Summary/Objective

The Instructional Coach helps fulfill the mission of Summit Academy Management (SAM) as an instructional leader in the school with support from the curriculum team. The Instructional Coach’s work comes to life by helping educators to meet the needs of their students and supporting educators to provide excellent, evidence-based instruction to students.

Essential Functions

• Support instructional staff and administrators in their use of curricular resources and their implementation of evidence-based instructional strategies by:

• Planning and facilitating beginning-of-year and regularly scheduled professional development sessions.
• Providing ongoing and regular coaching to all teachers.

• Support all classroom teachers in:

• Use all curricular resources with fidelity.
• Ensure that a multi-tiered system of support (MTSS) is used for all instruction.
• Differentiate instruction to meet the social-emotional and academic needs of all students.

• Work with SAM’s curriculum team to ensure that:

• Teachers are well-supported and coached.
• Administrators and teachers are held accountable to SAM’s academic and instructional commitments.
• Collaborative planning and data inform instruction.
• MTSS is practiced at all levels in the school.

• Lead, support, and monitor the implementation of SAM-approved core and intervention curriculum programs.
• Support classroom teachers and other instructional staff in the consistent, effective use of evidence-based instructional strategies and SAM’s approved core and intervention curriculum programs.
• Support instructional staff and administrators in their use of curricular resources and their implementation of evidence-based instructional strategies by planning and facilitating beginning-of-year and regularly scheduled professional development sessions and providing ongoing and regular coaching to all teachers.
• Coordinate with external professional development providers to meet the needs of the school’s educators and administrators.
• Support teachers with self-assessment, professional goal setting, monitoring progress toward identified goals, and on-going reflection on and evaluation of instructional practices.
• Conduct differentiated, ongoing, and regular “coaching cycles” to support individual instructional staff in the expected ongoing professional cycle of reflection and growth. This often includes, but is not limited to conducting classroom observations, providing feedback, modeling lessons/strategies, assisting with lesson planning, facilitating collaboration among staff, providing individualized training, supporting research and expansion of teachers’ “toolbox” of evidence-based strategies, and assisting staff with data analysis/use to make appropriate instructional planning decisions.
• Act as Internal Facilitator of the Ohio Improvement Process in the school, facilitating data informed collaborative conversations using the 5-step improvement process, and serving as a mentor to administrators and instructional staff regarding the importance, value, and application of data.
• Serve as a member of the Building Leadership Team (BLT), using their experience and expertise to provide information to improve academic achievement and participate in school-wide data analysis, planning, monitoring, and evaluation. 
• Establish professional interpersonal relationships with school staff and SAM administration.
• Regularly participate in training and professional development to develop knowledge of current research in education, curriculum, and evidence-based strategies, and advocate for the importance of lifelong learning for all staff and students.
• Serve in leadership roles as determined by the school director, curriculum director and/or administrator, and specific program coordinator, such as: 

• Building test coordinator
• Star assessment coordinator
• Resident educator mentor
• Local Professional Development Committee (LPDC) representative
• Third grade reading guarantee (TGRG) representative
• Grant and program compliance writing support

• Lead the learning and professional development of adults and mentoring skills in an educational setting

Competencies

• Knowledge of or ability to learn SAM’s curricular resource suite 
• Expertise in myriad, evidence-based instructional practices
• Assessment literacy: understanding various assessment purposes, methods, and strategies
• Skilled at data analysis, use of data from a variety of sources for appropriate decision making, and making data understandable to colleagues
• Ability to successfully collaborate with colleagues and a variety of stakeholders
• Basic PC use and familiarity with common educational tools and resources
• Critical thinking
• Excellence in verbal and written communication
• Ability to set priorities, initiate projects, and effective time management
• Interpersonal Skills
• Cultural Awareness

Supervisory Responsibility

None

Work Environment

This job operates in a professional office environment and routinely uses standard office equipment.

Physical Demands

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. While performing the duties of this job, the employee is regularly required to talk and hear. The employee is frequently required to stand, walk, and drive. Specific vision abilities required by this job include close vision and distance vision. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Position Type/Expected Hours of Work

This position regularly requires extended hours and the ability to perform work outside of what is recognized as normal operating hours.

Travel

Travel is required as appropriate to attend professional development and meetings.

Required Education and Experience

• Bachelor’s degree from an accredited college/university in the field of education (or equivalent if an alternate pathway to educator licensure was completed)

• Ohio professional educator license (professional educator, senior professional educator, lead professional educator, or equivalent, or the ability to obtain an Ohio professional license within 90 days if candidate currently holds an out-of-state license )

• Five (5) years of experience as a full-time classroom teacher
• Experience in working with diverse learners and students with disabilities

• Successful experience in mentoring and providing professional development in both large and small group settings
• Knowledge of current research in education, curriculum, and evidence-based strategies

Preferred Education and Experience

• Master’s degree, preferably in Instruction or related fields

• Content area expertise/licensure preferred (specific content area may be required for individual position posting)

Other Duties

This job description is not designed to contain a comprehensive listing of activities, duties or responsibilities required of the employee for this job and may change at any time with or without notice.