Instructional Coach - Multiple Positions Available
Position Type: Instructional Coach
Location: TBD Location - Building Based
Date Available: Aug 2020
Closing Date: Until Filled
Job Title: Instructional Coach
Department: Building Based and Teaching and Learning Department
Reports To: Building Principal and Lead Coach
Terms: 180 school days
Job Description: 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 the 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 members of the Teaching & Learning Department. 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.
Job Summary: The Elementary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction. In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers in support of the school improvement action plan.
Primary Responsibilities: The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
Classroom Supporter (Partner)
Co-teaches and models strategies and techniques that ensure rigorous core instruction for all learners
Co-plans instructional units with teachers using backward design and effective instructional practices
Observes teachers and provides feedback with a focus on students’ academic achievement
Conducts teacher-driven conversations to promote reflection and to identify next steps.
Provides timely and specific feedback that helps learners grow and improve instructional practices
Understands effective instructional practices, instructs teachers in these practices and models the practices
Supports teachers’ individual and group efforts aligned to all students’ needs and to implement core instruction
Supports teachers in using differentiated instruction
Helps teachers select and implement appropriate instructional practices
Leads district and building professional development
Leads professional development for new staff during new teacher orientation
Supports teachers’ use of data to determine appropriate instruction
Helps teachers understand state standards for proficiency at all grade levels and in all content areas
Helps teachers use multiple sources of data
Helps teachers use student work to identify information about their learning (formative assessment).
Facilitates individual and group reflections about student growth
Develops relationships with adults that lead to increased rigor, change in practice, reflection, and schoolwide collective efficacy that promote student achievement
Plans for high-quality professional learning that is integrated and embedded into day-to-day teaching and learning and that aligns with the school and district visions and missions
Facilitates teacher collaboration through structured learning opportunities and coaching conversations
Uses local, state, national standards, and research to design and deliver professional learning
Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators.
Use technology resources to enhance teaching and learning
Attend professional development and scheduled meetings as requested
Identify key areas and methods of communication with teachers concerning instructional practices
Experience with the implementation of NWEA as required by the school authorizer Act as an advocate for the school at various events
Respond to email and voicemail in a timely manner
Maintain a positive working relationship with faculty, staff, board members, parents, students, authorizer, and community
Illinois Professional Educator License
Required - Four years of classroom teaching experience with summative evaluation ratings of excellent in the past 2 years
Suggested - Endorsements in any of the following: Mathematics, MS, Elementary Education, Instructional Coaching, Curriculum and Instruction or Teacher Leader Program.
Demonstrated knowledge of data driven instruction.
Two or more years of experience implementing the NWEA assessment program.
The employee must have foundational knowledge of district curricular standards and targets; State of Illinois learning standards; best practices in teaching; differentiated instruction; successful classroom management strategies; and other related curriculum objectives.
Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators
The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved resources, classroom textbooks, teacher manuals, technology, and assistive technology. While performing the duties of this job, the employee works in a classroom setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment. While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and classroom tools. The employee is occasionally required to sit; climb or balance, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 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. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After-hour work may be required. Must be able to work under stressful conditions.
Dexterity and physical condition to maintain a rigorous work schedule and meet standards of
physical and mental health. To perform this job successfully, an individual must be able to
perform each essential duty satisfactorily. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the position. Individuals must maintain a professional attitude and appearance. Regular and consistent work attendance.