Instructional Coach

Reports To: Principal

Duty Days: 192 days

Wage/Hour Status: Exempt

Pay Grade: I00

Updated: 3/2024

Qualifications:

Valid Texas teaching certificate in appropriate grade levels


Five years teaching experience in related grade band preferred


Master's degree in an education-related field preferred


Leadership experience working with adults (department chair, team lead, mentor, etc.)


Evidence of ongoing professional growth


Working knowledge of research-based instructional best practices


Ability to access and analyze state standards in any content area


Working knowledge of assessment and data analysis


Working knowledge of effective professional learning practices and characteristics


Organizational, communication, and interpersonal skills


Emotional intelligence to work cooperatively and effectively with colleagues


Growth mindset in the abilities of students, colleagues, and self


Proficiency in technology and adaptability to quickly acquire and master new tools

Primary purpose:

The instructional coach is dedicated to enhancing the academic progress of every student by collaborating with classroom teachers in individual and group settings to advance and refine instructional practices. The instructional coach builds the capacity of diverse adult learners through ongoing, job-embedded professional learning to:

• foster a safe and productive learning environment
• develop and deliver high-quality instruction that addresses needs of diverse learners;
• assess student learning and respond to identified student needs;
• reflect and adjust instructional practices; and
• monitor progress of short and long-term student-focused goals.

This leadership position will collaborate with both campus and district staff to support the pursuit of teacher, campus, and district instructional goals.

Major Responsibilities and Expectations:

Leading Yourself

• Prioritizes, manages, and monitors the use of time to maximize the impact of coaching
• Collects qualitative and quantitative data to measure and reflect on coaching effectiveness and attainment of goals
• Remains current on high yield evidence-based instructional methods and coaching practices
• Commits to learning about and supporting the district-recommended pedagogy in each content area, district-approved instructional resources, and student support systems provided
• Interacts with colleagues in ways that result in productive and collegial relationships that honor teacher choice and voice
• Listens, questions, and balances telling with asking to encourage thinking and promote professional growth
• Uses effective verbal, non-verbal, and written communication
• Operates in an emotionally intelligent way by recognizing one's feelings, being cognizant of others' emotions, and responding appropriately
• Demonstrates behavior that is professional, ethical, and responsible
• Models continuous improvement by reflecting on current reality, seeking feedback from stakeholders, engaging in professional learning, and consistently applying learning
• Manifests the conviction that every learner, regardless of age or level of experience, has the capacity to acquire knowledge and skills

Leading Others

• Promotes, communicates, and supports district and campus goals
• Collaborates with the principal to identify instructional priorities; establish expectations of the coach; and review how coaching impact will be measured
• Provides personalized instructional support for teachers and teams to achieve identified goals
• Facilitates job-embedded professional learning for individuals and groups by utilizing data and stakeholder input to identify learning goals and student outcomes, planning research-based learning, supporting implementation and refinement of practices, and evaluating results
• Supports new teachers, new-to-campus teachers, and teacher mentors
• Cultivates the skill sets of teams to function self-sufficiently and interdependently when engaging in collaborative processes to impact student learning
• Supports teachers in long-range planning using the backward design method to align written, taught, and tested curriculum
• Develops teachers' abilities in utilizing data to identify student needs, reflect on the effectiveness of instructional practices, and takes action based on evidence
• Builds teachers' capacity to systematically plan coherent, high-quality, daily instruction using district curriculum to achieve identified student learning outcomes
• Expands teachers' knowledge of district-approved resources, specialized programs, and student support systems
• Assists teachers with effectively incorporating one-to-one technology when designing instruction and assessment
• Analyzes teacher needs to differentiate between instructional and content support and leverages the district's Curriculum and Instruction (C&I) support team to provide targeted assistance as needed
• Collaborates with teachers to identify and meet the cognitive and behavioral needs of all students
• Advocates for students by initiating and engaging in conversations with stakeholders that question status quo, shift perspectives, examine current practice, challenge restrictive mental models, and explore possibilities
• Models for and co-teaches with teachers in the classroom to refine the delivery of instruction and improve student learning
• Partners with teachers in setting and achieving student-focused goals by capturing current reality, learning and refining strategies, and measuring progress toward goal through use of Impact Cycles

Equipment Used:

Personal computer, printer, copier, and instructional technology tools identified for assigned curriculum content areas.

Working Conditions:

• Ability to maintain a positive attitude and emotional control under stress
• Travel within district necessary
• Occasional changes in working hours for professional development and other events
• Frequent standing, stooping, bending, kneeling, pushing and pulling; prolonged use of computer and repetitive hand motions
• Occasional lifting over ten pounds

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.