TOA- Student Support, Creighton Elementary School District

Position:\n \nTOA- Student Support\n \nType: \n \nPublic\n \nLocation: \n \nUrban\n \nJob ID: \n \n135470\n \nCounty: \n \nEast Maricopa\n \nPosted: \n \nAugust 20, 2026\n \nContact Information:\n \nCreighton Elementary School District\n \n2702 E Flower St\n \nPhoenix, Arizona 85016 \n \nDistrict Website\n \nContact:\n \nHuman Resources\n \nPhone: 602-381-6000\n \nFax: \n \nDistrict Email\n \nJob Description: \n \nJOB CLASSIFICATION SUMMARY\n \nThe Teaching and Learning Coach is an instructional coach responsible for improving teacher\n \nefficacy and student achievement in their specialized area of assignment, ensuring safe and\n \neffective educational environments. This position may receive a Level V Addendum (see\n \nAddendum Schedule) for work beyond contract. Foundational Literacy Coach is a grant\n \nfunded do not qualify for an addendum as the position does not include work beyond\n \ncontract.\n \nDISTINGUISHING CHARACTERISTICS\n \nThe Teaching and Learning Coach serves as a catalyst for instructional excellence and\n \nstudent achievement. They partner closely with educators to set meaningful goals, devise\n \nactionable plans, and implement effective teaching methodologies to foster student growth\n \nand positive outcomes.\n \nESSENTIAL DUTIES\n \nThe following are intended to describe core work functions of this classification. While the level\n \nand broad nature of essential duties may not change, specific work tasks will vary over time\n \ndepending on the District's needs.\n\n In-person attendance is an essential function of this classification.\n \nCore Responsibilities (All Coaching Positions):\n \n\u25cf Coaching & Observation: Conduct observations and provide appropriate modeling,\n \ncoaching, and feedback on instruction that meets district expectations. Facilitate\n \ngoal-setting, direct and reflective coaching sessions, and initial planning meetings using\n \ncontent standards, curriculum, and data.\n \n\u25cf Instructional Support: Support the development of all teachers in understanding andimplementing Creighton's curriculum, assessments, and the Danielson Framework for\n \nTeaching. Demonstrate lessons with pre- and post-discussions, analysis, and action\n \nplanning.\n \n\u25cf Data & Culture: Facilitate the Data Wise Cycle by collecting, analyzing, and acting on\n \ninstructional and assessment data. Foster a positive culture of adventurous thinkers,\n \ncollaborative learners, and kind-hearted leaders.\n \n\u25cf Collaboration & Implementation: Collaborate with site and district leaders to support the\n \neffective implementation of district curriculum, expectations, and initiatives. Lead assigned\n \ndistrict-led initiatives and projects.\n \n\u25cf Record Keeping: Maintain organized and accurate records of professional goals, progress,\n \nand coaching services.\n \nSpecific Duties Delineated by Position:\n \n\u25cf Foundational Literacy Coach (Grant Funded - Grade C42)\n \n\u25cb Arizona Department of Education Job Description is included as an appendix in this\n \nClassification Description for further information.\n \n\u25cf Language Acquisition (Grade C42):\n \n\u25cb Assist in the planning and implementation of instruction for multilingual learners,\n \nincluding Targeted and Integrated Structured English Immersion (SEI) and Dual\n \nLanguage Immersion (DLI) programs.\n \n\u25cb Assist in the planning and implementation of a literacy block emphasizing early\n \nliteracy components (phonemic awareness, phonics, vocabulary, fluency,\n \nlanguage).\n \n\u25cb Develop curriculum and resources for language learning.\n \n\u25cf Literacy (Grade C42):\n \n\u25cb Assist in planning and implementing a literacy block for core instruction and\n \nintervention, emphasizing phonemic awareness, phonics, comprehension,\n \nvocabulary, fluency, and language for early literacy.\n \n\u25cb Develop curriculum and resources for literacy and related content.\n \n\u25cf Math (Grade C42):\n \n\u25cb Assist in planning and implementing a math block that includes core instruction and\n \nintervention, emphasizing conceptual understanding, problem solving, fluency, and\n \ncomputational math skills.\n \n\u25cb Develop curriculum and resources for math and related content.\n \n\u25cf Science and The Arts (Grade C42):\n \n\u25cb Assist in planning and implementing a science block utilizing an inquiry approach\n \nvia the 5E framework, phenomenon-based, and three-dimensional learning with\n \nperformance-based assessments.\n \n\u25cb Assist in planning and implementing an Arts block and Physical Education block\n \nfocusing on creativity, skill development, and physical well-being.\n \n\u25cb Develop curriculum and resources for science, arts, and physical education.\n \n\u25cf Student Support: (Grade C42):\n \n\u25cb Assist in planning and implementing classroom management strategies to build\n \ncompetence in emotional regulation, social skills, mindset, and conflict resolution.\n \n\u25cb Collect and analyze class climate and student behavior data to recommend\n \nteaching and learning modifications.\n \n\u25cb Develop curriculum and resources for emotional regulation, social skills, mindset, and\n \nconflict resolution.\n \n\u25cf Exceptional Student Services (Grade C43):\n \n\u25cb Assist in the planning and implementation of instruction for exceptional students and\n \nstudents with special needs. Provide coaching, modeling, and feedback to support\n \ninstruction in research-based special education strategies to meet individualized\n \nstudent achievement goals.\n \n\u25cb Coach and monitor the implementation of compliance requirements based on\n \nstate and federal regulations, including the Individuals with Disabilities Education Act\n \n(IDEA).\n \n\u25cb Provide training and support to designated teachers on compliance, including\n \noversight of the ADE Monitoring Manual/Student Form components and the\n \nimplementation of Alternative Assessments.\n \n\u25cb Support sites in mentoring teachers on special education compliance and\n \ninstructional best practices.\n \n\u25cb Serve as a district representative in Individualized Education Program (IEP) and\n \nMultidisciplinary Evaluation Team (MET) meetings as needed.\n \nKNOWLEDGE\n \n\u25cf Instructional coaching approaches and strategies for teaching adult learners.\n \n\u25cf Subject matter expertise and systematic/explicit instructional processes relevant to the\n \narea of assignment.\n \n\u25cf Arizona content area standards appropriate to the role (e.g., ELA, Math, Science, Arts,\n \nPhysical Education, English Language Proficiency, World Language Standards, Special\n \nEducation).\n \n\u25cf Science of Reading (applicable to Language and Literacy roles).\n \n\u25cf Effective instructional pedagogy, class climate building, and behavior management\n \nstrategies aligned with Domains 1, 2, and 3 of the Danielson Framework for Teaching.\n \n\u25cf Assessment systems, practices, and the Multi-Tiered System of Supports (MTSS) model.\n \n\u25cf District policies, procedures, and organization structure.\n \nSKILLS\n \n\u25cf Facilitating professional learning for adults.\n \n\u25cf Effective time management, written, and oral communication, including the ability to\n \narticulate complex concepts clearly.\n \n\u25cf Establishing and maintaining harmonious working relationships with tact, diplomacy, andpatience.\n \n\u25cf Utilizing a variety of computer-based technologies and equipment.\n \n\u25cf Preferred: Bilingual (Spanish/English) is a plus, and specifically preferred if placed at a\n \nDual-Language Spanish immersion school.\n \nEducation and Experience:\n \nBachelor's degree in education and/or field of teaching expertise; or an equivalent\n \ncombination of directly-related education and experience with a minimum of 3 years of\n \ndocumented successful teaching experience (preferred across multiple grade bands).\n \nLeadership: Demonstrated leadership experience in educational settings, particularly in\n \ncoaching or mentoring roles, with a proven track record of building trust with colleagues,\n \nadministrators, and students.\n \nExpertise: Enthusiasm and expertise in designated focus areas, including curriculum\n \ndevelopment, assessment, and instructional technology.\n \nRequired Certifications/Licenses:\n \n\u25cf Valid Arizona Teaching Certificate and appropriate endorsements for content or grade\n \nlevel of instruction.\n \n\u25cf Arizona Fingerprint Clearance Card (FPCC).\n \n\u25cf Arizona Class D Drivers License\n \n\u25cf Optional Requirement: Arizona Teacher Leader, PreK-12 Endorsement\n \n\u25cf Role-Specific Requirements:\n\n Language Acquisition Coach: Arizona Structured English Immersion, PreK-12\n \nEndorsement\n\n Literacy Coach: Arizona K-5 Literacy Endorsement or similar qualification, or\n \nevidence of progress toward an Arizona literacy endorsement.\n\n Exceptional Student Services: Arizona Special Education\n \nCertification/Endorsement\n\n Foundational Literacy Coach: See Appendix\n \nOther:\n \nOur Beliefs: A Guide for Our Actions\n \nWe Believe In:\n\n Loving each child as our own.\n Mindful, curious, and adventurous learning.\n Safe schools that nurture mind, body, and spirit.\n High expectations that promote academic growth.\n The strength that comes from the diversity of our community.\n \nOur Vision: \n \nCreighton neighborhood schools inspire adventurous thinkers, collaborative learners, and\n \nkind-hearted leaders.\n \nhttps://www.applitrack.com/creightonschools/onlineapp/default.aspx\n\n