Instructional Coach K5 - 2Nd Grade

The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to Common Core and Data Driven Instruction. An Instructional Coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All Instructional Coaches work collaboratively as a team with building administrators and instructional leadership staff. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The Instructional Coach will demonstrate and model a passion for urban education reform and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues. 

Essential Duties & Responsibilities:

• Roles and responsibilities of this position include but are not limited to: 
• Provide modeling of effective instructional techniques and data collection/analysis within PD session, co-teaching, staff meetings, and 1:1 conversations with teaching staff.
• Support the instructional development of all teachers in understanding the CCSS curriculum and varied assessments, the Framework for Teaching, and data analysis.  
• Build strong relationships with teachers, administrators, and other coaches.  
• Provide direction and coordination for how the curriculum is taught consistent with District initiatives and recognized best instructional practices. 
• Create an articulated schedule with building administration.  
• Assist teachers in understanding the United Community Center’s mission and core values.  
• Provide technical support to collaborative teams within buildings. 
• Support the onboarding of newly hired staff by providing information on school expectation, lesson plan preparation, professional culture, and curriculum and instructional practices.
• Recommend professional resources, tools, and materials to teachers that will support and enhance classroom instruction and planning.
• Support teachers and administrators in using data to improve instruction on all levels.  
• Support with data and assessment coordination (coordination of standardized testing, data discussions with teams, compiling and analyzing data for school leadership and staff)
• Assist teachers with intentional planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.  
• Support teachers by helping with the ―strategic how of teaching -- share multiple instructional strategies/processes with teachers during planning times. 
• Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success.  
• Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs. 
• Develop coaching plans for teachers to ensure student improvement.  
• Utilize Adult Learning Theory to motivate adult learners to improve professional practice.  
• Contribute to the development systems and structures to improve teacher practice within schools.  
• Provide job-embedded informal professional learning beyond the coaching responsibility. 
• Submit a weekly coaching log and any pertinent data requests/coaching documentation to the building principal. 
• Attend summer training sessions and any professional development identified by building and/or district administration.
• Discuss set weekly instructional goals by building administrators for teachers and assist in designing an observation schedule to provide feedback on teachers’ progress in meeting those goals; 
• Oversee curriculum development and student assessment-related systems; 
• Support special education and ELL inclusion program, monitor the effectiveness of inclusion, and provide feedback and support to create a high-quality inclusion program; 
• Develop and lead instructional professional development 
• Monitor academic progress of students throughout the year
• Engage in weekly PLC meetings with grade levels and/or subject area teams as determined by the building principal.

Non-Essential Duties: 

• Performs any and all other duties as assigned. 

Job Specifications:

To perform this job successfully, an individual must be able to carry out each essential duty in a satisfactory manner. The job specifications listed below are representative of the education and experience as well as the knowledge, skill and/or ability (KSAs) required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Requirements:

SPECIAL QUALIFICATIONS: 

• Certified in any specific teaching area 
• Minimum 5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.
• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.  
• Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.  
• Proven ability in using student-level data to guide instructional decisions.  
• Understanding and experience with NWEA and WI State assessments, preparation, implementation, and coordination.
• Demonstrated Teacher Leadership. 
• Strong pedagogical knowledge and content expertise.  
• Demonstrated expertise in oral and written communication which includes the capability to be supportive, yet candid with teachers and administrators. 
• Strong interpersonal skills.  
• Exhibits an awareness of current educational research and can speak to instructional strategies that enhance student learning.

TEAM MANAGEMENT AND LEADERSHIP:

• Develop and support a culture of reflective practice among teachers 
• Effectively collaborate with school administrators, teachers, colleagues, families.
• Plan and support facilitation of professional development 
• Develop positive interpersonal relationships among staff members 
• Provide consistent and high academic and behavioral expectations for students 
• Communicate effectively with school administrators, students, families, and colleagues 

CURRICULUM AND ASSESSMENT DESIGN: 

• Communicates effectively with building and district administrators.
• Facilitate weekly meetings to analyze student work, review information regarding classroom assessments, and plan for instruction 
• Ensure student mastery of state and school academic and behavioral standards; 
• Design and implement assessments that measure progress towards academic standards; 
• Use assessment data to refine curriculum and inform instructional practices; 
• Provide feedback to building and district leadership on the developing, implementing, and revising of curriculum maps 

INTENDED OUTCOMES AND SUCCESS MEASURES: 

• Improve student and teacher performance in targeted areas as identified. 
• Increase in Professional Learning opportunities and participation of staff across the district. 
• Change in teaching practices.
• Improve student academic growth as observed through MAP data, Forward data, Summative assessments, and EE data

OTHER:Accepts and follows through on other responsibilities as assigned by the School or Agency Administration.

WORKING RELATIONSHIPS:  Reports to and is evaluated by the Principal; works with all levels of administration; interacts with all staff on an as needed basis.

REQUIRED EXPERIENCE OR TRAINING:  Bachelor Degree in education; three years teaching experience required; must have strong leadership and communication skills; valid Wisconsin teaching license

OTHER SKILLS AND ABILITIES:  Ability to read, analyze, and interpret general business and educational periodicals, professional journals, technical procedures and governmental regulations.  Ability to write reports, business correspondence, and procedural manuals.  Ability to effectively present information.  Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables. Ability to speak clearly and concisely both in oral and written communication.  Ability to perform duties with awareness of all agency requirements and school policies.

PHYSICAL DEMANDS:  While performing the duties of this job, the employee is required to walk, stand, talk and hear.  Specific vision abilities required by this job include close vision, the ability to focus and the ability to adjust focus.  The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people.  The employee is frequently required to work irregular or extended hours.

WORK ENVIRONMENT:  The noise level in the work environment varies, in the office, it is generally quiet; when out in the building, it may be loud; during meetings, the noise level is moderate; the schedule is generally hectic.

ACKNOWLEDGEMENT:

This job description outlines the general nature and level of work required of any employee assigned to this position. It does not intend to imply these are the only duties and responsibilities assigned to the job. The employee may be required to perform other job-related duties, as requested by the position’s manager(s), the Executive Director and/or Board of Directors. All is subject to change and possible modification to address changing business conditions and reasonably accommodate individuals with a disability.