Instructional Coach Mathematics TI - Barrington Place Elementary

Instructional Coach Mathematics TI - Barrington Place Elementary (2600010B) Job Description Job Overview The Instructional Coach Mathematics TI Elementary School will provide instructional support and coaching to build capacity in Title I campus math teachers to support the implementation of the written curriculum using best practices in instruction, ensuring that each student reaches their academic potential. The coach will apply the coaching cycle, including modeling, math content knowledge support, PLC facilitation, pedagogy, and classroom management support, to implement best instructional practices and provide strong leadership for mathematics teachers on Title I campuses. Position Description Essential Duties and Responsibilities Instructional Leadership Provide and facilitate leadership for Math PLCs and coach teachers on expected processes, protocols, and outcomes for PLCs, including effective planning of instruction, assessment development, data analysis for intervention and enrichment planning, and meeting professional learning goals. Utilize the peer coaching cycle, including tools for observation, to provide feedback on instructional practice and engage teachers in reflective practice. Model and support instructional planning that includes purposeful technology integration and the implementation of blended learning within the learning management system. Collaborate with campus and district leaders to provide job‑embedded learning opportunities promoting the implementation of the written curriculum and the campus/district instructional focus. Collaborate with campus and district leaders to provide ongoing instructional support to math teachers through effective partnership agreements within the coaching cycle. Facilitate the disaggregation of multiple sources of data to make instructional decisions. Develop capacity in math teachers to utilize data from formative and summative assessments to diagnose instructional needs and identify research‑based best practices to close achievement gaps. Provide leadership to support the implementation of conceptual development of mathematics and inquiry‑based math lessons. Facilitate PLC development. Address complaints and resolve problems in a timely manner. Professional Learning Utilize the peer coaching cycle to provide individual and group coaching/mentoring to support the implementation of the written curriculum and instruction aligned to the identified district/campus instructional focus. Collaborate with teachers to create T‑TESS goals and provide job‑embedded supports to assure attainment of T‑TESS teacher professional goals. Collaborate with campus and district leaders to promote best practices in instruction through modeling, co‑teaching, and instructional planning within Math PLCs. Collaborate with district departments to develop, facilitate, and/or provide professional development and training to math teachers and staff aligned with campus/district instructional goals, including campus‑based and summer professional learning opportunities. Facilitate guided teacher observations to promote reflective practice and highlight best instructional practices. Attend district‑level instructional meetings, intervention, math content knowledge development sessions, and professional learning events to promote professional growth. Program Support Lead and/or participate in guided coach observations to promote reflective practice. Maintain and report instructional coach services using the identified reporting tool. Create and articulate a schedule with administrators of instructional coaching activities, professional learning opportunities, and professional growth requirements that support mathematics instruction. Provide informal feedback to math teachers regarding classroom instruction and progress with T‑TESS professional goals. Keep abreast of and research best practices for math instruction in the assigned grade levels. Provide support to teachers on the implementation of math instructional resources, including manipulatives and technology. Collaborate with campus district leaders to support the induction and mentoring of new campus math teachers and build the capacity of the PLC to support new teachers. Maintain and submit documentation to support activities that address the Comprehensive Needs Assessment included in the Campus Improvement Plan in compliance with Title I. Support the implementation of the written curriculum with fidelity. Supervisory Responsibilities None. Qualification Requirements Bachelor's degree. Master's degree preferred. Valid Teaching Certification issued by the Texas Education Agency appropriate to subject and grade level of assignment. Minimum of 3 years of experience as an elementary math classroom teacher. Minimum of 2 years of experience in teacher leadership. Knowledge of and training on the Texas Essential Knowledge and Skills (TEKS), elementary math curriculum, and best practices in math instruction. Proven knowledge of the best practices in math instruction and the use of manipulatives to develop conceptual understanding for math students. Demonstrated evidence of professional growth, including leadership or participation in a wide range of professional learning experiences. Demonstrated communication skills and interpersonal skills that promote collaboration and effective communication with adults. Comprehensive knowledge of instructional strategies, role of Professional Learning Communities (PLCs), and data for decision making, student assessment, and use of instructional technology. Strong organizational and classroom management skills. Physical Requirements/Working Conditions The work environment includes classrooms, offices, workstations, and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying items weighing less than 40 pounds, such as books, papers, and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts that require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position requires travel to various campuses, district meeting sites, and conferences/meetings in and out of state. The position may require the employee to work some nights and weekends. This position is grant funded through Title I, and may be discontinued if funds are no longer available. Primary Location

TEXAS-SUGAR LAND

ELEMENTARY

210AUG