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Form of workJob Description
RECOMMENDED BY: Building Principal
EVALUATED BY: Building Principal
REPORTS TO: Building Principal
SALARY/DAYS/BENEFITS: Salary, number of days, and benefits will be determined by the Board
**This is a grant funded position
SUMMARY: The Instructional Coach will assist in increasing the quality and effectiveness of teaching and learning. The Instructional Coach will co-plan with individual teachers and teams, model lessons, and engage in co-teaching cycles that align with Indiana’s Initiative for Early Literacy.
EDUCATION/ LICENSE/EXPERIENCE REQUIREMENTS:
● Bachelor’s degree required, Master’s degree preferred; minimum of five years of
teaching experience
● Expertise related to literacy practice and pedagogy
● Hold a valid Indiana Teacher’s License
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties as assigned.
● Collaborate with educators to:
○ expand educator’s knowledge of the science of reading and other research,
○ implement professional development on high-quality instructional practices aligned with the science of reading research,
○ assist in instructional planning with individuals and groups of teachers,
○ conduct mini and full coaching cycles that target student outcomes,
○ provide training on the use of formative assessment data to drive classroom instruction based on the science of reading research, and
○ ensure that student achievement and growth data is routinely collected, reported, and used to drive instructional decisions at the school and classroom levels.
● Collaborate with school leaders and stakeholders to:
○ model continuous learning, maintain current progress, and serve as a thoughtful leader for student literacy in the school, and
○ partner with cadre leadership related to the goals of Indiana’s Initiative for Early Literacy
● Establish and maintain effective relationships and communication with students, educators, administrators, and other cadre personnel
● Engage in continuous growth and development in learning in early literacy and coaching pedagogy and practice.
● Read, analyze, and interpret professional journals, articles, and texts.
● Provide professional development to staff based on learning at Collaboration Network sessions.
● Effectively present information and respond to questions
● Solve practical problems and offer solutions that align with early literacy instructional practices.
● Maintain current school-level data and anecdotal records on coaching cycles and work with teachers and administrators.
● Create and maintain a shared coaching calendar, making the calendar accessible to teachers and administrators.
● Perform duties in compliance and accordance with all IDOE requirements, district
requirements, and Board of Trustees policies.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed above represent the knowledge, skill, and ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
LANGUAGE SKILLS: Ability to read and analyze, and interpret educational periodicals and professional journals, technical procedures, or governmental regulations. Ability to write reports, correspondence, and administrative procedures. Ability to effectively present information and respond to questions from groups of administrators, staff, and the general public.
MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry. Ability to apply fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY: Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret various technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
OTHER SKILLS and ABILITIES: Must speak on demand to large groups. Must be able to transport between school buildings, districts, and cities. Ability to apply knowledge of current research and theory in a specific field. Ability to establish and maintain effective working relationships with students, staff, and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.
PHYSICAL DEMANDS: The physical demands described here represent those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
While performing the duties of this job, the employee is regularly required to stand, sit, walk, talk, and hear. The employee is occasionally required to use hands and fingers to handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move 10 to 20-pound items. Specific vision abilities required by this job include close vision, distance vision, and depth perception.
WORK ENVIRONMENT:The work environment characteristics described here are representative of those an employee encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day.
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual currently holding this position and additional duties may be assigned.
