Special Education Instructional Coach

Waterloo Community School District•Waterloo, IA

About The Position

The Special Education Coach is responsible to build the capacity of teachers and PLC teams, support professional growth, and meet the learning needs of all students in regard to specific content areas (i.e. literacy, math, science, special education, technology, ELL, etc.) and overall instructional pedagogy. Special Education Coaches provide teacher observations and feedback utilizing technology tools, face-to-face dialogue, and coaching cycles and provide specific support to career teachers who need additional assistance. The Special Education Coach collaboratively plans with the school’s leadership team when appropriate to assist teachers in implementing professional learning to support precision teaching and assists teachers to provide learning interventions in a multi-tiered system of supports. Special Education Coaches utilize a variety of data collection tools and protocols that guide teachers in reflecting on practice and monitoring progress toward professional goals for instructional improvement.

Requirements

Bachelor’s degree in education
Iowa teaching certification
Endorsement in instructional coaching content area (i.e. literacy, math, special education, etc.) STRAT I K-8 or 5-12
Three (3) or more years of successful classroom teaching experience
At least one year successful teaching in the WCSD
Demonstrated expertise in designing and implementing Iowa Core instruction, effective instructional strategies, assessment, and methods that improve student achievement in the classroom
Ability to implement innovative teaching methodologies
Strong knowledge of Iowa Core and Waterloo Community Schools District curriculum and initiatives specific to the content area and multiple grade levels
Ability to collaborate with colleagues, including experience in leading/facilitating committees, teams, and/or professional development
Ability to maintain confidential relationships with administrators and teachers
Experience related to adult learning (coaching, professional development, mentoring, teaching)
Demonstrated commitment to personal and professional growth and learning within a community of practice
Understanding of classroom observation and feedback principles and processes
Willingness to engage in formative assessment processes, including non-evaluative, reflective conversations with teachers using evidence of classroom practice and student learning
Evidence of excellent oral, written, and technology skills
Strong interpersonal and communication skills
Proficiency in maintaining and managing regular communication and documentation
Belief in the potential of teachers and schools to effect change in the academic lives of students
Capacity to accurately gather evidence/data during classroom observations using a teaching rubric and/or technology tool
Ability to organize, analyze, and respond to data (formative, interim, benchmark, standardized) that informs instructional decisions
Assist in identifying, acquiring, and organizing resources to support student learning
Excellent record of attendance
Willingness to commit to the highest standards of honesty, integrity, flexibility, and responsiveness
Embrace the spirit of collaboration and contribute to the ongoing improvement of student learning
Word processing skills
Excel skills
PowerPoint skills
Web navigation skills
E-mail management skills
Computer network knowledge applicable to the position
Knowledge of computer-related storage devices
Knowledge of educational copyright laws
Knowledge of computer security expectations
Proficient in using Promethean and other instructional technology tools

Nice To Haves

Master’s degree (highly preferred)
Completion of graduate work in curriculum and instruction and evidence of implementation (preferred)

Responsibilities

Assist with professional learning and implementation regarding Iowa Core, instructional strategies, lesson planning, analyzing student work, differentiating instruction, integrating technology with instructional strategies, classroom management, etc.
Establish and maintain a trusting, confidential, and non-evaluative relationship with teachers to help develop their autonomy as professionals
Collaboratively plan with the principal, administrative staff, and teacher leaders to implement the school improvement process and provide professional development
Observe instructional practices, provide feedback to teachers, and model instructional strategies on a frequent and regular basis, specific to content strategies and overall instructional pedagogy
Model, as appropriate, innovative teaching methodologies through techniques such as co-teaching and demonstration lessons
Provide opportunities for teachers to observe exemplary practice by arranging inter-site visits
Assist staff with the gathering, examination, analysis, and response to formative and summative data
Use data to identify learning concerns and provide interventions and extensions for individual students and groups of students in a multi-tiered system of supports.
Assist teachers in reflecting on and analyzing their practice, reviewing student work, and using relevant data to inform instruction
Incorporate technology to advance both teacher learning and classroom practice
Collaborate with other instructional coaches, literacy coaches, and math coaches to maximize resources
Collaborate with building and district leadership personnel to ensure coherence between instructional coaching activities and school/district expectations
Organize and plan short and long-range goals and coordinate efforts for the timely accomplishment of those goals
Assist school staff in explaining instructional or assessment issues to parents.
Fully participate in coaching professional development, such as academies, coach forums, peer coaching partnerships, professional learning teams, and other areas, team, and committee meetings
Commit to growth along a continuum (standards) and engage in goal-setting and reflection
Keep current on research-based instructional strategies and best practices with an emphasis on student engagement and learning
Commit to meeting or exceeding all performance targets established by program leadership
Maintain and submit required documentation
Complete other duties as assigned
Ability to collaborate with teachers to differentiate courses, units, lessons, and assessments
Assist in identifying research-based interventions for at-risk students
Assist teachers in understanding the role of core curriculum and instruction in relation to intensive instruction/intervention for students with IEPs