ACADEMIC COACH (MATHEMATICS, LITERACY, TECHNOLOGY)

GENERAL STATEMENT OF JOB

Under the supervision of the appropriate supervisor, a team of academic coaches contributes to the development, coordination, implementation, and on-going evaluation of literacy, mathematics, and technology initiatives in the Guilford County Schools. They support the Instructional Improvement Officers, Principals, Curriculum Facilitators, and Teachers in all instructional initiatives. Also, the Academic Coaches assist the Director of Induction and Success and the Guilford Academy of School Leadership with staff development programming and work closely with first year teachers in the district.

SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS

Works with staff to implement a coherent curriculum aligned with state and national standards
Promotes use of consistent instructional framework and research-based strategies
Helps build assessment systems that are aligned with curriculum and instruction priorities
Ensures that human, financial, and material resources are aligned to support coherence
Leads professional development for math, literacy, and technology teachers
Supports school-based professional development led by math, literacy and technology specialists and teacher leaders
Designs, implements and evaluates school and district staff development in concert with other school leaders and the Guildford Academy of School Leadership
Assists the Director or Induction and Success in developing and coaching new teachers
Works with the Instructional Improvement Officer to develop a data profile for assigned schools
Helps staff secure, analyze, and interpret data for promoting instructional improvement
Supports principals, reading specialists, and teacher leaders in using data at the school level

ACADEMIC COACHES

Serves as liaison with the Assessment and Evaluation division and the schools in securing relevant data
Models instructional strategies with teachers and staff in classrooms
Makes regular classroom visits to support instructional improvement
Provides feedback to teachers and staff regarding implementation issues
Serves as coach working with staff to improve their practice
Works with staff and schools to address learning needs of all students
Coordinates with other departments, offices, and organizations to best serve student needs
Provides customized professional development to meet unique student needs and support differentiated instruction
Participates in regular professional development to improve knowledge and skills
Joins Instructional Improvement Officers in cross-functional training to build instructional capacity
Attends and presents at local, state, and national conferences
Serves as a liaison with colleges, universities, and educational partners to build capacity
Performs other related work as required.
MINIMUM TRAINING AND EXPERIENCE
Masters degree with emphasis on the area of specialty, curriculum, or administration. Proven record of excellence as a classroom teacher with predictive characteristics of an outstanding administrator. Experience as a presenter in staff development programs.
SPECIAL REQUIREMENTS
Must possess a teaching certificate from the State of North Carolina. Must possess a valid North Carolina driver's license.
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED
TO PERFORM ESSENTIAL JOB FUNCTIONS
ACADEMIC COACHES
GCS Revised 2003, Revised 2/2006
3
Physical Requirements: Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.
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.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, 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 and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
ACADEMIC COACHES
GCS Revised 2003, Revised 2/2006
4
Color Discrimination: Does not require the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
KNOWLEDGE, SKILLS AND ABILITIES
Masterful knowledge of literacy, mathematics or technology curriculum and best practices.
Highly developed presentation skills
Knowledge of effective staff development models that lead to increased student achievement
Excellent oral and written communication skills
Considerable human relations and human development skills
Demonstrated leadership ability
Good technical skills with technology and presentation tools
Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs
Ability to collect and analyze statistical data
Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information
Ability to plan and evaluate strategies for improving instruction
Ability to exercise considerable tact and courtesy in frequent contact with the public
Ability to establish and maintain effective working relationships as necessitated by work assignments
ACADEMIC COACHES
GCS Revised 2003, Revised 2/2006
5
DISCLAIMER
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.