JOB GOALS: Under general supervision of the Director of Schools or designee , the Instructional Coach will utilize data to support staff in developing and improving learning opportunities for students. Provide coaching support for elementary, middle or high school teachers. Coach will ensure that student achievement data drives instructional decisions at the classroom and school level.
REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below.
This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with
this classification, but is intended to reflect the principal job elements accurately.)
ESSENTIAL JOB DUTIES:
- Support teacher growth in implementing the core academic instructional initiatives to enable achievement for all students through regular classroom observations and teacher feedback sessions.
- Provide academic collaborative support to teachers through problem solving, modeling lessons, scheduling opportunities for peer observations, and conducting mini training sessions.
- Provide assistance in blending core content knowledge and knowledge of differentiated instruction for core academic teachers.
- Support academic teachers by sharing materials and strategies to meet the needs of all students. Develop and prioritize intervention goals, based upon the Title I and other restricted resources disaggregation process to generate solutions. Track, maintain, organize Title I and other restricted resource student core academic achievement data, in an effort to make timely and appropriate decisions about curriculum assessments and instruction as it relates to Title I,Part A and other restricted resources and other restricted resources and other restricted resources and other restricted resources and other restricted resources.
- Facilitate and organize the quarterly assessment process as well as the regrouping of students and determination of tutoring needs based on students' mastery as it relates to Title I, Part A and other restricted resources.
- Collaborates with school leaders and meets regularly with the leadership team to design, implement, align, and assess school change initiatives to ensure alignment and focus on intended results to improve Title I, Part A and other student growth and achievement.
- Monitor Title I and other restricted resources' student achievement to ensure that every child is making adequate progress. Communicates Title I and other restricted resources' student progress with parents, staff, other school leaders, and district.
- Performs other duties assigned as it relates to Title I, Part A and other restricted resources.
- Provides coaching and modeling in AIMS organization instruction, lesson design, instructional delivery and assessment related to English language arts, English language development, social studies, science and math. Effective teaching and learning strategies for English Learners, students with disabilities and students with diverse learning needs will be a priority, as needed.
- Conducts demonstration lessons, one on one observations, coaching and facilitates group observations to ensure site level staff have been trained to an advanced level of delivery and are using the instructional materials as designed, as needed.
- Supports site level staff in collaborative grade level and/or department meetings as assigned to assist in the analysis and utilization of assessment data to improve student achievement, as needed.
- Maintain professional competence through participation in professional development activities as provided by district, county, state and other consultants.
QUALIFICATIONS:
- Preferred multiple Subject Credential with English Learners Authorization Code ELA1, CLAD or BCLAD
- Preferred advanced course work and/or training in subject matter content,
- Five years of successful teaching experience.
- Fingerprinting and TB test required
KNOWLEDGE AND ABILITIES:
- High level of understanding of the assigned core and intervention subject matter.
- Experience working with groups in curriculum development or related fields.
- Experience in planning and delivering professional development activities.
- Experience in site/teacher leadership roles (i.e., grade/department lead, BTSA support provider, leadership teams, etc.)
PHYSICAL ACTIVITY REQUIREMENTS:
Minimum Work Position (Percentage of Time):
Standing: 30 Walking: 40 Sitting: 30
Minimum Body Movement (Frequency): 4
None (0) Limited (1) Occasional (2) Frequent (3) Very Frequent (4)
Lifting (lbs.): 50 Lifting: 2 Bending: 3
Pushing and/or Pulling Loads: 1 Reaching Overhead: 1 Kneeling or Squatting: 3
Climbing Ladders: 1 Climbing Stairs: 4
NON-DISCRIMINATION: AIMS College Prep Charter District does not discriminate on the basis of race, color, religion, gender, marital status, ancestry, political affiliation, age, sexual orientation, disability, medical condition, national origin, or mental or physical handicap in any of its policies or procedures related to admissions, employment, educational services, programs or activities.
Effective:
Board Approved: Pending Board Approval