Purpose
The job of the Academic Supports Instructional Coach is responsible for providing job-embedded professional development designed to accelerate teacher practices as measured by significantly higher levels of student engagement and academic achievement. The Academic Supports Instructional Coach serves as a master teacher assigned to a group of teachers to contact, observe, coach, and mentor on a regular basis; to provide information to others; and to implement and maintain services within established guidelines and standards.
Qualifications
 
Required:

1. Must be appropriately certified with a valid Arizona Teaching Certificate in subject area.
2. Bachelor’s degree in subject area, Education, or other related field.
3. Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
4. Proficiency in their performance in each of the following teacher competency standards:

1. Design and Plans Instruction.
2. Creates and Maintains a Learning Climate.
3. Implements and Manages Instruction.
4. Assesses Learning and Communicates Results.
5. Collaborates with Colleagues, Parents, and Others.

1. Engages in Professional Development and Responsibilities.
2. Demonstrated instructional expertise as evidenced by a minimum of three (3) years successful teaching experience. (If assigned to serve teachers in a specific content, then experience teaching in that content area is required).

 
Preferred:

1. Master’s degree in subject area, Education, Administration, or other related field.
2. Teaching experience in a secondary educational setting.
3. Bilingual in English and Spanish.

 
Essential Functions
 

1. Conducts frequent assessments of instructional capacity for the purpose of guiding assigned teachers toward optimal practice as supported by charting growth pathways, modeling, collaboratively planning, providing reflective feedback, collecting data on instructional practice, and conducting coaching conferences.

1. Commit to spending up to two hours per week with each assigned teacher through observations, modeling best practice, and coaching conferencing. The primary objective is to raise student achievement levels with a focus on targeting the lowest performing students.
2. Chart growth pathways for assigned teachers, in cooperation with the Principal, Director of Curriculum and Instruction and other appropriate personnel for the purpose of aligning interventions with assessed needs.
3. Collaborate with cooperating teachers to formulate and implement a plan for formative observations that is designed to strengthen quality of instruction.
4. Assist assigned teachers in reflecting and analyzing their practice and reviewing student work to inform instruction to enhance student achievement.
5. Model, as appropriate, innovative, and highly effective teaching methodologies through techniques such as team teaching and demonstration lessons.
6. Provide advice, instruction, and coaching on identified improvement areas such as student engagement strategies, formative assessment techniques, differentiation of instruction, classroom/ behavior management procedures, etc.
7. Exemplify attitude and belief that all students can learn by creating conditions for success.

1. Expands the district professional development service model for the purpose of meeting the needs of teachers and administrators district wide.

1. Assume an active role as a member of the school leadership team by supporting campus professional development initiatives through regular meetings with school administration, conducting professional development sessions, providing technical assistance, etc.
2. Develop and implement aligned professional development seminars primarily targeted to teachers and on a limited basis to other audiences including administrators, and/or district personnel.
3. Prepare a variety of written materials (e.g., conference/observation logs, newsletters, lesson plans, memos, letters, etc.) for the purpose of documenting activities, providing written reference, complying with regulatory requirements, and/or conveying information.
4. Collaborate with other members of the Curriculum and Instruction - Professional Development Team for the purpose of constructing exemplary lessons; identifying professional development needs; and planning and coordinating professional development opportunities linked to changes in curriculum, teacher needs, and job competencies.
5. Participate in calibration conferences to maintain inter-rater reliability.

1. Attends training on mentoring/coaching methodology and meets as a team weekly/biweekly for a facilitated discussion on common problems teachers are facing and to seek advice and assistance of other advisors to design appropriate intervention strategies.
2. Attends all required trainings associated with the performance of your duties as a coach.
3. Applies knowledge of best practices in curriculum, instruction, and assessment, and methods of supporting and extending instruction and student learning.
4. Applies knowledge of school law and district policy.
5. Ability to effectively utilize digital applications and software such as Microsoft Office Suite, Synergy, Power Point, Nearpod, Teams, etc.
6. Demonstrate effective written and oral communication skills.
7. Demonstrate behavior that is professional, ethical, and responsible.
8. Enhance Arizona Standards through providing/support professional development.
9. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

 
Skills, Knowledge, and Abilities
 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: regularly required to talk and hear; frequently required to use hands to touch, handle, or feel objects, tools, or controls and use a keyboard or keypad; regularly type or enter data using a computer keyboard; operating standard office equipment including utilizing pertinent software applications; planning and managing projects; and preparing and maintaining accurate records.
 
KNOWLEDGE is required to perform advanced math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: classroom management; and concepts of grammar and punctuation.
 
ABILITY is required to schedule classroom activities, discussions, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is high. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision depth perception, and the ability to adjust focus.
 
Responsibility
 
Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the organization’s services.
 
Working Environment
 
The usual and customary methods of performing the job's functions require the following physical demands: the employee will be required to reach with hands and arms; some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity; the employee is frequently required to stand, walk, bend, and sit; the employee is occasionally required to climb, or balance and stoop or kneel; the employee must regularly lift and/or move up to 10 pounds, and occasionally lift and/or move up to 35 pounds. Generally, the job requires 10% sitting, 45% walking, and 45% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors. The noise level in the work environment is usually moderate to severe. Travel between District campuses and to locations outside the District is required.
 
 

Reports to:	Campus Principal
Terms of Employment:	Nine-month, full time
Evaluation:	This position will be evaluated annually as outlined in Governing Board Policy
FLSA Status:	Exempt
Salary:	Certified Initial Placement Salary Schedule

 
Board Approval: February 6, 2024 (Revised)