Instructional Coach

Instructional CoachThe instructional coach leads high-quality instruction within the context of a CCS aligned curriculum. Qualifications and key attributes include current and valid CT Teacher Certification, experience and skill as a coach or mentor, minimum of five years prior teaching experience, understanding of scientifically based research and evidence-based practices for teaching, evidence of significant student achievement results, evidence of using data to inform instruction, high-level written and verbal communication skills, ability to build positive relationships with students and families, strong interpersonal skills, an ability to win the respect and trust of fellow teachers, knowledge of state standards, common core, and effective pedagogy, experience using inquiry and project-based learning, belief that all students can learn at a high level, commitment to the vision, mission, Core Ethical Values, and goals of RSD13, willingness to be an active member of a professional learning community focused on action research within the school and the classroom, and knowledge of the PLC process.Responsibilities of the position include but are not limited to: professional development coaching, mentoring classroom teachers in all aspects of differentiated instruction, providing feedback and suggestions for instructional improvements during coaching, supporting teachers to implement strategies for planning, working with, and monitoring the progress of struggling students, English language learners, special education students, and enrichment, designing professional development as necessary, providing teachers with clear and specific information on how to implement a range of effective instructional strategies, assisting teachers in analyzing instruction and using formative assessments to determine its effectiveness and using that information to further drive instruction, assisting teachers in the implementation of the Common Core State Standards and the district's instructional model(s), revising the curriculum including assessments, implementation guides, and the vetting of district approved resources as necessary, meeting regularly with the Principal and others to assess the progress and effectiveness of instructional practices, creating an atmosphere of trust and collaboration among staff to promote professional growth and accelerate the achievement of all students, attending training, conferences, workshops, meetings at the school, district, and/or other level, as applicable, helping teachers meet the goals for student progress set by the district, Principal, and the faculty as a whole, meeting individually and with grade level teams of teachers to review upcoming units, plan lessons, and discuss student progress, performing demonstration lessons and co-teaching as needed, collaborating with teachers, as needed, to prepare for conferences, SAT/PPT meetings, report cards, organizing and analyzing school-wide assessments and data, preparing and analyzing data to maximize efficiency of PLC meetings, reviewing benchmarking and formative data on all students, coaching teachers in the identification of salient patterns in the data, identifying students at risk and the nature of their needs, identifying students in need of challenge and enrichment and support the planning for their needs, participating, guiding, or facilitating weekly grade level PLC meetings.