School Improvement Coach- Brass Community School

Job Title: Comprehensive Support and Improvement (CSI) School Improvement Coach

FLSA Status: [assigned by HR]

Reports to: Director of Title Programs

Supervises: N/A

Pay Grade: [assigned by HR] Teacher Pay Schedule

Term of Employment: [assigned by HR] 10 Month

JOB SUMMARY

The Comprehensive Support and Improvement (CSI) School Improvement Coach partners with the school's staff and district leadership to drive sustainable academic and attendance growth by implementing data-driven evidence-based strategies tailored to the school''s unique needs.

QUALIFICATIONS

1. Education:

a. Required - Master's degree in education, in-lieu of degree equivalent combination of education and/or experience equal two (2) years.

2. Experience:

a. Required - Five (5) or more years of successful classroom teaching experience implementing a variety of research-based instructional strategies that encourage critical thinking, problem solving, performance skills, and technology use.

b. Preferred- Three (3) or more years of successful experience facilitating adult learning

c. Preferred - Three (3) of more years of instructional coaching experience

d. Preferred- Knowledge of Student-Centered Coaching Framework

3. Certifications:

a. Required- Wisconsin Professional Educator

b. Preferred- Coaching Endorsement

ESSENTIAL JOB FUNCTIONS

1. Partners with teachers in student-centered coaching cycles to design adult learning that is based on specific goals for student learning.

2. Uses data and student work to analyze progress and collaborate with teachers to make informed decisions about instruction that is differentiated and needs-based.

3. Co-plans with teachers to design, implement, and assess learning experiences that utilize research-based, culturally relevant instructional practices, technology and digital information resources.

4. Attends district Instructional Coach meetings as scheduled for the purpose of professional growth and collaboration.

5. Collaborates with building and district leadership to plan and monitor the alignment of coaching and professional learning with CSI goals.

6. Creates an environment of trust and respect that promotes teacher engagement in a continuous school improvement model.

7. Assists in implementing the site's CSI plan and analyzing data to determine effectiveness of the plan in increasing student achievement.

8. Monitors student attendance patterns to identify at-risk learners, collaborates directly with families and school staff to design and implement personalized intervention strategies that remove barriers to consistent school participation.

9. Design and lead targeted outreach initiatives, programs, and communication strategies that empower families as active partners in their children's educational success and strengthen the home- school connection.

KNOWLEDGE, SKILLS, AND ABILITIES

1. Instructional Frameworks: Deep understanding of student-centered coaching cycles, adult learning theory, and evidence-based pedagogical practices.

2. Data Analysis: Proficiency in interpreting complex data sets, including standardized test scores, formative assessments, curriculum based measures and chronic absenteeism trends.

3. CSI Regulations: Knowledge of state and federal school improvement requirements, specifically regarding Comprehensive Support and Improvement (CSI) status and compliance.

4. Intervention Systems: Familiarity with Multi Level Systems of Support (MLSS) for both academic achievement and attendance.

5. Facilitative Coaching: Ability to lead student-centered coaching cycles that result in measurable shifts in teacher practice.

6. Collaborative Planning: Skilled in co-planning differentiated lessons that integrate technology and digital resources to meet specific learning goals.

7. Strategic Communication: Ability to translate complex school improvement goals into actionable steps for teachers.

8. Relationship Building: Ability to establish a high level of trust, encouraging teachers to take risks and engage in continuous improvement.

9. Adaptive Leadership: Ability to pivot coaching strategies based on real-time student work analysis and shifting school-wide needs.

10. Empathy & Cultural Competency: Ability to engage with families from diverse backgrounds with a strengths-based approach to improve the home-school connection.

PHYSICAL DEMANDS

Must be able to remain in a stationary position for long periods of time; occasionally required to move about inside the office to access file cabinets, office machinery, etc.; consistently and repetitively operates a computer and other office machinery such as calculator, copy machine and/or computer printer; regularly required to communicate and exchange accurate information with administration, staff, and the public. Occasionally be required to lift up to 20 pounds unassisted.

POSITION DESCRIPTION

To perform this job successfully, an individual must be able to perform the essential job functions consistently and to the satisfaction of the employer. Reasonable accommodations may be made for qualified disabled individuals. This job description is not an exhaustive list, as employees may be required to perform duties not specifically designated within this document, at the employer's discretion. The Kenosha Unified School District reserves the right to modify or interpret this job description as needed.

The Kenosha Unified School District is an Equal Opportunity Educator/Employer with established policies prohibiting discrimination on the basis of age, race, creed, religion, color, gender, national origin, disability or handicap, sexual orientation, or political affiliation in an educational program, activity, or employment in the District. The Superintendent of Schools/designee addresses questions regarding student discrimination, and the Chief Human Resources Officer answers questions concerning staff discrimination.

Created: 5/13/2026

Revised: [date revised]