District Gifted Instructional Coach - MDA

Scottsdale USD 48•Scottsdale, AZ

13d

About The Position

The role of the Gifted Instructional Coach is three-fold. The Coach serves as the teacher of the gifted elective courses offered on campus, as support for gifted learners through push-in services, development of differentiated learning opportunities, and when appropriate individual learning plans. An additional responsibility and as the coach for the cluster and regular classroom teachers.

Requirements

Bachelors degree in job-related area.
Minimum two years experience teaching gifted students (pull-out, cluster, or self-contained).
Experience using data driven decision-making to improve classroom instruction.
Training and experience in instructional strategies and planning in Grades 6-8.
Licensing Requirements: Standard Professional Elementary, K-8 certificate from AZ. Department of Education with Gifted and SEI endorsements.
Valid IVP fingerprint clearance card from the Department of Public Safety.
Read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions.
Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral manage strategies.
Perform multiple, highly complex, technical tasks with a need to periodically upgrade stills in order to meet changing job descriptions.
Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; teaching Arizona State recognized standards; preparing and maintaining accurate records.
Schedule activities, meetings, and/or events; Gather, collate, and/or classify data, and use job-related equipment.
Flexibility is required to work with others in a wide variety of circumstances.
Work with data utilizing defined but different processes; and operate equipment using standardized methods.
Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment.
Problem solving is required to analyze issues and create action plans.
Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate.
Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.
Positions in this class typically require: reaching, standing, walking, finger dexterity, grasping, talking, hearing, seeing and repetitive motions.
Medium Work: Exerting up to 10 pounds of force occasionally, and/or a negoligible amount of force frequently, and/or negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for Sedentary Work and the worker sits most of the time, the job is rated for Light Work.

Responsibilities

Possess a deep understanding of learning theory. Including the ability to articulate an understanding of the unique characteristics of gifted children, the social emotional needs of gifted learners, and the importance of fostering creativity to maximize student talent development.
Demonstrate exemplary classroom instruction, utilizing gifted teaching strategies.
Demonstrate a strong understanding of differentiation strategies and be able to communicate and model these strategies in all content areas.
Possess a growth mindset and communicate that forward thinking approach in all aspects of coaching.
Demonstrate self-motivation to advocate for gifted learners and their teachers by pursuing opportunities to initialize coaching.
Have an understanding of basic instructional coaching principles.
Be able to develop differentiated curriculum to meet student need.
Coach teachers in the development of appropriate and authentic assessment activities to support differentiated and integrated approaches.
Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
Counsels students for the purpose of improving performance, health status, problem solving techniques and a variety of personal issues.
Demonstrates pedagogical approaches that engage learners for the purpose of providing an effective program that addresses individual student requirements.
Participates in a variety of meetings (e.g. staff, district, IEPs, 504s, etc.) for the purpose of conveying and/or gathering information required to perform functions.
Responds to inquiries for a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.
Working under limited supervision using standardized practices and/or methods; utilization of resources from other work units is often required to perform the job’s functions.
Other duties as assigned by supervisor.