Elementary Instructional Coach

 

POSITION PURPOSE: Partners with the administrative team to align the systems and structures of the schools to promote a reflective and collaborative school culture around literacy. Provides job-embedded professional learning to improve the quality of classroom instruction resulting in increased student achievement.

 MINIMUM QUALIFICATIONS:

 KNOWLEDGE, SKILLS, AND ABILITIES

• Extensive knowledge of current literacy standards adopted by the State of North Carolina;
• Extensive knowledge of research-based literacy-rich instructional strategies and curriculum design;
• Considerable knowledge of best practices to influence adult learning;
• Practical oral and written communication skills;
• Critical thinking and problem-solving skills;
• Ability to raise teachers’ consciousness and skillfulness around effective instruction;
• Ability to use multiple data sources for problem-solving;
• Ability to plan and deliver professional development;
• Extensive knowledge and ability to utilize best practices in instructional technology;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, and other stakeholders.

 EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor’s degree from a regionally accredited college or university;
• Five years of teaching experience in elementary education

; § Experience in planning and delivering professional development for teachers;

• Other combinations of applicable education, training, and Experience which provide the knowledge, skills, and abilities necessary to perform effectively in the position may be considered.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be eligible for a North Carolina Professional Educator’s License in Elementary Education;
• Hold or be qualified to hold a North Carolina Professional Educator’s License in Reading.

PREFERRED QUALIFICATIONS:

• Master’s degree in Reading;
• Experience in grades 3-5, specifically with mCLASS, Letterland, and Daily Cafe;
• Education or professional development in literacy

POSITION DESCRIPTION

 ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Supports the implementation of adequate literacy instructional strategies by helping teachers select and implement the most appropriate method to meet the learning needs of students; demonstrates, co-teaches, or observes and offers feedback to teachers; provides guidance to teachers on differentiating instruction and selecting the best strategies for learning; understands and can teach others how to integrate literacy strategies in a variety of content areas.
2. Raises teachers’ consciousness and skillfulness around effective literacy instruction and increases the quality and effectiveness of classroom instruction by facilitating teacher reflection on their practices and behaviors, establishes a plan of action, and monitors progress towards goals; co-plans lessons and strategies with the teacher; observes and provides feedback on instruction/strategy through reflective conferences; has a deep understanding of curriculum/instructional strategies including data collection and analysis.
3. Supports implementation of state literacy standards through well-designed curricula; participates in curriculum design at the school and district level.
4. Designs and delivers adequate differentiated professional learning opportunities focusing on literacy to develop knowledge, skills, and behaviors.
5. Supports professional learning teams by focusing on what directly affects student learning; creates a collaborative environment amongst teachers.
6. Leads teachers to self-awareness and self-directedness through a reflective cycle that fosters a culture of growth.
7. Works collaboratively with the school’s formal leadership to design, implement, and assess school change initiatives to ensure alignment and focus on the intended results.
8. Engages in reflection of own practice, including analysis of support provided to school staff, the effectiveness of coaching cycles, and quality of staff-coach relationships; and participates in professional learning opportunities for growth.
9. Performs other related duties as assigned. WORKING CONDITIONS: PHYSICAL ENVIRONMENT Must be able to use various office equipment such as computers, scanners, and copiers. At times requires the ability to lift, carry, push, pull, or otherwise move objects up to ten pounds. Due to the amount of time spent standing and walking, physical requirements are consistent with those for sedentary work. WORK ENVIRONMENT Must be able to work in an office and school environment and come into direct contact with school system staff, students, parents, and other stakeholders.

EFFECTIVE DATE: 6/2015

 

 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills the employees assigned to this position require. With HR review and approval, the supervisor may revise this description at any time.