Job Summary:

The Instructional Coach will ensure the quality and consistency of instruction at CMI’s Lower School (PK - 1st) by providing professional development and instructional coaching with the goal of expanding teacher effectiveness in all areas of the CMI Lower School curriculum. The Instructional Coach will facilitate teachers' growth in the use of inclusive practices and effective behavior management with the goal of improving the overall performance of Lower School students (PK - 1st) and increasing the quality of instruction in all classrooms. The Instructional Coach collaborates with and works closely with the Director to plan, guide, and execute plans that further the school’s instructional goals. 

Coaching is a non-evaluative, learning relationship between an instructional coach and a teacher with the goal of learning together, thereby improving instruction and student achievement. The Instructional Coach works with individual teachers in developing goals for continuous improvement. The Coach observes classroom teaching and uses strategies including teaching lessons side by side with the teacher, modeling lessons where appropriate, and doing regular observations with targeted feedback. The Coach facilitates mutual problem solving to assist teachers in implementing and mastering new teaching practices. The Instructional Coach will allocate more time to supporting new teachers and those needing improvement.

Ideal Characteristics of an Instructional Coach:

• transformational educational leader - forward-looking, innovative, and inspiring
• educator mentor
• consistency and equitability in dealing with issues or challenges
• positive outlook, friendly, and open
• visible for students, staff, and families
• excellent communication (both written and verbal) and interpersonal skills
• a sense of joy when working with children and adults
• collaborative community and team builder

Responsibilities and Duties

Responsibilities include, but are not limited to:

Instructional Leadership

• Provide instructional coaching for classroom teachers. This may take the form of observation and feedback, demonstration lessons, and/or videotaped lessons and analysis. Timely written or verbal feedback will be provided for observations.
• Assist teachers in providing differentiated instruction through workshop structures, curricular modifications, project design and planning.
• Support staff in the implementation of Common Core State Standards that prioritizes deeper learning, authentic experiences and social-emotional learning. 
• Support the implementation and planning of the International Primary Curriculum (IPC), and International Early Years Curriculum (IEYC)
• Meet weekly with the Director to discuss classroom instruction and to problem-solve and plan to ensure that instruction is high quality and teachers are supported.
• Stay current on best instructional practices and share information with the Director and Instructional Leadership Team
• Support, coordinate, and implement the common system of classroom walkthroughs.
• Research and provide content knowledge and resources to staff about learning and teaching core content areas and in the implementation of assessments, including:
• IPC/IEYC Curriculums
• Common Core State Standards
• Eureka Math
• NWEA Measures of Academic Progress (MAP) Assessment
• Developmental Reading Assessment (DRA)
• GOLD 

Curriculum

• Oversee the development and revision of Creative Minds’ curriculum as mutually agreed upon with the Director. Involve teachers in the process and coordinate summer and school-year curriculum work teams as needed. Recommend areas for revision and review based on data, feedback and field knowledge.
• Ensure there are multiple opportunities for parents to learn about and understand the curriculum. Work with the Director and teachers to lead curriculum workshops for parents based on feedback and needs.
• Participate in curriculum review and revision. 
• Provide professional support to teachers in developing curriculum maps and plans. Provide feedback as necessary.
• Coordinate with the Middle School and Early Childhood Instructional Coaches to ensure consistency of curriculum across campuses.
• Stay current in the field. Identify areas where external resources and new practices may support our program. Research new instructional strategies and materials and share with the Director and staff.
• Monitor and support the use of Conscious Discipline in classrooms.

Assessment and Accountability

• Coordinate with the Instructional Leadership Team in planning the administration of the MAP and GOLD assessments and other school-wide assessments.
• Support the administration and analysis of other internal assessments such as the MAP assessment, GOLD and the DRA.
• Provide staff training as needed on administering assessments.
• Monitor the collection and submission of data specified in the school’s strategic plan as needed
• Monitor teacher collection of school accountability data. Remind teachers as needed and provide support to teachers as needed in collecting data and inputting it into the student information systems.
• Support CMI in being data driven. Work with the Director and other staff to analyze, interpret and use student performance data.
• Assess student skills and proficiencies through data collection; analyze and interpret data and assessment results; use, analyze and reflect on formative assessment data to improve learning and teaching

Professional Development

• Work with the Director to develop and implement professional development plans for teachers. Plans should be differentiated based on teacher experience and job responsibilities.
• Facilitate PD activities by presenting directly to staff or scheduling individuals to present activities to staff, other schools or individuals as needed. 
• Work with the Director and ILT to plan the summer training institute. Participate in planning and leading sessions as needed.
• Participate in the development of school-wide professional development goals and plans
• Seek to connect staff with professional development in line with personal goals. Review professional development requests. Disseminate information about outside professional development.

• Coordinate with the Middle School and Early Childhood Instructional Coaches to provide professional development opportunities across campuses.

Qualifications and Skills

• Bachelor’s degree required; Master’s degree preferred;
• Valid Teaching License
• Minimum of five years of successful classroom teaching experience;
• Minimum of one year of school leadership experience or enrollment in a leadership preparation program. (Reading Coach, Testing Coordinator, Site Council, School Improvement Team, Head Teacher, etc.);
• Excellent written and oral communication skills and the ability to work positively and cooperatively with others;
• Knowledge of and experience with effective instruction and assessment;
• Principal Recommendation.

Physical Requirements

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is frequently required to stand; walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee may frequently lift and/or move up to100 pounds. Specific vision abilities required by this job include the ability to adjust focus.

EEO Statement:

CMI does not discriminate against, or tolerate discrimination against, employees or applicants for employment on any legally-recognized basis or protected class including, but not limited to, actual or perceived race, color, national origin, immigration status (except as necessary to comply with federal, DC, state, or local law), religion, sex (including pregnancy, childbirth, lactation and related medical conditions), age, physical or mental disability, medical condition, sexual orientation, gender (including gender identity or expression), marital status (including domestic partnership status), genetic information, political affiliation, pregnancy, family responsibilities, personal appearance, veteran status, uniform service member status, status of being unemployed, status of victim a survivor of domestic violence, sexual offense or stalking, matriculation or any other protected class under federal, state, DC, or local law.