Instructional Coach

Position Title: Instructional Coach

Department: Instruction 

Reports To: Building Principal 

SUMMARY:   

The Elementary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction. In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and needs of individual teachers in support of the school improvement plan. The Instructional Coach will provide leadership in all areas of literacy, interventions, consultation and program planning.

ESSENTIAL DUTIES AND RESPONSIBILITIES 

• Collaborates and plans with district staff to ensure a coordinated support system.
• Works with administration and staff in assessing needs and integrating a Multi-Tiered Systems of Support for K-3 literacy including coaching building-level teams in analysis of data.
• Guides and develops professional learning community opportunities within the district.
• Develops and models high quality literacy lessons and units for K-3 teachers.
• Coaches one-on-one in identified K-4 classrooms, while building and maintaining confidential relationships.
• Coordinating the development and delivery of professional development for literacy practices to research-based literacy strategies and interventions for teachers.
• Demonstrate a thorough knowledge of curriculum and subject matter.
• Supports the integration of technology in effective literacy instruction.
• Participates in school improvement activities focused on improving instructional practices as outlined by student outcomes.
• Participates in required trainings for MISD Literacy Coaches; serve as the point of contact for the Early Literacy Coach Grant.
• Remains knowledgeable about current research and pedagogy relevant to the coaching role.
• Provide training and support with implementation of a comprehensive system of literacy instruction.
• Lead weekly building Literacy Workshop sessions K-4.
• Modeling Best Practices for teachers. Model lessons when appropriate. 
• Ability to analyze data and determine a plan for improvement.
• Represents the school district in a professional manner at all times.
• Maintain a positive working relationship with parents/guardians, children and staff.
• Punctuality and good attendance are requirements for the position.

• Ability to exercise good judgment and make decisions in accordance with the board policies and established administrative guidelines. 

•  Ability to work a flexible workday, work week, and work year.

• Demonstrate professional discretion with confidential information.
• Excellent customer service skills and the ability to maintain a calm, poised, and professional image at all times.
• Performs other related duties as assigned by administration. 

 EDUCATION and/or EXPERIENCE:  Bachelor degree. 

• Bachelor of Arts/Sciences degree in education from an accredited college/university. 

 CERTIFICATES, LICENSES, REGISTRATIONS:

• Must hold valid Michigan Teacher Certification.
• Reading Specialist (BR) endorsement preferred.   
• Master’s degree or equivalent required.
  

EXPERIENCE: 

A minimum of five (5) years demonstrated successful teaching experience in Grades K-4. Preferred experience teaching at-risk students in the area of reading. Familiarity and success with utilizing formative, screening, and diagnostic assessments with students to determine appropriate reading instruction. Additional training focused on research-based practices preferred. A strong background in and experience working with curriculum.  

SUPERVISORY RESPONSIBILITIES: 

Supervises the behavior of students, paraprofessionals, and volunteers in the classroom, on school grounds and on educational trips ensuring behaviors are safe and respectful. 

QUALIFICATION REQUIREMENTS: 

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

LANGUAGE SKILLS:  

Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff, students and the general public. 

MATHEMATICAL SKILLS:  

Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry.  Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations. 

REASONING ABILITY:  

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. 

OTHER SKILLS and ABILITIES:   

Ability to apply knowledge of current research and theory to instructional program; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned.  Ability to establish and maintain effective relationships with students, peers and parents; skill in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies. 

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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

While performing the duties of this job, the employee is frequently required to talk or hear and sometimes traverse and sit. In case of emergency must be able to traverse about school campus and lead students to safety.    

 While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs. such as boxes of books and AV/laptop carts.  The employee is directly responsible for safety, well-being, or work output of other people.  Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

The noise level in the work environment is moderate to loud.  Duties are performed indoors and occasionally outdoors.