Exceptional Children (EC) Instructional Coach

Public School of North Carolina•Chapel Hill, NC

51d

About The Position

The Exceptional Children Instructional coach will support teachers and students across grade levels, programs (K - 12, Students eligible for EC Services in general education as well as on the Adapted Curriculum), and subjects. The EC Instructional Specialist will focus on building strong partnerships to improve student outcomes and implement effective instructional practices for students with disabilities. Working collaboratively the EC Instructional Coach will enhance instructional practices within a student-centered framework, aimed at increasing student engagement, achievement and narrowing the gap between current and grade-level expectations of the NC Standard Course of Study or the NC Extended Content Standards. The coach will utilize a student-centered coaching model across content areas, leverage data to set goals, monitor progress, and support teachers in delivering rigorous, differentiated instruction that meets the diverse needs of all students

Requirements

NC Teaching License in Special Education:
Bachelor's degree in special education or elementary education: Master's degree preferred
5 to 7 years of experience collaborating with diverse populations of educators & students
Demonstrated knowledge of NC Standard Course of Study and Extended Content standards
Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards.
Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards.
Must be able to lift and carry up to 50lbs.
Must be able to talk, listen and speak clearly on the telephone.

Nice To Haves

Preferred: Experience as reading specialist, math coach with proven results
Training in the implementation of Evidence Based Programs such as Wilson, SPIRE, SIM strategies, Touch Math, etc.
Completion of LETRS, Reading Research to Classroom Practice and/or Foundations of Math
Keen understanding of High Leverage Practices

Responsibilities

Have experience with, or a willingness to learn, how to implement the core practices for coaching that focus on increased outcomes for all students.
Organize and follow a consistent coaching calendar at each assigned school to support each teacher during the year, perform walk-throughs and perform fidelity checks in adapted curriculum classrooms. Facilitate student-centered coaching cycles across grade levels and content areas.
Analyze student data to effectively facilitate, co-teaching, co-planning and co-assessing lessons with teachers.
Collaborate with teachers to create a culture of rigor, inquiry, and reflection by probing ideas and further pressing students to explore their intellect.
Support teachers in increasing student engagement, designing instruction, or other expressed needs while aligning with the principles of the North Carolina Standard Course of Study (NCSCOS) and the North Carolina Extended Content Standards
Meet with building administrators and Instructional teams to discuss coaching and the impact on student work. Create professional relationships with all teachers that are built on trust and respect.
Continually engage in reflective dialogue, modeling reflection and creating opportunities for others to be reflective practitioners.
Maintain a friendly, flexible, and collaborative disposition.
Collaborate with CHCCS Instructional Services Division in providing professional development in specially designed instruction, service delivery and classroom management.
Embed professional development for teachers in evidence-based programs and/or practices to instruct students with disabilities in the core literacy skills (phonemic awareness, phonics, comprehension, vocabulary, fluency and written expression) as well as foundational math skills (Mathematical Language, Numeration, equality, base ten, form of a number, proportional reasoning, Algebraic and Geometric Thinking)
Conduct and facilitate professional learning based on adult learning theory, Advocate for equitable access to resources and differentiated instruction for all students, while fostering a collaborative, reflective environment that encourages continuous growth
Assist teachers in identifying barriers to literacy and mathematical learning that exist for individual students and design ways to remove these barriers and increase student skills;
Proactively applies the latest research and evidence-based practices to enhance instruction, collaborate on curriculum improvement, and promote student-centered learning, using data to refine strategies and support student achievement.
Performs other related duties as assigned.