Instructional Coach and Mentor Coordinator
Must hold a license issued by Virginia Department of Education.
The license position area must be in one of the following areas: Alternative Education, Art, Assessment, Communications, Continuing Education, Curriculum, Distance Education, Elementary, English, Federal Programs, Foreign Language, Language Arts, Mathematics, Music, Outdoor Education, Physical Education, Reading, Science, Social Studies, Special Education, Technology, Vocational Education.
The license must be in one of the following grades: Kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th.
GENERAL DEFINITION OF WORK: The Instructional Coach serves as part of a divisional leadership team providing job-embedded and ongoing professional, growth producing reflection and learning for teachers. Provides support to division leaders, principals, instructional supervisors, and other teacher leaders as they analyze student learning, and plan formative professional learning experiences; provides professional development and guidance for teachers to enhance their content knowledge and instructional strategies, incorporating best practices; works with the Director of Instruction providing enriching, need-based professional development as well as with Human Resources to provide mentoring for new teachers. Provides input to support division leaders in the implementation of the Fauquier County Public School (FCPS) Strategic Plan. ESSENTIAL FUNCTIONS/TYPICAL TASKS: Builds the intellectual capacity of school staffs to meet the learning needs of all students. (These are intended only as illustrations of the various types of work performed. The omission of specific duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.) - Participates in professional development to acquire contemporary global learning knowledge and skills to effectively impact the instructional practices for teachers. Current research-based knowledge will inform the coaching role. - Provides instructional leadership and mentoring. - Builds and maintains meaningful and confidential relationships with teachers. - Collaborates across school staffs to identify student learning needs and barriers as schools organize and implement problemsolving actions. - Collaborates with teachers by listening and questioning to formulate next steps and solutions. - Engages in reflective conversations in which coach and teaching think collaboratively. The coach is non-supervisory and nonevaluative. The coach advocates for, facilitates, and co-constructs growth-producing feedback exchanges among teachers. - Supports teachers to improve and sustain student achievement through demonstration lessons, co-planning, co-teaching, and facilitation of teacher reflection. - Works with instructional staff to analyze data relative to student learning and align the curriculum to ensure proper pacing of curriculum and development. - Shares current research on best practices with fellow teachers. - Assists teachers in adapting the curriculum to provide individual, small-group, or remedial instruction to meet the needs of all students. - Facilitates high-quality professional learning opportunities, working with teachers (in teams or individually) to enhance their knowledge and skills (contexts for professional development may include thought-provoking in-class coaching, inquiry-based observing, modeling of best instructional practices, guiding teachers as they analyze student work, assisting teachers to develop lesson plans based on student needs, supporting data analysis, supporting the systemic integration of technology, etc). - Supports delivery of ongoing professional development aligned with Division priorities. - Maintain frequent contacts and provide assistance to new teachers, lead mentors, mentors, and other teacher leaders. - Conducts regular meetings with new teachers to assist with adjustment to division and school. - Assists counseling to ensure proper placement and open curriculum access for all students. - Helps principals to facilitate training and professional growth for support staff (i.e. substitute teachers, instructional assistants, bus drivers, food services, and other instructional staff). - Demonstrates expertise in the use of data for making instructional and professional development decisions, meeting individual teachers’ unique needs over time. - Works as an equal partner with both novice and experienced teachers, spending the majority of time working in classrooms (i.e. modeling, observing, co-teaching, debriefing). - Does related work as required.