Teacher - Instructional Coach

Springfield School District•Springfield, VT

1d•Onsite

About The Position

The Instruction Coach (IC) serves as part of the school’s leadership team, providing job-embedded and ongoing assistance for teachers. The IC provides support to the Principal in data analysis and professional development decision-making. The IC provides guidance for teachers to improve their content knowledge and instructional strategies. Overall, the job of the IC is to build the capacity of the school and its teachers to meet the learning needs of the students. The IC spends the majority of the time working in classrooms with teachers (e.g. modeling, observing, co-teaching). The IC plays a commanding role in the analysis and utilization of student achievement data to impact instructional decision-making. The focus of the IC’s work is to help teachers learn to use data for instructional planning that will have a positive impact on student achievement. In that role, the IC helps the teacher learn how to administer and interpret various assessment tools. The IC may facilitate teacher study groups in which they analyze student work and lesson plans and plan for the enhancement of instructional strategies.

Requirements

Master’s degree with concentration in reading and/or mathematics education
Minimum of five (5) years successful classroom teaching
Advanced fluency in listening, speaking, reading, and writing.
Exceptional reading and writing skills in English to review advanced student work and craft assessments.
Must be able to diagnose student misconceptions, articulate mathematical reasons, and help teachers connect concrete representations to abstract concepts.
Ability to apply common sense understanding to carry out detailed written or oral instructions.
Ability to empower educators to think critically about their practices, analyze student data, and independently problem-solve.
Highly effective interpersonal and group communication skills.
Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents, and representatives of outside organizations and staff.
Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies.
Ability to effectively resolve conflicts.
Strong knowledge base of theoretical research pertinent to instruction best-practices.
Proficiency in computers/technology applications – word processing, spreadsheets, email, internet, integration, presentations, and research.
Familiarity with laws and regulations governing education in Vermont.
Proficiency in inquiry-based and problem-based pedagogy and other 21st century best-practice strategies.
Strong work ethic, self-directed, self-motivated.
Significant experience in secondary whole school reform.
Dependability – being reliable, punctual, responsible and fulfilling obligations.
Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in difficult situations.
Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
Cooperation – being pleasant with others and displaying a good-natured, cooperative attitude.
Concern for Others – being sensitive to others’ needs and feelings and being understanding.
Attention to Detail – being careful about detail and thorough in completing work tasks.
Integrity – being honest and ethical.
Adaptability/Flexibility – being open to change (positive or negative) and to variety in the workplace.
Independence – guiding oneself with little or no supervision, depending on oneself to get things done.
Knowledgeable about current and past research in appropriate content areas and pedagogies relevant to coaching.

Responsibilities

Enhance instructional practices at the classroom level and raise the level of student achievement by planning and providing job-embedded and ongoing professional development for teachers.
Support the Principal in data analysis and decision-making that results in improved student achievement.
Provide guidance for teachers to improve their content knowledge and instructional strategies.
Participate in all required coaching professional development.
Acquire the knowledge, skills, technology skills, and instructional strategies necessary to effectively and positively impact the instruction practices of teachers.
Identify school teaching and learning needs, barriers and weaknesses by analyzing student data, and organizing and implementing problem-solving actions by teachers.
Facilitate school-based high quality professional development, working with teachers (in teams or individually) to refine their knowledge and skills.
Such activities include in-class coaching, observing, modeling of instructional strategies, guiding teachers in analyzing student work, developing lesson plans with teachers based on student needs, supporting data analysis, supporting the integration of technology, co-planning with teachers, etc.
Monitor instructional effectiveness and student progress using tools and strategies gained through assisting teachers with the Essential Duties of classroom teachers.
Build and maintain confidential relationships with teachers in order that trust is created and maintained.
Participate productively in staff meetings and professional committees.
Participate in scheduled in-service days.
Use discretion in discussing school affairs, recognizing the value of positive school-community.
Strive to implement by instruction and action the District’s strategic plan, school improvement action plans, philosophy of education, goals, and Instructional objectives.
Comply with Board’s and Administrative policies, regulations, and procedures and reinforce students’ doing the same.
Prepare/Complete appropriate reports/paperwork, including those required by the VTDOE.
Attendance in accordance with established days/hours of work.
Be familiar with, and adhere to all District policies and State regulations.
Perform other tasks and duties as appropriate and/or assigned.