Instructional Coach - Valid NC Teaching License Required

ASHEVILLE CITY SCHOOLS JOB DESCRIPTION

Job Title:  Elementary Instructional Coach

Location: Isaac Dickson Elementary School

Contact: Joan.Bucy@acsgmail.net

GENERAL STATEMENT OF JOB

This individual will coach teachers with implementation of the Asheville City Schools' Core English Language Arts curriculum at grades K-5 and will ensure the use of evidence-based practices through demonstration lessons, observation of teachers' instructional practices, reflective sessions following observations, professional development activities, and fidelity checks. The school-based literacy coach will also work with the Elementary Education Department, District Coaches, and other Coaches across the district to assist in the development and/or coordination of professional development with English Language Arts Common/Core Standards, literacy curriculum and instruction, intervention, and assessment used in the schools. The coach will also participate in Professional Learning Communities to assist with the disaggregation of student achievement data to impact instruction. This individual works under the general supervision of the principal.

Salary Range

North Carolina State Teacher Salary Schedule, plus local supplement and benefits

Essential Job Functions

Will ensure the Asheville City Schools' Core English Language Arts (ELA) curriculum is delivered with fidelity in all grades K-5. This includes adherence to timeframes, implementation of ELA curricular components, use of materials, associated professional development, and ongoing fidelity checks.

The individual will coach, model, train, and support teachers with:           

• Understanding, designing, and administering assessments,
• Analyzing teacher and student performance data to guide curriculum implementation, and professional development, differentiating instruction,
• Classroom management,

• Responsiveness to Instruction (RtI)   

   

Participate in a district-wide professional learning community with district and school-level literacy coaches. Analyze student and teacher data to inform ongoing support and fidelity to core instruction in English Language Arts.

Participate in and satisfactorily complete essential trainings specific to the Asheville City Schools' Core English Language Arts (ELA) curriculum and subsequently demonstrate the knowledge and expertise to effectively coach staff and deliver professional development, including Wilson Fundations, mCLASS, Reading Foundations, and other components of the ACS Core English Language Arts (ELA). 

Collaborate with external and internal representatives to ensure quality staff development opportunities at the district and school levels.

Provide professional development and training to support Beginning Teachers.

Create positive relationships with teachers and administrators.

Support and attend school Professional Learning Community meetings to assure fidelity of core instruction and assist with curriculum alignment, instructional strategies, data analysis, and assessment.

Collaborate and consult with school-level administrators and/or RtI leadership teams to ensure fidelity of core instruction and assist with curriculum alignment, instructional strategies, data analysis, and assessment.

Stay abreast of research-based instructional strategies by attending professional development sessions and reading professional educational research.

Assist with the implementation/creation of district benchmark assessments and data analysis.

Assist the school with lesson plan formats, lesson planning, and lesson plan reviews.

Meet regularly with the elementary education director to determine district/school needs and perform other related work as required.

Support and/or develop resources on the Asheville City Schools' Intranet/Internet.

Fulfill miscellaneous duties as assigned by the principal.

Minimum Training and Experience

The Coach must hold an appropriate North Carolina Teaching License and be considered Highly Qualified in Literacy/English Language Arts. A Master's degree or special certifications in Literacy/coaching expertise are preferred.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to sit, stand, walk, and drive a car.  Must be able to lift boxes up to 20 pounds.  Physical demands are for Light Work.

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

Leadership:  Requires the ability to assess teaching practices and provide information to teachers in a way that is strength-based.  Requires the ability to meet deadlines established by the Principal and the Title I Director. Requires the ability to bring groups of individuals to consensus when decisions must be made about instructional practices.

Interpersonal Communications:  Requires the ability to speak to people in a way that demonstrates their strengths. Requires the ability to communicate with a solution-based approach for teachers who must make instructional changes.

Language Ability:  Requires the ability to read data collection and reporting forms.  Requires the ability to read and implement best practices from professional journals and educational research.

Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions.  Must be able to communicate effectively and efficiently in Standard English.

Numerical Aptitude:  Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply.  Requires the ability to understand mathematical concepts necessary to teach children problem-solving skills.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and space.

Motor Coordination:  Requires the ability to coordinate hands and eyes rapidly and accurately when using computers and other technology.

Manual Dexterity:  Requires the ability to handle a variety of items, such as the maintenance of equipment.  Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:  Requires the ability to differentiate between colors or shades of color.

Interpersonal Temperament:  Requires the ability to deal with people beyond giving and receiving instructions.  Must be adaptable to performing under average levels of stress.