K-12 MTSS/School Net Coordinator and Instructional Coach

Catawba County Schools•Newton, NC

8d•Onsite

About The Position

The MTSS (Multi-Tiered System of Supports) Coordinator for Catawba County Schools is responsible for overseeing the district's implementation of MTSS practices, which provide academic, behavioral, and social-emotional support to students. This position will also be responsible for ensuring that schools have access to SchoolNet and troubleshooting any issues that arise. This person will also coach teachers in making instructional content engaging and meaningful to students and facilitate the integration of curriculum and related projects across disciplines. Serve as facilitators of professional development, mentoring, and co-teaching activities.

Requirements

Continuing NC Educator License
Ten years of teaching experience preferred
Leadership experience preferred
Must be able to use a variety of equipment, such as computers, copiers, and a variety of audiovisual equipment, etc.
Must be able to exert up to 20 pounds of force frequently or constantly to lift, carry, push, pull, or otherwise move objects.
Light Work usually requires walking, standing, and bending to a significant degree.
Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people, or things.
Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors.
Requires the ability to read a variety of correspondence, reports, handbooks, forms, newsletters, journals, procedures, lists, etc.
Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form, and to deal with several abstract and concrete variables.
Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions.
Must be able to communicate effectively and efficiently with standard English.
Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference, and statistical theory.
Requires the ability to inspect items for proper length, width, and shape.
Requires the ability to coordinate hands and eyes rapidly and accurately in using office and audiovisual equipment.
Requires the ability to handle a variety of items such as office and audiovisual equipment.
Must have minimal levels of eye/hand/foot coordination.
Requires the ability to deal with people beyond giving and receiving instructions.
Must be adaptable to performing under stress and when confronted with emergency situations.
Must be able to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear).
Must be able to communicate via telephone.
Must be able to work within various degrees of noise, temperature, and air quality.
Interruptions of work are routine.
Flexibility and patience are required.
Must be self-motivated and able to complete job assignments without direct supervision.
After hour work may be required.
Must be able to work under stressful conditions.

Nice To Haves

master’s degree, or other relevant advanced certifications preferred

Responsibilities

Facilitate the design, maintenance, and alignment of the MTSS framework, including academic, behavioral, attendance, and social-emotional supports across the district.
Lead in school/disciplines.
Facilitate teamwork and leadership.
Analyze program, school, and student data.
Interpret and share data.
Develop and maintain a coaching plan based on district and school initiatives, evidence-based practices, and individual teacher needs.
Collaborate with other instructional coaches, facilitating partnerships.
Collaborate with teachers in PLCs to share instructional ideas, resources, assessment results, and analyses.
Collaborate with principals on instructional leadership of the school.
Collaborate with Academic Facilitators to lead MTSS activities.
Promote school improvement through engaging, research-based academic and behavioral practices.
Participate and lead in school-based professional learning team meetings.
Facilitate collaboration within the district to develop materials, units, curricula maps, pacing guides, and common assessments.
Prepare and provide a variety of instructional materials (model lessons, recommendations, lesson plans, reports, instructions, etc.)
Assess programs, textbooks, and other instructional aides.
Provide feedback on lessons and units.
Engage colleagues in challenging conversations about data to develop appropriate solutions.
Assist teachers in the use of student achievement data to inform instructional decisions.
Conference with individuals and teams (grade level, vertical, subject) about curriculum and instructional initiatives differentiation, acceleration, intervention, and re-teaching.
Keep current with relevant and reliable research.
Evaluate and share instructional technology strategies.
Observe and provide coaching in implementing best instructional, management, and assessment practices.
Provide professional development for school improvement efforts.
Support and encourage teachers in reflective practice and diagnostic/prescriptive teaching.
Assist teachers in identifying and implementing techniques for differentiated instruction and focused intervention.
Support beginning teachers.
Attend monthly district instructional coach meetings.
Effectively communicate with administration and staff.
Manage time and resources appropriately.
Create a positive atmosphere that promotes cooperation with administration, peers, and teachers.
Demonstrate concern for teachers’ well-being.
Be available for consultation with administration, teachers, and peers outside the school day, as needed.
Spend time beyond the school day preparing and planning instruction and professional development, as needed.
Perform all other duties as assigned by the immediate supervisor or superintendent.