District Instructional Coach - ELAR
Job | Posted 6 days ago
Position Title: District Instructional Coach ELAR (3rd & 12th)
Position Type: Salaried ($59,808 annual) / Exempt
Position Hours: Full-Time, Monday-Friday
Length of Term/Employment: 205 days/ At-will
Reports To: Executive Director of Curriculum, Instruction, and Special Programs
Position Mission: The role of the Instructional Coach is to provide support, guidance, and training to administrators and teachers in research-based instructional strategies within their applicable content area. Emphasis will be on classroom observations, providing professional development, modeling instructional strategies in classrooms, planning collaboratively with teachers and colleagues, helping teachers make data-driven decisions, and maintaining a schedule of follow-up coaching/mentoring experiences. If executed properly, this role should help to ensure fidelity and consistency are mainstays in the implementation and execution of our district curriculum.
Position Minimum Qualifications:
- Must possess a Bachelor’s Degree from an accredited Institute of higher learning. Alternative Certification Program Certifications are accepted.
- Must possess teaching certification from State Board for Educator.
- Candidates must be able to and are required to routinely travel to all campuses in Kingsville, Harlingen, and Brownsville.
- Minimum of 5 years of classroom teaching experience in secondary mathematics
Job Duties: Instructional Coaches should collaborate with administrators and teachers at every grade level, who are responsible for administering and teaching applicable content area to achieve the following:
- Plan, research, and implement professional development in research-based reading strategies and interventions with Title I teachers and classroom teachers, especially those serving at-risk students.
- Model effective strategies, teach demonstration methods or collaborative lessons in the classroom, and coach teachers in effective research-based instructional strategies in applicable content area in classrooms serving all students, but especially those at-risk students.
- Provide support, coordination, and facilitation for Title I co-teaching teams who focus on at-risk students.
- Serve as a resource for campus administrators and teachers by researching and recommending strategies, ideas, or materials that can enhance instruction and support teachers of Title I students failing or at risk of not meeting academic standards.
- Guide and assist teachers with understanding how to assess students for identification and placement in the Title I program through state and district based criteria.
- Guide the learning process toward the achievement of curriculum goals, and assist teachers as needed in establishing clear objectives for lessons, units, and projects.
- Share a variety of instructional techniques and instructional media consistent with best practices with all campus admin and teachers, while considering specific content knowledge, physical limitations of the space provided, and the needs/capabilities of the individuals or student groups involved.
- Assess campus effectiveness through observations, authentic performance, and more formal methods, in an ongoing manner, providing feedback to teachers, and administrators
- Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
- Provide professional support to campus teachers, and recommend possible professional development opportunities that will facilitate their growth
- Maintain and improve professional competence.
- Maintain a professional relationship with colleagues.
- Perform other duties as assigned.
Professional Growth and Development:
- Collaborate with district administrators and colleagues to plan and present professional development opportunities.
Charter & Community Responsibilities:
- Convey the charter’s mission to the public when possible, and encourage support in accomplishing the mission.
- Encourage a constructive, thoughtful climate for learning.
- Promote fairness of students and staff from all cultural backgrounds.
- Communicate with students and staff in an effective manner that promotes and sustains the Jubilee culture.
- Mental Demands/Physical Demands/Environmental Factors:
- Maintain emotional control under stress.
- Frequent and prolonged standing.
- Stooping, bending, pulling and pushing required.
- Move small stacks of textbooks, media equipment, desks, and other classroom equipment and supplies.
- Work week schedule: Dictated by Executive Director of Curriculum
- Adhere to staff dress code.
- Maintains a good working relationship with Jubilee Academies’ staff
- Compile, maintain, and fill all reports, records, and other documents required.
- Actively stays abreast of new developments in education.
The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.