Instructional Coach Pool (2024-2025)

Overview
NOTE: Internal HCS employees without previous coaching experience must apply for and be accepted into the Aspiring Instructional Coach LEAD program to be eligible for school-based Instructional Coach roles. The 2024-2025 application for the Aspiring Instructional Coach LEAD program is available on the internal iCims portal from January 8 - 21, 2024. Please visit the HCS Leadership Development page for more information about the program.
The purpose of this job is to lead district efforts to increase achievement for all students and the implementation of Hamilton County frameworks by mentoring, coaching, and assisting teachers with planning, classroom strategies, and best practices.
The role of the HCS Instructional Coach is designed to provide support for teachers in the classroom, as well as to encourage professional leadership roles for teachers in our district. Coaches work side-by-side with teachers to improve student learning outcomes. Coaches spend at least 80% of their time directly supporting teacher development and student learning. Coaches do not merely tell others or demonstrate "how to do it," they actually "do it" themselves as they provide on-going, job-embedded professional learning and support.
Coaches are teacher leaders who assume support roles that include, but are not limited to:

• Peer coaching
• Side-by-side coaching cycles (Planning, Enacting a Lesson/Part of a Lesson, Debriefing)
• Team/collaborative planning
• Co-Teaching and Demonstration Lessons
• Analyzing student data to inform instruction through collaborative team structures (PLCs)
• Assessment
• Action research projects
• Facilitating/participating in professional learning and coaches meetings

Effective professional learning is job-embedded within a safe, positive environment and built through trusting relationships. An effective coach works collaboratively with teachers, principals, and directors to support the school and its educational objectives. An effective coach serves as a positive role model and "thought partner" in a non-evaluative, non-supervisory role to better support teachers to meet the needs of their students in challenging and supportive classroom environments.
Responsibilities

• Coaches, supports and mentors classroom teachers in effective practices.
• Works with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of instructional strategies.
• Serves as a content advisor to teachers and administrators.
• Conducts cycles of support and side-by-side coaching cycles using the student-centered coaching model.
• Conducts regular meetings with classroom teachers to examine student work and monitor progress in order to support teacher reflection and action.
• Conducts demonstration lessons for teachers, teams of teachers, grade levels, or departments utilizing the gradual release model. Plans and develops course of study according to school district and state curriculum guidelines.
• Assists with horizontal and vertical continuity and articulation of standards at the school and district level. Assists teachers with planning, sequencing, and scaffolding of instruction.
• Co-develops specific lesson plans with teachers, using a variety of techniques. Assists classroom teachers with planning of lessons and implementing state standards and best practices.
• Assists teachers in organizing classroom and selecting appropriate and meaningful materials for effective instruction, while grounding the work in Hamilton County curriculum guides.
• Develops and maintains weekly schedules to support teachers. Eighty percent of time must be spent in Teaching and Learning in the following ways:
• Implementing student-centered coaching with excellence
• Partnering with teachers to improve student learning
• Providing effective, targeted and actionable feedback
• Promoting and supporting effective teacher practices, including in remote and hybrid learning environments
• Meets weekly with the principal to develop school and teacher support plans.
• Maintains accurate and consistent documentation of residencies, team meetings and PLCs.
• Reviews a variety of student assessment data to ensure continuous improvement in measurable student performance and achievement. Assists teachers in disaggregating and analyzing district and state assessment data to help guide instructional decisions.
• Uses assessment data to assist teachers and administrators with placement of students in appropriate instructional or intervention groups.
• Plans and presents school-based and system-wide professional learning sessions for professional personnel. Provides follow-up by supporting and coaching teachers in the use of the presented strategies in their classrooms.
• Helps improve instruction by engaging teachers in intensive professional development and promotion of a school-based professional learning community.
• Maintains appropriate licensure and acknowledges that continued employment with the Hamilton County Department of Education is contingent upon providing required documentation to validate licensure in a timely manner.
• Implements district, state, and federal policies, regulations, and laws.
• Participates in faculty meetings, professional development, educational conferences and other activities that promote professional growth and student achievement.
• Works collaboratively with administrators, faculty, and staff.
• Attends work and arrives to work on time.
• Maintains confidentiality.
• Adheres to the Teacher Code of Ethics as defined by Tennessee Law.
• Encourages learning, growth and achievement and demonstrates life-long learning of best practices.
• Establishes positive rapport with administration and staff.
• Attends and participates in all required meetings.
• Attends all summer professional learning sessions. Continues professional growth and strengthens professional teaching, knowledge, skills and strategies through an ongoing program of workshops, seminars, conferences and/or advance course work.
• Must be able to work days past the regular school year (minimum 10 additional days for elementary and middle school coaches. Requirement for secondary coaches is dependent on funding).
• Complies with accounting and financial policies and procedures involving the handling of money and property, as well as other Board policies.
• Use computers and other technology to enter and access information related to essential job functions.
• Performs general/clerical tasks, which may include answering telephone calls, typing documents, making copies, sending/receiving faxes, filing documentation, or processing incoming/outgoing mail.
• May operate a motor vehicle to conduct various work activities.
• Performs other duties as assigned.

Qualifications
Knowledge/Education/Experience:

• Minimum of a Bachelor's degree with certification as specified by state and federal standards for the teaching position held. Master's degree is preferred.
• Minimum of five (5) years of successful teaching experience required.
• Experience in facilitating professional learning is preferred.
• Previous experience working with a district coach is preferred.

Skills/Qualifications:

• Demonstrate excellent verbal and written communication skills to deal effectively with students, educators, parents, and community members.
• Knowledgeable about formative and diagnostic assessments and research based instructional practices.
• Deep understanding of best practices for teaching.

Compensation:
Salary is based on a combination of relevant education and experience.
Salary Scale