Title:                            Instructional Coach

 
Selected by:                Board of School Trustees by Recommendation of the Superintendent and School Principal
 
Evaluated by:               Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of Professional Personnel.
 
Reports to:                   Director of Federal Programs/Building Principal
 
Terms of
Employment:               185 days.
 
SUMMARY:                   To mentor and support teaching an learning through modeling, coaching, observing, conferencing, and professional development to improve and accelerate student academic achievement.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: 
 

1. Coach teachers to attain specialized reading/math instruction where students thrive: instruction that is explicit, intensive, accelerated, and provides ample practice.
2. Provide teachers with examples of research-based, proven effective best practice in the effective teaching of reading/math.
3. Identify literacy needs within various subject areas and collaborate with teachers and administrators to interpret, use assessment data to improve instruction, and problem solve.
4. Lead faculty in the utilization of formal and informal assessment tools as a means to make sound decisions about student literacy/math needs.
5. Coach classroom teachers in the evaluation of student work and how to monitor progress effectively.
6. Work with the school’s principal and other constituent groups to determine the school’s strengths and needs for improvement in the areas of literacy and math.
7. Coach teachers in best practices of designing, sequencing, and scaffolding of reading /math instruction.
8. Coach RTI teams in effective data review processes and effective interventions for students who are not responding to classroom instruction. Coach teachers in what type of data to bring to RTI meetings.
9. Coach teachers in the interpretation of corporation-wide and standardized test data (STAR, DIBELS, mCLASS, I-Read 3, ISTEP+) and effective interventions based upon said data.
10. Coach teachers in effective use of required academic standards as the key component of developing lesson plans and instructional strategies that meet the needs of diverse classroom.
11. Coach teachers in effective selection of materials and instructional strategies to fit students’ needs and interests.
12. Assure the alignment of reading/math standards, instruction, and measures of learning is systematic and meets the needs of students at all levels.
13. Determine most prevalent instructional skills that are lacking and provide in-service training and follow-up coaching to assist classroom teachers in the use of these strategies.
14. Structure professional activities that are research-based, ongoing, coordinated, and are responsive to student needs revealed by data (e.g. workshops, book studies, classroom coaching).
15. Model research-based instructional strategies and follow-up with teachers as they implement the modeled strategies.
16. Continue professional growth and strengthen professional teaching knowledge, skills, and strategies through an ongoing program of workshops, seminars, conferences, professional readings, and/or other relevant training sessions.
17. Assist school/corporation administrative staff in coordinating professional development in reading/language arts and math.
18. Maintain and promptly submit accurate, complete, and correct records, reports, and other paperwork.
19. Attend and participate in required meetings/trainings and parent conferences.
20. Uphold school rules, administrative guidelines, and Board policies.
21. Lead in the implementation and continuous improvement of our “Literacy Coaching Program.”
22. Perform other duties as assigned.

 
EDUCATION and/or EXPERIENCE
Bachelor’s degree in Education
 
CERTIFICATES, LICENSES, REGISTRATIONS:
Valid Indiana teaching certificate
 
LANGUAGE SKILLS:
Ability to read, analyze, and interpret professional journals, technical procedures, or governmental regulations.  Ability to write reports, correspondences, and procedure manuals.  Ability to effectively present information and respond to questions.
 
MATHEMATICAL SKILLS:
Ability to apply general mathematical concepts such as 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 a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
 
OTHER SKILLS AND ABILITIES:
Ability to establish and maintain effective working relationships with students, peers, parents and community, and ability to speak clearly and concisely in written or oral communication.