Position Summary:The instructional coach will provide personalized support based on identified needs of individual teachers and differentiated supports that foster the growth and development of teachers. In addition to strategic instruction-focused mentoring, the instructional coach will support teachers to develop skills in analyzing student work, differentiating instruction, and supporting all students. The instructional coach will work collaboratively, build teacher capacity, analyze data, examine needs related to professional practice and engage in job-embedded coaching with teachers in grades PK-5. 

Essential Functions:1. Compiles, analyzes, and interprets data (including but not limited to standardized and other test results) for diagnosis, instructional planning and program evaluation.2. Reviews weekly lesson plans, observes teachers in the classroom, and provides teachers with reflective and actionable feedback.3. Supports teachers’ achievement of goals, as needed, by effectively employing coaching strategies what gradually release responsibility for implementing instructional practices to the teacher (i.e. co-planning, modeling, and observing). 4. Analyzes teacher practice through ongoing classroom observations, data analysis, and examination of student work. 5. Collaborates with school administrators and staff to provide quality professional development and curriculum implementation guidance to teachers.6. Identifies changing curricular needs and determines plans for improvement through the use of state and district data and state standards.7. Leads content specific professional learning communities of teachers, both face to face and virtually, where teachers can share best practices and brainstorm innovative ways to improve learning and drive student achievement.8. Listens and advocates for teachers, students and the instructional needs in all areas of the school community.9. Builds teacher capacity to collect and analyze multiple sources of data to improve student learning.10. Provides intensive instruction in reading to at-risk students in a one-on-one or small group setting.11. Identifies students in grades K-5 who are at-risk of not meeting grade level reading proficiency by analyzing data from identified formative and summative assessments, classroom grades, and other identified reading curricula based learning objectives.12. Coordinates with school Principal to develop a schedule of one-on-one or small group reading support, based upon analysis of current data, for identified at-risk students in grades K-5.13. Works closely with identified at-risk students’ reading teacher to coordinate intervention program efforts that align with regular classroom instructional focuses to promote student success.14. Supports teachers with effective integration of digital applications, tools, strategies, blending learning platforms, and classroom-related technologies to support students with their learning. 15. Participates actively on the school’s Academic Leadership Team.16. Fosters collaboration and teacher leadership.17. Articulates a clear instructional vision alongside the principal with a school-wide focus on teaching and learning that is data-driven, standards-aligned and rooted in a belief that all students can achieve at high levels. 

NOTES:1. Faculty hired after July 1, 2011 will have a one (1) year probationary period.2. This job description reflects management’s assignment of essential functions. It does not prescribe or restrict the tasks that may be assigned.

YMCA Competencies (Multi-Team Leader):Relationships: Builds and nurtures strategic relationships to enhance curriculum and instruction at Tiger. Communication: Communicates for influence to attain buy-in and support of goals. Developing Others: Provides tools and resources for the development of others. Innovation: Involves students, teachers and community in the development of curriculum. Project Management: Ensures execution of plan and curricular and instructional implementation.Change Capacity: Creates a sense of urgency and positive tension to support change. Functional Expertise: Has the functional and technical knowledge and skills required to perform well; uses best practices and demonstrates up-to-date knowledge and skills in technology.

Qualifications:1. Bachelor’s degree in education or related subject required.2. State of Florida teaching licensure and credentials.3. Minimum of 3 years of successful teaching experience.4. Experience working with students from an ethnically diverse, urban population preferred. 5. Knowledge of adult learning theory, and experience facilitating professional learning communities and professional development sessions.