Job Title

Teacher Math/Reading Coach

Salary Scale

TCH

Location 

Brockington Elementary

PSC Code 

970007/80066

Reports To

Principal

Shift Type

Full Time/Exempt

General Statement of Job 

Under limited supervision of the Executive Director for Professional Development plans and presents innovative, appropriate professional development needed to maximize the skills of core content area teachers. Coordinates with the Center for Teacher Quality and the Office of Curriculum and Instruction to ensure that teachers gain knowledge in implementing best instructional practices. Develops strategies to address instructional deficiencies and provides support and training for needed changes in instructional practices.

Specific Duties and Responsibilities

• Assists teachers in analyzing student achievement data to identify patterns and instructional strengths and deficiencies.
• Assists principals and school leadership teams with the implementation of school improvement plans.
• Conducts daily classroom observations in order to provide teachers with feedback.
• Collaborate and demonstrate effective instruction by teaching weekly in the form of demonstration lessons, team teaching and model lessons.
• Coaches and assists teachers with lesson planning particularly in ELA, Math and Science.
• Conducts intensive staff development sessions on research-based, best instructional practices.
• Collaborates with the general fund reading teachers and the math interventionists to implement literacy strategies across all core curriculum areas using models. 
• Assists with the development and implementation of Richland One’s Center for Educator Quality.
• Adept at integrating technology into instruction and the curriculum.
• Collaborates with the department of Accountability, Assessment, Research and Evaluation to review information which informs school and district practices.
• Collaborates with the Performance Evaluation Services Coordinator staff to assist with identified instruction needs.
• Plans, prepares and oversees allocated budget(s).
• Develops short and long range plans to assist with the professional development of teachers.
• Assists with the development, articulation, coordination and implementation of the district’s curriculum, state standards, and the migration to Common Core.
• Provide research based intervention for individual and small groups of students, who demonstrate a need for intervention.
• Guide the learning process toward established district curriculum goals using the district Instructional Framework.
• Utilize diagnostic assessments to determine student strengths and deficiencies.
• Create and implement individual plans to match student ability and learning style.
• Establish an ongoing system to monitor student progress and adjust instructional plans to facilitate long and short-term evaluation of student achievement.
• Maintain accurate and complete student records to be shared with administrators, teachers, and parents.
• Collaborate with curriculum resource teachers and district consultants to develop, implement and monitor improvement plans for the school.
• Collaborate with teachers and parents to reinforce efforts to support student progress.
• Knowledge of necessary instructional materials and use of to support classroom teachers in core content delivery.
• Plan professional development for the classroom teachers and participate in district professional development activities.
• Receives and responds to inquiries and requests for assistance from teachers, principals and District personnel.
• Keeps abreast of professional development innovations to ensure that staff members remain current and properly trained as well.
• Uses a computer to record and retrieve department information and to prepare reports and correspondence.
• Receives reviews, prepares and/or submits various records and reports, including research documents, attendance records, workshop evaluations, workshop handouts, training materials, various reports, handbooks, memos, correspondence, etc.
• Interacts and communicates with various groups and individuals, such as the immediate supervisor, other District administrators and department heads, teachers, principals, other District personnel, professional peers, consultants, external consultants, State Department of Education personnel, from institutions of higher education, etc.

Essential Functions 

Physical Requirements:

Must be physically able to operate a variety of machines and equipment, including a computer, telephone, audio-visual equipment, and vehicle. Must be able to exert up to ten pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting much of the time, but also involves walking or standing for periods of time. Must be able to lift and/or carry weights of up to 20 pounds.

Data Conception:

Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication:

Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to workshop participants and receiving assignments and/or direction from the supervisor.

Language Ability:

Requires the ability to read a variety of policies and procedures, evaluation materials, professional studies, etc. Requires the ability to prepare training materials, handbooks, schedules, reports, correspondence, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.

Intelligence: 

Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of instructions in written, oral, mathematical, schedule or diagrammatic form, to deal with several abstract and concrete variables. Requires the ability to apply influence systems in teaching staff members, to learn and understand relatively complex principles and techniques, to make independent judgments in absence of supervision, and to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.

Verbal Aptitude:

Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions, and to teach employees. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages, including education theory.

Numerical Aptitude:

Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals, and to determine time. Must be able to use practical applications of statistics.

Form/Spatial Aptitude: 

Requires the ability to inspect items for proper length, width and shape, and visually read various information.

Motor Coordination:

Requires the ability to coordinate hands and eyes using office machinery; to operate motor vehicles. 

Manual Dexterity: 

Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines.

Physical Communication:

Requires the ability to talk and/or hear (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear).

Training And Education 

Requires a Master's degree in education with a concentration in curriculum and instruction, supplemented by six to nine years of staff development and classroom teaching experience, or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities. Must possess valid teaching certification.

Performance Evaluation Criteria 

Job Knowledge: 

Has thorough knowledge of the methods, procedures and policies of Curriculum as it pertains to the performance. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position. Has considerable knowledge of the functions and interrelationships of Florence 1 Schools and other governmental agencies. Has the ability to offer guidance and assistance to co-workers and employees of other departments as required. Is able to clearly and concisely present information to a variety of audiences; to facilitate group processes; to arbitrate conflict and to instruct adult learners. Has thorough knowledge of current staff development trends. Has the ability to use independent judgment as needed in performing routine and non-routine tasks. Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to read and interpret complex professional reports, statistical reports and related materials pertaining to the responsibilities of the job. Knows how to prepare program records, schedules, training materials, correspondence, etc. Has a comprehensive knowledge of the terminology and various professional languages used within the department. Knows how to maintain effective relationships with personnel of other departments, professionals and members of the public through contact and cooperation. Is able to perform job tasks professionally under political scrutiny and in an environment where discrimination and other public issues are constant concerns. Is able to make sound, educated decisions. Knows how to react calmly and quickly in emergency situations. Has the mathematical ability to handle required calculations. Has the ability to plan, organize and prioritize daily assignments and work activities. Has good organizational, technical and human relations skills. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Has skills in the use of computers. 

Quality of Work:

Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public.

Quantity of Work:

Performs described "Specific Duties and Responsibilities" and related assignments efficiently and effectively in order to produce a quantity of work which consistently meets standards and expectations of the District.

Dependability:

Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, District policy, standards and prescribed procedures. Remains accountable to assigned responsibilities in the technical, human and conceptual areas.

Attendance:

Attends and remains at work regularly and adheres to District policies and procedures regarding absences and tardiness. Provides adequate notice to higher management with respect to vacation time and time-off requests.

Initiative and Enthusiasm:

Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountability. Strives to anticipate work to be done, and initiates proper and acceptable direction for the completion of work with a minimum of supervision and instruction.

Judgment:

Exercises analytical judgment in areas of responsibility. Identifies problems or situations as they occur, and specifies decision objectives. Identifies or assists in identifying alternative solutions to problems or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches problems, situations and alternatives before exercising judgment. Monitors the activities/behavior of the student body as scheduled to ensure student safety and well-being.

Cooperation: 

Accepts supervisory instruction and direction and strives to meet the goals and objectives of the same. Questions such as instruction and direction when clarification of results or consequences are justified, i.e., poor communications, variance with established policies or procedures, etc. Offers suggestions and recommendations to encourage and improve cooperation between all staff persons and departments within the District.

Relationships with Others:

Shares knowledge with managers, supervisors and co-workers for mutual benefit. Contributes to maintaining high morale among all employees. Develops and maintains cooperative and courteous relationships inter- and intra-departmentally, and with external entities with whom the position interacts. Tactfully and effectively handles requests, suggestions and complaints in order to establish and maintain good will. Emphasizes the importance of maintaining a positive image.

Coordination of Work:

Plans and organizes daily work routine. Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of work elements and establishes a personal schedule accordingly. Attends required meetings, planning sessions and discussions on time. Implements work activity in accordance with priorities and estimated schedules.

Safety and Housekeeping:

Adheres to all established safety and housekeeping standards. Ensures such standards are not violated. Maintains a clean and orderly workplace.

DISCLAIMER: This job description is not an employment agreement or contract. Management has the exclusive right to alter this job description at any time without notice.

Terms of Employment 

190 day work agreement. Salary and work year to be established by the district.