Instructional Coach Humanities Instructional Coach

Job Description:

Instructional Coaching Teacher Support

• Provide structured, ongoing coaching to humanities teachers through cycles that may include goal setting, classroom observation, feedback, reflection, co-planning, modeling, and follow-up support.
• Develop supportive coaching relationships that promote teacher reflection, instructional improvement, and professional growth.
• Provide differentiated support to teachers based on instructional goals, professional learning needs, student needs, and schoolwide priorities.
• Support teachers in strengthening instructional practices related to reading, writing, discussion, inquiry, evidence-based reasoning, student discourse, project-based learning, and authentic assessment.
• Conduct classroom visits and walkthroughs to support instruction, identify coaching needs, and help teachers implement effective instructional strategies.
• Model, co-teach, or support demonstration lessons when appropriate.
• Research and share evidence-based instructional strategies that support improved teaching and learning in humanities classrooms.

Planning, Curriculum, and Assessment Support

• Collaborate with humanities teachers to plan units, lessons, learning tasks, and assessments that are standards-aligned, engaging, rigorous, and responsive to student needs.
• Support the integration of ACES Chase Academy's instructional model and Portrait of a Graduate competencies into humanities instruction.
• Assist teachers in designing learning experiences that promote student voice, meaningful collaboration, effective communication, advocacy, and problem solving.
• Support the development and refinement of common instructional practices, common assessments, rubrics, student performance tasks, and interdisciplinary learning experiences.
• Assist teachers in examining student work, assessment results, and other instructional data to identify strengths, areas for growth, and next instructional steps.
• Support teachers in using data from district, teacher-created, and standardized assessments to inform instruction and improve student achievement.
• Collaborate with school and district leaders, as appropriate, regarding curriculum, instruction, assessment, and professional learning needs.

Professional Learning

• Support humanities professional learning communities in developing clear goals, using protocols effectively, examining student work and data, and identifying instructional next steps.
• Assist teacher teams in using collaborative inquiry and data-informed decision-making to improve student outcomes.
• Support PLCs with agenda setting, student work review, calibration, curriculum review, assessment review, and instructional planning.
• Help ensure that PLC work is connected to schoolwide instructional improvement priorities and ACES Chase Academy's instructional model.
• Support teacher leaders in facilitating effective, purposeful, and collaborative team meetings.
• Provide mentoring and instructional support for new humanities teachers.
• Assist new teachers with curriculum planning, instructional routines, assessment practices, classroom systems, and integration into the school community.
• Support new teachers in understanding ACES Chase Academy's mission, instructional model, Portrait of a Graduate, professional expectations, and collaborative structures.
• Serve as a TEAM mentor or support the TEAM process, as appropriate and based on certification.
• Help new teachers reflect on instructional practice, analyze student learning, and develop effective classroom strategies.
• Serve as an active member of the school's instructional leadership team.
• Collaborate with school leaders and teacher leaders to advance instructional priorities and support continuous improvement.
• Contribute to the development, implementation, and monitoring of schoolwide professional learning and instructional initiatives.
• Provide onsite professional learning and staff development related to humanities instruction, instructional strategies, assessment, data use, and schoolwide instructional priorities.
• Participate in relevant meetings, professional learning, instructional rounds, leadership meetings, and school improvement activities.
• Coordinate with other academic coaches and members of the leadership team to support strategic planning, instructional coherence, and schoolwide events.
• Attend meetings and training as directed.
• Maintain appropriate manual and electronic files related to coaching, professional learning, instructional planning, and progress monitoring.
• Perform other duties as assigned.

Valid Connecticut 092 Intermediate Administrator and Supervisor certification.