Instructional Coach

Job Description TITLE: INSTRUCTIONAL COACH TYPE: Unit A Collective Bargaining Agreement SALARY: Per Unit A Collective Bargaining Agreement REPORTS TO: Building Principal OBJECTIVE: Responsible for planning, coordinating, and implementing a comprehensive school-wide instructional program; for modeling best‑practice lessons using current, research‑based and rigorous learning strategies; for coaching teachers in all curriculum areas; for identifying staff development needs of the school and for providing staff development; for administering assessments/analyzing their results; and for working with school/community groups, such as the Leadership Team, District Literacy and/or Math Committee, and learning communities, to help all students reach their highest potential. Position Type: Full‑Time Salary: $53,781 to $94,855 Per Year Essential Duties and Responsibilities Instructional Program: Creates a collaborative environment conducive to effective evidence‑based instruction in all content areas. Demonstrates and models learning strategies in classrooms. Supports and provides technical assistance to teachers in implementing technology into their classroom instruction. Conducts regular meetings with classroom teachers to examine student work and monitor progress in order to support teacher reflection and action to meet the needs of all learners. Assists classroom teachers with analysis of formal and informal assessment data on their students to determine student response to instruction and intervention. Works with the school's Leadership Team, District Literacy Committee, District Math Committee and other constituent groups to determine the school's strengths and needs in order to improve students' reading, writing, and communication skills and content area achievement. Uses current educational research to assist teachers with planning, sequencing, scaffolding, and differentiated instruction in all content areas. Participates in team reviews concerning academic progress of at‑risk students who are not responding to interventions. Assists in identifying interventions and/or in the development of special instructional programs for students identified as below grade level proficiency in reading and math. Assists with the development of extension and enrichment activities for students identified as highly proficient. EPIMS Job Classification Code: 2330 Devises and maintains such records and reports as are necessary to the successful execution of the position. Helps identify students in need of non‑school time programs for enrichment and/or remediation. Works with feeder staff to assure articulation from elementary to middle and from middle to high school. Attends scheduled meetings and parent conferences. Other coaching duties as designated by the Principal. Assessment: Evaluates educational needs and collaborates with teachers and administrators to interpret/use assessment/screener data to identify learning gaps, improve instruction, and problem‑solve. Assists the principal in serving as the school testing coordinator for statewide and districtwide assessments. Attends appropriate DESE and district trainings relating to assessment. Researches and provides staff support in understanding the Department of Education's school accountability framework and MCAS data. Works closely with Administration, Special Education, and teachers to ensure that students' testing accommodations are effectively implemented in accordance with DESE's requirements. Uses assessment data to assist administrators with placement of students in appropriate instructional or intervention programs. Analyzes and interprets data from various assessments and prepares meaningful presentations to share with faculty. Leads faculty in the understanding/interpreting of assessment data and uses a range of assessment and screener tools as a means to make sound decisions about student literacy/math needs as related to curriculum and instruction. Provides, upon request, individual diagnostic testing. Other assessment‑related duties as designated by the Principal. Professional Development: Provides in‑service training and follow‑up coaching to assist classroom teachers in the use of current, research‑based, rigorous and engaging strategies in their classrooms. Works with teachers individually, in collaborative teams, and/or with departments, providing practical support on a full range of instructional strategies. Observes and provides feedback to teachers on instruction related to literacy development and content area knowledge. Provides support and guidance to new teachers. Participates in district‑level meetings and assists in the coordination of district level in‑service offerings. Continues professional growth and strengthens professional teaching knowledge, skills, and strategies through an ongoing program of workshops, seminars, conferences, and/or advanced coursework. Maintains a collection of professional and instructional materials related to reading which reflect current research. Provides staff development for teachers, volunteers, parents, paraprofessionals, administrators, and other appropriate personnel as needed. Professional Responsibilities: Encourages literacy and life‑long learning. Maintains and promptly submits accurate, complete, and correct records and reports as required by law, grant regulations, district policy, and administrative directives. Facilitates or serves as a member on district/school groups and committees. Establishes rapport with faculty and staff. Works to promote productive relationships with and among school staff. Attends and participates in all required meetings. Upholds school rules, administrative regulations, and School Committee policies. Required Minimum Qualifications Education and Experience Department of Elementary or Secondary Education certification. Minimum of three years of successful 1–12 classroom teaching experience. Successful experience in facilitating adult learning and mentoring. Knowledge, Skills and Abilities Ability to communicate effectively in written and oral form using positive interpersonal skills. Ability to utilize effective data‑based problem‑solving skills. Ability to demonstrate effective collaboration. Ability to employ effective coaching skills. Ability to coach teachers in effective instructional strategies in a variety of content areas. Ability to use effective strategies for differentiating instruction. Ability to disseminate knowledge of the MA DESE curriculum and frameworks. Ability to integrate technology in classroom instruction. Knowledge of State and District assessments and their analysis for instruction. Knowledge of standards‑based curriculum. Participation in workshops, seminars, conferences and/or advanced coursework which further advance knowledge of current trends in reading instruction. ADA and Minimum Qualifications to Perform Essential Job Functions Physical requirements: Must be physically able to operate a variety of equipment, lift up to 10 pounds occasionally, and stand, crouch, and bend over for long periods. Data conception: Requires the ability to compare and/or judge data, people or things. Interpersonal communication: Requires the ability to speak and/or signal people to convey information and give instructions. Language ability: Requires reading a variety of documents and preparing correspondence, reports, procedures, and budgets in prescribed formats. Intelligence: Requires applying principles of logical or scientific thinking to define problems, collect data, and draw valid conclusions. Verbal aptitude: Requires recording and delivering information, explaining procedures, and following instructions. Numerical aptitude: Requires utilizing mathematical formulas, performing calculations, and applying algebraic principles. Form/spatial aptitude: Requires inspecting items for proper dimensions. Motor coordination: Requires coordinating hands and eyes rapidly and accurately in using office equipment. Manual dexterity: Requires handling various items such as office equipment and hand tools. Interpersonal: Requires dealing with people beyond giving and receiving instructions, adapting to stress and emergencies. Physical communication: Requires the ability to talk and hear, communicate via telephone or radio. Contact Information Jennifer Bellville, Deputy Superintendent of Academics Fairview Elementary School Email: View email address on click.appcast.io #J-18808-Ljbffr