Instructional Coach

CONFLUENCE ACADEMY•St. Louis, MO

1d•Onsite

About The Position

The job of Instructional Coach is done for the purpose/s of coordinating the teacher mentoring program and related activities by providing information, techniques, and strategies to help teachers work more effectively with their students; implementing and maintaining services within established guidelines and standards; providing leadership, coaching, and professional development in service of teacher development. The Instructional Coach serves as a key member of the school site's Leadership Team. This job reports to Principal Essential Functions Analyzes a variety of program related information (e.g. student improvement data, goal setting, etc.) for the purpose of providing direction and support, making recommendations, and/or ensuring overall outcomes are at required network standards. Assesses professional development needs of teachers based on classroom observations and other means as necessary for the purpose of enhancing instructional practices, fostering professional growth, and ultimately improving student learning outcomes. Assists teachers with a variety of items (e.g. resources, materials, tools, information, etc.) for the purpose of supporting classroom instruction and internalization/planning. Builds and maintains strong relationships with teachers, administrators, and other coaches for the purpose of creating trust and advancing the work of the district. Coaches teachers and intervention personnel (e.g. modeling best practices, etc.) for the purpose of improving performance, problem solving techniques, and a variety of personal issues for professional development. Collaborates with school leadership and other instructional staff and coaches (e.g. solicit feedback and take action based on feedback, seek out professional learning opportunities to stay informed of current research and best practices, support one another's growth, etc.) for the purpose of planning and improving the overall quality of student outcomes and achieving established classroom objectives. Conducts regular pedagogy meeting with specific goals for instructional staff (e.g. utilizing Adult Learning Theory to motivate adult learners to improve professional practice, etc.) for the purpose of enhancing instructional practices, fostering professional growth, and ultimately improving student learning outcomes. Coordinates local and state student assessments by organizing, distributing, and explaining the assessment process to instructional staff for the purpose of maintaining compliance with network and state assessment mandates. Develops high-quality professional learning and coaching plans and identifies goals with teachers based on data (e.g. develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs, etc.) for the purpose of demonstrating progress to goal and guiding teachers in reflection. Evaluates assigned personnel (e.g. cluster group teachers, instructional assistants, etc.) for the purpose of ensuring that standards are achieved and performance is maximized. Monitors students in a variety of educational settings (e.g. classrooms, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment. Organizes instructional materials and resources delivering them to teachers for the purpose of enhancing instructional practices and improving student learning outcomes. Participates in meetings, workshops, trainings, and seminars for the purpose of conveying and/or gathering information required to perform functions. Prepares a variety of written materials (e.g. evaluations, anecdotal records, schedules, etc.) for the purpose of documenting teacher progress and meeting mandated requirements. Provides individualized teacher support (e.g. observing/providing feedback, modeling instruction, co-teaching, etc.) for the purpose of enhancing instructional practices; implementing established curriculum and/or individual student plans; and improving student learning outcomes, consistent with District initiatives and best instructional practices. Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to network, local, and state policies/mandates. Responds to inquiries from a variety of sources (e.g. teachers, parents, administrators, etc.) for the purpose of resolving issues and providing information and/or direction.

Requirements

SKILLS are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment; planning and managing projects; using pertinent software applications; applying curriculum and instructional techniques; comparing results; and conducting trainings; a wide range of listening and questioning skills;.
KNOWLEDGE is required to perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: lesson planning; instructional materials; community resources; assessment instruments and techniques; methods of instruction and training; and school safety and security practices.
ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to independently 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 data of varied types and/or purposes; and utilize a variety of job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data 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: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; setting priorities; and working as part of a team; to effectively coach across race, ethnicity, gender, class, sexual orientation, age, instructional experience and language background.
Job related experience with increasing levels of responsibility is required.
Masters degree in job-related area.
Teaching Credential
Valid Administrators Credential
Maintains Certificates and/or Licenses
Criminal Background Clearance

Responsibilities

Analyzes a variety of program related information (e.g. student improvement data, goal setting, etc.) for the purpose of providing direction and support, making recommendations, and/or ensuring overall outcomes are at required network standards.
Assesses professional development needs of teachers based on classroom observations and other means as necessary for the purpose of enhancing instructional practices, fostering professional growth, and ultimately improving student learning outcomes.
Assists teachers with a variety of items (e.g. resources, materials, tools, information, etc.) for the purpose of supporting classroom instruction and internalization/planning.
Builds and maintains strong relationships with teachers, administrators, and other coaches for the purpose of creating trust and advancing the work of the district.
Coaches teachers and intervention personnel (e.g. modeling best practices, etc.) for the purpose of improving performance, problem solving techniques, and a variety of personal issues for professional development.
Collaborates with school leadership and other instructional staff and coaches (e.g. solicit feedback and take action based on feedback, seek out professional learning opportunities to stay informed of current research and best practices, support one another's growth, etc.) for the purpose of planning and improving the overall quality of student outcomes and achieving established classroom objectives.
Conducts regular pedagogy meeting with specific goals for instructional staff (e.g. utilizing Adult Learning Theory to motivate adult learners to improve professional practice, etc.) for the purpose of enhancing instructional practices, fostering professional growth, and ultimately improving student learning outcomes.
Coordinates local and state student assessments by organizing, distributing, and explaining the assessment process to instructional staff for the purpose of maintaining compliance with network and state assessment mandates.
Develops high-quality professional learning and coaching plans and identifies goals with teachers based on data (e.g. develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs, etc.) for the purpose of demonstrating progress to goal and guiding teachers in reflection.
Evaluates assigned personnel (e.g. cluster group teachers, instructional assistants, etc.) for the purpose of ensuring that standards are achieved and performance is maximized.
Monitors students in a variety of educational settings (e.g. classrooms, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
Organizes instructional materials and resources delivering them to teachers for the purpose of enhancing instructional practices and improving student learning outcomes.
Participates in meetings, workshops, trainings, and seminars for the purpose of conveying and/or gathering information required to perform functions.
Prepares a variety of written materials (e.g. evaluations, anecdotal records, schedules, etc.) for the purpose of documenting teacher progress and meeting mandated requirements.
Provides individualized teacher support (e.g. observing/providing feedback, modeling instruction, co-teaching, etc.) for the purpose of enhancing instructional practices; implementing established curriculum and/or individual student plans; and improving student learning outcomes, consistent with District initiatives and best instructional practices.
Reports incidents (e.g. fights, suspected child abuse, suspected substance abuse, etc.) for the purpose of maintaining personal safety of students, providing a positive learning environment, and adhering to network, local, and state policies/mandates.
Responds to inquiries from a variety of sources (e.g. teachers, parents, administrators, etc.) for the purpose of resolving issues and providing information and/or direction.
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the school site.