T26/27 ADVANCED ACADEMICS COACH (Fleet)

Arlington Public Schools•Arlington, VA

2d•Onsite

About The Position

This position is a 1.0 FTE located at Alice West Fleet Elementary School. The Advanced Academics Coach will implement and facilitate APS’ talent development model, focusing on asset-based teaching, differentiated instruction, and identifying students’ unique strengths. They will support cluster teachers in delivering advanced academics services through coaching, collaboration, and co-planning. The coach will also model, plan, and collaborate with classroom teachers on the implementation of resources for rigor, critical and creative thinking strategies, and how to differentiate and scaffold for varying students’ needs. Additionally, the coach will manage and lead all elements of the advanced academics services and Young Scholars screening and identification process, plan and lead information sessions for families, and facilitate the understanding and interpretation of student achievement data through a culturally responsive, equitable lens. Collaboration with the school leadership team and/or school counselors is essential to guarantee advanced learners are appropriately cluster grouped according to APS policy. The coach will also communicate and facilitate professional learning opportunities for teachers on resources written for advanced learners, critical and creative thinking strategies, and/or the characteristics and needs of diverse advanced learners. Staying current on best practices in gifted education by attending regular county-wide professional learning opportunities, conferences, and workshops is also a key responsibility, as is collaborating with the instructional coaching team at the school to strategically support teachers in professional learning and growing their teacher craft.

Requirements

Must have or be eligible for Virginia licensure.
Minimum of 5 or more years of successful teaching.
Minimum of 3 or more years of instructional leadership roles.
Minimum of 2 or more years of experience working with diverse populations, including but not limited to twice-exceptional learners, advanced English Learners, etc.
Ability to lead, plan and collaborate with other classroom teachers and/or curriculum specialists.
Ability to model and implement research based curriculum written for gifted learners.
Ability to model and implement critical and creative thinking strategies.
Experience as an instructional coach and working knowledge of Professional Learning Communities, Arlington Tiered System of Support (ATSS), Culturally Responsive Teaching, Adaptive Schools, Cognitive Coaching, and Experience planning and leading professional learning for teachers
Knowledge of and experience using research based best practices in successfully implementing a talent development model
Knowledge of curricular resources and strategies designed for talent development and gifted learners
Demonstrated ability to utilize collaborative approaches to lead and/or work effectively as a team member with colleagues.
Ability to manage concurrent independent and collaborative assignments with flexibility, dependability, and strong organizational skills.
Demonstrate strong interpersonal and communication skills, and model self-directed learning.

Nice To Haves

Endorsement in gifted education is preferred and not required.
Dual endorsement in English Learners and/or Special Education, or in any other content area, is preferred and not required.

Responsibilities

Implement and facilitate APS’ talent development model, focusing on asset-based teaching, differentiated instruction, and identifying students’ unique strengths.
Support cluster teachers in delivering advanced academics services through coaching, collaboration, and co-planning.
Model, plan and/or collaborate with classroom teachers on the implementation of resources for rigor, critical and creative thinking strategies, and how to differentiate and scaffold for varying students’ needs
Manage and lead all elements of the advanced academics services and Young Scholars screening and identification process.
Plan and lead at least two information sessions for families (i.e., services for gifted learners (fall), the screening and identification process (winter).
Facilitate the understanding and interpretation of student achievement data through a culturally responsive, equitable lens with teachers, staff, families, and community stakeholders
Collaborate with the school leadership team and/or school counselors to guarantee advanced learners are appropriately cluster grouped according to APS policy.
Communicate and facilitate professional learning opportunities for teachers on resources written for advanced learners, critical and creative thinking strategies, and/or the characteristics and needs of diverse advanced learners.
Stay current on best practices in gifted education by attending regular county-wide professional learning opportunities, conferences, workshops, etc.
Collaborate with the instructional coaching team at the school to strategically support teachers in professional learning and growing their teacher craft.