Instructional Coach

(Elementary) 1 Position-half time

(Secondary) 1 Position-half time

The Instructional Coach works collaboratively with the administrators and other instructional staff to facilitate the implementation of Lone Tree School's Collective Commitment Statements with a focus on the following:

1) Collaboration through the professional learning community structure

2) Implementation of standards-based curriculum

3) Implementation of research-based instructional strategies

4) Coaching: Classroom, IDEA-DA, Student Centered.

5) MTSS System/Practice Coach (MS/HS)

6) Instructional Framework

Instructional Coach Roles and Responsibilities:

• Attend instructional coach training through Grant Wood AEA
• Guides teachers through coaching cycles centered around teacher-guided goals
• Mentoring first and second year staff (with initial license)
• Connecting teachers with professional development opportunities
• Participate in PLC conversations and assist in building the PLC culture in building
• Solicits and gathers direction from the staff reflective of building needs
• Gather data to help support instructional decisions
• Provide meaningful, timely feedback to teachers
• Model and co-teach with teachers centered around teacher/ building/ district goal areas
• Understand high quality tier I instructional practices
• Leading professional learning around best practices in instructional strategies and other content areas
• Regular collaboration with Curriculum and Instructional Leader to oversee curriculum, instruction, and assessment
• Collaborate with building administrators to write goals for curriculum and instruction
• Other duties as assigned

The responsibilities of the Instructional Coaches may include:

• Support instruction by meeting with PLCs/individual teachers to set and review goals
• Gather and analyze assessment, performance, and/or attendance data
• Organize instruction based on best practices to improve student learning
• Supply resources and support by providing opportunities for
  • Modeling
  • Co-teaching
  • Lesson planning
  • Observing lessons
  • Timely feedback
• Work with administration, curriculum director, and AEA to plan and implement professional development based on identified district needs and goals in the areas of
  • Curriculum
  • Learning strategies
  • Classroom and behavior management
  • Technology
• Work collaboratively with one another to ensure needs are being met for all teachers
• Serve as coordinators for the PLC Leads and support them in their general duties
• Complete reflective journals of their experiences to provide information to be used in their collaborative meetings to continually evaluate and make necessary program revisions as necessary to meet teachers' needs
• Continue professional growth by attending leadership trainings
• Serve as lead mentors assigned to new teachers
• Work on activities related to various district initiatives, to be determined on an annual basis
• Be asked to substitute for classroom teachers in the event of a substitute shortage, as a LAST resort by building principals.
• Teach students a minimum of 30 minutes daily: work with students needing Intervention services at the elementary.