Hamilton-Wenham Regional School District K-5 Instructional Coach

ROLE OF THE INSTRUCTIONAL COACH: The primary role of the Instructional Coach is to accelerate student growth in our elementary classrooms. This will be accomplished by participating in continuous school improvement efforts and by providing teachers with instructional coaching, training, and support. The coach works side-by-side with teachers and principals through planning, modeling, co-teaching, reflecting and providing feedback. Instructional Coaches support teachers as they provide targeted instruction and interventions for students in an MTSS model. PERFORMANCE RESPONSIBILITIES: Each school allocation supports student achievement by supporting teachers in the classroom. These hours include attendance at district professional learning. The largest portion of time must be allocated to coaching teachers for the purpose of accelerating student growth and performance. Coaches have a thorough understanding of the content of curriculum that teachers are currently using and a deep understanding of critical instructional strategies and methods. 1. Work collaboratively and communicate effectively with administrators, curriculum coordinators, other elementary coaches, teachers, and across district staff to strengthen all aspects of the instructional program to increase student achievement. Attend building and district-level curriculum meetings. 2. Assist with staff development at the district and building level. 3. Work collaboratively with teachers and district-level curriculum personnel to support the implementation of the HWRSD District Curriculum. Assist in the development, implementation, and evaluation of the HWRSD Elementary School Improvement Plans. 4. Work collaboratively with building and grade level teams to develop and implement goals related to continuous inquiry, shared practice, and improved student achievement. 5. Work with cohorts of teachers on 6-week coaching cycles (planning, implementation, and analysis) in areas identified and supported by the Elementary Principals, Director of Teaching and Learning, or Superintendent. 6. Make informal classroom observations and provide immediate non- evaluative feedback for the purpose of instructional support and program improvement. 7. Promote professional conversation and reflective thinking to impact teacher effectiveness. Model lessons and helping teachers with the instructional components of effective teaching strategies that maximizes student learning and engagement. Support the use of evidence-based practices in classroom instruction. 8. Assist teachers in incorporating the use of technology into the instructional program. 9. Facilitate a continuous improvement cycle that focuses on effective teaching and learning practices through planning, doing, reflecting, and revising, and the gradual release of responsibility. 10. Collaborate with teachers in assessing student performance data and students’ learning needs, as well as developing and implementing instructional plans. Assist teachers in using common formative assessments for measuring student progress and for reporting that progress to students and parents in a timely manner. Use technology to disaggregate assessment data to inform instruction at the classroom level. 11. Lead the planning and delivery of grade-level professional learning and collaboration opportunities such as Professional Learning Communities. 12. Attend district-level instructional coaching training. 13. Share monthly coaching logs to monitor progress. 14. Provide strong, timely support to new teachers. 15. Other duties as assigned by the Director of Teaching and Learning and the Building Principals. QUALIFICATIONS: Experience and education: Possess five or more years of exemplary teaching experience at the elementary level Experience in curriculum or school leadership positions Leadership Demonstrate willingness to assume leadership positions. Knowledge of adult learning. Ability to structure own time, demonstrate initiative, and manage multiple priorities. Demonstrate effective communication, facilitation, collaboration and interpersonal skills. Skills: Demonstrate interpersonal, problem-solving and organizational skills required to effectively facilitate coaching strategies and staff development initiatives. Demonstrate collaborative skills in co-teaching situations. Demonstrate a commitment to ongoing professional growth. Demonstrate the ability to reflect on one's own practice. Demonstrate computing skills, technology integration, and knowledge of software programs and apps. Curriculum, instruction, and assessment: Demonstrate skills in the implementation of standards-based classroom planning, assessment, and instruction, especially in the area of English/Language Arts. Demonstrate skills in using student work and assessment data to make informed instructional decisions. Knowledge of effective instructional and differentiation strategies. Demonstrate the ability to modify/enhance instructional program to meet diverse needs of all students. Demonstrate receptiveness to learning and implementing evidence-based strategies as directed by the Director of Teaching and Learning and Elementary Principals.