Provide educators with mentoring and coaching support focused on building capacity in the design and delivery of engaging, rigorous, constructivist learning experiences through an Understanding by Design (UbD) framework. Support district K-5 curriculum initiatives.
QUALIFICATIONS:
Education/Certification:

• Bachelor's degree from accredited university.

• Valid Texas teaching certificate with required endorsements for subject and level assigned

• Master's Degree (preferred)

Special Knowledge/Skills:

• Knowledge of the Understanding by Design, Project Based Learning, Challenge Based Learning, and IB methodologies

• Deep understanding of curriculum content in grades K-5th

• Knowledge of inquiry based instructional strategies

• Working knowledge of a variety of digital tools and resources

• Content expertise

• Coaching skills

• Communication skills (verbal, non-verbal, listening)

• Data gathering skills

• Data Dig skills

EXPERIENCE:
• Three years classroom teaching experience (minimum)

• Experience in designing lessons through UBD framework

• Inquiry-based teaching experience

MAJOR DUTIES AND RESPONSIBILITIES:
Major Responsibilities and Duties:

• Collaborate with other IC's, as well as, ESL, GT, DLC's

• Co-teach and model when appropriate

• Resource in the design of units

• Support educators and teams in their development to meet their goals

• Maintain confidentiality (You are not an evaluator. You are a colleague coaching another colleague.)

• Create customized checklist with the educators in order to gather coaching data for educator reflection

• Keep a detailed calendar and share the calendar with the principal and the Executive Director of Curriculum and Instruction

• Instructional Coaches will assist with campus duties not to exceed the duties expected of a classroom educator

Instructional Strategies

• Support teachers in the development of units through the UbD and constructivist learning design methodologies

• Provide support for educators through modeling and co-teach

• Provide support for scaffolding to differentiate for and respond to the needs of all learners

• Work collaboratively with content coaches to support growth in math and science content areas

• Work cooperatively with other specialists to enrich curricula as needed to meet the unique and diverse needs of learners. (gifted, ESL, MLI, etc)

• Apply principles of effective teaching practices and as needed provide support in content, class management, strategies and assessment

Student Growth and Development

• Participate in district coaching PLCs

• Participate in campus PLCs

• Set a personal goal for growth

• Instructional Coaches will not be in RtI meetings (their function is to work with educators on growing their skills in scaffolding, differentiation, and rigorous instruction)

Classroom Management and Organization

• Support teachers in the development of constructivist classroom environments conducive to learning and appropriate for the physical, academic, social and emotional development of students

• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities and ensure safety

• Support appropriate use of books, digital tools, equipment, and other instructional materials

Communication

• Establish and maintain open lines of communication and positive working relations with educators, administrators, and district personnel

• Maintain a professional relationship with colleagues, students, parents, and community members

• Use effective communication skills to present information accurately and clearly

Personal Qualities

• Set an example of strong work ethic, integrity, service and encourage socially acceptable behavior in the areas of appearance, correct usage of speech, and manners

• Display emotional maturity in contacts with educators, students, parents, staff and community

• Instructional Coaches should maintain a growth mindset at all time

• Instructional Coaches should be a positive role model

• Instructional coaches should be supportive, take initiative, and model being a learner

Professional Growth and Development

• Provide guidance to teachers relative to their personal, campus & district goals

• Identify and provide assistance for teachers who serve students with various student groups

• Help teachers analyze and improve instructional methods

• Support the ongoing use of formative and summative assessment data to drive learning

• Be a positive role model for teachers and support the mission of the campus and of the school district

Other

• Other duties as assigned

Supervisory Responsibilities:

None
WORKING_CONDITIONS:
Mental Demands/Physical Demands/Environmental Factors:

Must be adaptable and able to work in stressful conditions with a positive demeanor and actions

START DATE: 07/29/2024