Secondary Instructional Coach/Interventionist, 6-12 (Math Focus)

QUALIFICATIONS:

• CT State Certification in Mathematics required
• Strong background in research-based instructional practices;
• Strong background in differentiated instruction and the ability to program for all students;
• Strong background in curricular content with specific expertise in SAT Math domains (Algebra, Advanced Math, Problem-solving and Data Analysis, Geometry and Trigonometry));
• Knowledge of effective instructional strategies, assessment tools, and research-based “best practices.”
• Experience with administering assessments, data collection, and analysis of students’ various stages of growth and development
• Ability to use data to assess, monitor, and improve teaching and student performance; proven track record of using PSAT/SAT data to drive intervention groups;
• Excellent collaboration, interpersonal, and communication skills – including written and verbal;
• Ability to prepare and present professional learning opportunities focused on standardized test specifications and score-boosting pedagogical strategies;
• Experience in developing, revising, implementing, and evaluating curriculum to ensure alignment with the Connecticut Core Standards and SAT evidence-based requirements;
• Ability to integrate technology into the learning environment for both staff and students, including the ability to maximize district software programs (e.g., Khan Academy, McGraw-Hill, BFW, etc);
• Ability to lead, inspire, support, and motivate; must be positive, trustworthy, and committed to promoting the district’s and the school’s vision, mission, and goals;
• Self-motivated individual with the ability to work independently and collaboratively - ability to bring new ideas to the team;
• Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.

JOB GOAL:

The Secondary Instructional Coach/Interventionist will provide ongoing coaching to promote solid Tier 1 instructional practices and support the professional growth of each certified teacher within the district, primarily within the two high schools.

The coach will work collaboratively with assigned grade level or subject area teams to review common strengths and areas of need regarding the team’s overall level of knowledge and implementation of research-based instructional practice strategies. The Coach will specifically target integrating SAT-aligned questioning and "productive struggle" techniques into the general math curriculum. The Instructional Coach/Interventionist will guide members of the content/grade-level team to focus on instructional practices based on students’ academic/behavioral data. This includes the deep-dive analysis of PSAT 8/9, PSAT 10 & 11, and SAT results to identify specific curricular gaps.

The Instructional Coach/Interventionist will set up co-planning conference times, in-class visit times, and post-visit debriefing times with staff. The Instructional Coach may also model classroom lessons by planning and delivering direct instruction to students. The Instructional Coach/Interventionist will use student data to plan differentiated coaching sessions for staff and to best meet the needs of all students. He/She will be responsible for providing professional learning opportunities and for communicating information about research-based best practices and instructional resources throughout the year. He/She will also support the goals of the building Principal, Department Leaders/Subject Area Specialists, and Central Office Supervisors, including assisting with the development and implementation of the School’s Improvement Plan (SIP) and the school’s SRBI process.

The Instructional Coach/Interventionist may be assigned intervention courses within their area of certification, not to exceed sixty percent (60%) of their work schedule.

PERFORMANCE RESPONSIBILITIES:

Instruction:

• Assists teachers with planning solid Tier 1 lessons that are differentiated and aligned to all students’ needs;
• Assists teachers with curriculum pacing, mapping, and the development, implementation, and analysis of formative assessments and results; ensures that assessments mirror the rigor and format of the Digital SAT (dSAT);
• Leads collaborative conversations around student data, teaching, and learning;
• Models in-class lessons for students and staff, incorporating SAT-specific strategies such as "Plug in the Answer" or "Backsolving";
• Maintains visibility in classrooms, coaching, observing, co-teaching, and/or working directly with students as necessary;
• Researches and provides instructional resources for teachers focused on SAT intervention and college readiness;
• Instruct intervention courses within their area of certification, not to exceed sixty percent (60%) of their work schedule. This includes the design and delivery of targeted SAT Math "Bootcamps" or bridge programs for at-risk students.

Professional Development:

• Provides a variety of professional learning opportunities on Tier 1 instructional practices.
• Facilitates workshops for staff on the nuances of the Digital SAT, including the use of the built-in Desmos graphing calculator and time-management strategies;
• May provide district-wide or school-based professional learning opportunities;
• Regularly communicates research, articles, and recommended resources with all.

Other:

• Assumes such other functions as may be delegated or assigned by supervisor
• TERMS OF EMPLOYMENT:

Per Meriden Federation of Teachers Contract

EVALUATION:

Performance of this job will be evaluated in accordance with the Board’s policy on Evaluation of Certified Staff

The Meriden Board of Education is an equal employment opportunity employer and does not discriminate on the basis of race, religion, age, sex, disability, national origin, marital, gender identity or expression, veteran or other protected class status under applicable law in any of its education programs, activities or employment policies.