among district, campuses, and classrooms.
• Demonstrates thorough understanding of the district Professional Learning Committee's (PLC) Framework to ensure standards alignment and rigorous planning.

Safety

• Performs preventive maintenance on tools and equipment and ensures equipment is in safe operating condition.
• Follows established safety procedures and techniques to perform job duties, including lifting and climbing; operates tools and equipment according to established safety procedures.
• Corrects unsafe conditions in the work area and promptly reports any conditions that are not immediately correctable to the supervisor.

Supervisory Responsibilities

• None.

Personal Work Relationships

• All Fort Worth ISD employees must maintain a commitment to the district's mission, vision, and strategic goals.
• Exhibits high professionalism, standards of conduct, and work ethic.
• Demonstrates high-quality customer service; builds rapport/relationship with the consumer.
• Demonstrates cultural competence in interactions with others; respects co-workers; communicates and acts as a team player; promotes teamwork; responds appropriately in confrontational situations.

Other Duties as Assigned

• Performs all job-related duties as assigned and in accordance with Board rules, policies, and regulations. All employees are expected to comply with lawful directives in rare situations driven by need where a team effort is required.

Knowledge, Skills & Abilities

• Knowledge of federal and state guidelines and district policies and procedures regarding education and students.
• Knowledge of the science of teaching reading (STR), research-based instructional strategies (RBIS), current teaching methods, educational pedagogy, and differentiation of instruction are necessary to create effective and productive student-centered learning environments specific to EB students.
• Knowledge of assigned content facts, concepts, theories, and principles being taught.
• Knowledge of data information systems, data analysis, and the formulation of action plans.
• Knowledge of correct English usage, grammar, spelling, punctuation, and vocabulary.
• Knowledge of multicultural diversity issues in the workplace.
• Skill at the intermediate level, working with Microsoft Office 365, especially Outlook, PowerPoint, Excel, and Word.
• Skill in demonstrating multicultural experiences and experience with second language learners.
• Skill in planning and providing professional learning, technical assistance, and consultation; lesson planning with multiple core-area teachers; leading and developing professional learning.
• Skill in researching and interpreting relevant data.
• Skill at the college level in writing, speaking, and interpersonal communication skills, including English and grammar usage principles.
• Ability to be flexible with personal time, to work after school or on Saturdays to provide professional learning activities and facilitate/accomplish other needed activities.
• Ability to conduct classroom observations and decide what professional learning to provide.
• Ability to consider students' academic, social, and emotional needs in making decisions about academic settings and accommodations for individual students.
• Ability to facilitate and conduct group meetings.
• Ability to handle office files and records of a confidential nature.
• Ability to schedule dual language participants into appropriate learning activities.
• Ability to aggregate/analyze student outcome data; gain and communicate insights to teachers.
• Ability to work effectively in collaborative teams and to lead and direct PLCs.
• Ability to communicate effectively orally and in writing with staff and the community in a multi-ethnic educational environment.
• Ability to engage in self-evaluation concerning performance and professional growth.
• Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

Travel Requirements

• Travels to school district buildings and professional meetings as required.

Physical & Mental Demands, Work Hazards

• Tools/Equipment Used: Standard office and instructional equipment, including computers, peripherals, and Promethean Board.
• Posture: Prolonged sitting and standing; occasional stooping, squatting, kneeling, bending, pushing/pulling, and twisting.
• Motion: Frequent repetitive hand motions, including keyboarding and mouse use; occasional reaching.
• Lifting: Occasional light lifting and carrying (less than 15 pounds).
• Environment: Works in an office or classroom setting; may require occasional irregular or prolonged hours.
• Attendance: Regular and punctual attendance at the worksite is required for this position.
• Mental Demands: Maintains emotional control under stress; works with frequent interruptions.

Minimum Required Qualifications

• Education:
  • Bachelor's degree from an accredited college or university required;
  • Master's degree from an accredited college or university with a focus on on literacy or a related field preferred.
• Certification/License:
  • Valid Texas Teaching certification required;
  • House Bill 3 Texas Reading Academy certification preferred (if not certified, must complete certification within the first year of hire as aligned with the requirements of HB3 TRA);
  • Valid Texas Teaching ESL or Bilingual certification preferred.
• Experience:
  • 4 years teaching Reading (RLA) or English Language Arts (ELAR) required;
  • Experience with a diverse student population, especially in a large multicultural urban district, preferred;
  • Experience facilitating or presenting professional learning preferred;
  • Experience as an Instructional Coach, department head, team lead, grade level lead, or Lead Content Teacher preferred.
• Language: Bilingual (English/Spanish) preferred in some settings.

This is a grant-funded position and is contingent on the availability of funds.
This document is intended to describe the general nature and level of work being performed by people assigned to this job. It is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.