Instructional Coach - Campus

Katy ISD•Katy, TX

About The Position

The instructional coach is dedicated to enhancing the academic progress of every student by collaborating with classroom teachers in individual and group settings to advance and refine instructional practices. The instructional coach builds the capacity of diverse adult learners through ongoing, job-embedded professional learning to: foster a safe and productive learning environment develop and deliver high-quality instruction that addresses needs of diverse learners; assess student learning and respond to identified student needs; reflect and adjust instructional practices; and monitor progress of short and long-term student-focused goals. This leadership position will collaborate with both campus and district staff to support the pursuit of teacher, campus, and district instructional goals.

Requirements

Valid Texas teaching certificate in appropriate grade levels
Five years teaching experience in related grade band preferred
Evidence of ongoing professional growth
Working knowledge of research-based instructional best practices
Ability to access and analyze state standards in any content area
Working knowledge of assessment and data analysis
Working knowledge of effective professional learning practices and characteristics
Organizational, communication, and interpersonal skills
Emotional intelligence to work cooperatively and effectively with colleagues
Growth mindset in the abilities of students, colleagues, and self
Proficiency in technology and adaptability to quickly acquire and master new tools

Nice To Haves

Master’s degree in an education-related field preferred
Leadership experience working with adults (department chair, team lead, mentor, etc.)

Responsibilities

Prioritizes, manages, and monitors the use of time to maximize the impact of coaching
Collects qualitative and quantitative data to measure and reflect on coaching effectiveness and attainment of goals
Remains current on high yield evidence-based instructional methods and coaching practices
Commits to learning about and supporting the district-recommended pedagogy in each content area, district-approved instructional resources, and student support systems provided
Interacts with colleagues in ways that result in productive and collegial relationships that honor teacher choice and voice
Listens, questions, and balances telling with asking to encourage thinking and promote professional growth
Uses effective verbal, non-verbal, and written communication
Operates in an emotionally intelligent way by recognizing one’s feelings, being cognizant of others’ emotions, and responding appropriately
Demonstrates behavior that is professional, ethical, and responsible
Models continuous improvement by reflecting on current reality, seeking feedback from stakeholders, engaging in professional learning, and consistently applying learning
Manifests the conviction that every learner, regardless of age or level of experience, has the capacity to acquire knowledge and skills
Promotes, communicates, and supports district and campus goals
Collaborates with the principal to identify instructional priorities; establish expectations of the coach; and review how coaching impact will be measured
Provides personalized instructional support for teachers and teams to achieve identified goals
Facilitates job-embedded professional learning for individuals and groups by utilizing data and stakeholder input to identify learning goals and student outcomes, planning research-based learning, supporting implementation and refinement of practices, and evaluating results
Supports new teachers, new-to-campus teachers, and teacher mentors
Cultivates the skill sets of teams to function self-sufficiently and interdependently when engaging in collaborative processes to impact student learning
Supports teachers in long-range planning using the backward design method to align written, taught, and tested curriculum
Develops teachers’ abilities in utilizing data to identify student needs, reflect on the effectiveness of instructional practices, and takes action based on evidence
Builds teachers’ capacity to systematically plan coherent, high-quality, daily instruction using district curriculum to achieve identified student learning outcomes
Expands teachers’ knowledge of district-approved resources, specialized programs, and student support systems
Assists teachers with effectively incorporating one-to-one technology when designing instruction and assessment
Analyzes teacher needs to differentiate between instructional and content support and leverages the district’s Curriculum and Instruction (C&I) support team to provide targeted assistance as needed
Collaborates with teachers to identify and meet the cognitive and behavioral needs of all students
Advocates for students by initiating and engaging in conversations with stakeholders that question status quo, shift perspectives, examine current practice, challenge restrictive mental models, and explore possibilities
Models for and co-teaches with teachers in the classroom to refine the delivery of instruction and improve student learning
Partners with teachers in setting and achieving student-focused goals by capturing current reality, learning and refining strategies, and measuring progress toward goal through use of Impact Cycles