Description
Description: Instructional Coach - Elementary - Locations TBD
Terms of Employment: 10 month position - grant funded position
Reports to: Building Principal
Salary: Current teacher salary schedule
Minimum Qualifications:
Bachelor of Science and Certification in Early Childhood/Elementary Education
Master's Degree in Education with Reading/Special Education certificate preferred
At least 3 years classroom teaching experience required with successful experience at the Pre-K - Grade 2 level
Working knowledge of the Science of Reading practices and how to differentiate instruction to meet student needs
Evidence of instructional leadership at the elementary building/district level (i.e., leadership teams, curriculum work groups, PL facilitator, New Teacher Mentor, etc.)
Advanced training in the area of literacy (i.e., LETRS, Orton Gillingham, AIMS Pathway, etc.) preferred
Other Duties:
Performs other duties as assigned.
Work up to five days during the summer months to support ongoing professional learning initiatives and district curriculum development efforts.
Provide evidence based professional learning to support building and district initiatives after school and during summer months as needed.
Description:
The Elementary Instructional Coach serves as a key member of the Teaching and Learning Team, providing job-embedded professional learning, instructional support, and leadership to improve teaching effectiveness and student achievement. This position supports classroom teachers in implementing evidence-based instructional practices aligned with district curriculum and standards, with a focus on continuous growth and equitable outcomes for all students.
Essential Duties and Responsibilities:
Work collaboratively with district staff, building administrators and teachers in the areas of:
Professional Development
Plan and provide training and ongoing support that encourages teachers to reflect on their practice, on their students' performance data, and on developments in each content area to extend their knowledge and improve their teaching; this professional development could be a part of the school's PLC structure or a stand-alone model.
Serves as part of a professional network of instructional coaches to plan and implement ongoing professional learning opportunities throughout the school year after school and during the summer.
Provide individualized support and job-embedded professional development for teachers at the building and district level.
Demonstrates a commitment to ongoing professional development to maintain and deepen expertise in evidence-based instruction by engaging in personal professional development to include, attending relevant training and conferences and applying new learning to instructional coaching and curriculum design.
Curriculum and Instruction
Support teachers in implementing State and National Standards across content areas by guiding the use of district-adopted curriculum, facilitating unit and lesson internalization, and ensuring coherence and alignment across grade levels.
- Collaborate with teachers to design rigorous, standards-aligned instruction and assessments, grounded in evidence-based practices and responsive to student learning needs.
Model effective instructional strategies in literacy, math, science, and other subjects, and recommend instructional improvements based on classroom observations, student data, and ongoing reflection.
Facilitate professional learning communities (PLCs), grade-level team meetings, and collaborative planning
Provide co-planning support during the lesson internalization process by supporting teachers with incorporation of research based teaching moves that have the greatest impact on student learning outcomes.
Support teachers with deepening understanding of the DTGSS framework and how it can be used to support their teaching practice.
Assessment and Data Analysis
Schedule, administer, communicate and coordinate accountability, screening, progress monitoring and diagnostic assessments including Acadience and STAR, SBAC etc..
Assist teachers in examining student assessment data and helping teachers create appropriate interventions or create student, grade, school, and/ or district goals through PLC’s. Engages teachers in data analysis and goal-setting through State of the School (SOS) activities.
Serves as an integral part of the Multi-Tiered Systems of Supports (MTSS) to help determine specialized instructional and behavioral supports.
Coaching and Inclusive Practices
Engage teachers in coaching cycles that include goal-setting, modeling, co-teaching, observation, and feedback
Provides and assists new staff with personalized support, including but not limited to tools and resources to help them acclimate to the culture of their building in a safe, supportive environment.
Model for colleagues the identification, exploration, evaluation, curation, and adoption of new digital resources and tools for learning.
Promote the use of instructional frameworks, best practices, and research-based methodologies by facilitating collaborative planning, modeling effective instruction, and coaching teachers to internalize and apply high-impact strategies aligned to the standards.
Ensure instructional coherence across grade levels by aligning curriculum implementation through vertical planning, leading data-informed instructional discussions, and supporting consistent use of instructional routines and academic language across classrooms.
Foster a culture of reflection, risk-taking, and continuous growth
Support planning for differentiated Tier I instruction to meet the diverse needs of learners, including students with IEPs and multilingual learners
Leadership and Collaboration
Work collaboratively with the building principal to engage in classroom visits focused on implementation of instructional priorities providing insights into possible professional learning opportunities
Serve as a liaison between district initiatives and classroom practice
Collaborate with school and district leaders to align coaching efforts with school improvement goals
Participate in district-led training and coaching cohorts to deepen instructional expertise
Participate in and help plan family engagement events, back-to-school nights, and parent orientation sessions.
Contribute to school-wide efforts that foster a positive, collaborative, and professional learning culture
With notice, and consistent with employment commitments, is available to students and parents, within reason, for educational related purposes outside the instructional day.
Serve on school and district committees as assigned.
Physical Demands:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential duties and responsibilities of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to use hand and /or fingers to handle or feel; reach with hands and arms; talk or hear; and taste or smell. The employee frequently is required to stand, walk and sit. The employee must occasionally lift an/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
Standard Requirements:
- Favorable Criminal Background Check and Child Abuse Registry Check for the candidate who is offered employment
- Tuberculin Test and physical
- Mandatory Direct Deposit of paycheck
Interested candidates who meet the minimum qualifications may apply by completing an employment application no later than 11:59 PM on the closing date indicated above. A cover letter, resume and three letters of reference, dated within the last year, are required. Please note that incomplete application packages will not be considered.
Applicants needing special accommodations in the application process of the vacancy announcement may contact the Human Resources office at 302-857-4215.
The Capital School District is an equal opportunity employer and does not discriminate on the basis of race, color, creed, religion, gender (including pregnancy, childbirth and related medical conditions), national origin, citizenship or ancestry, age, disability, marital status, veteran status, genetic information, sexual orientation, or gender identity, against victims of domestic violence, sexual offenses, or stalking, or upon any other categories protected by federal, state, or local law. Inquiries regarding nondiscrimination policies should be directed to the Title IX, District 504 and ADA Coordinators: Capital School District, 198 Commerce Way, Dover DE 19904. Phone (302) 672-1500