What are the responsibilities and job description for the 2026/2027 Instructional Coach position at Mount Pleasant Community School District?
Mt Pleasant Community School District
Job Title: Instructional Coach with Elementary or Secondary Emphasis
Reports to: Director of Instruction
FLSA Status: X Exempt __Non-Exempt
DATE REVISED: November 16, 2021
Executive Summary
Mount Pleasant CSD coaches are professional developers who are on-site to assist teachers in professional learning by incorporating evidence-based instructional practices in the classroom. Instructional coaches will be required to develop collaborative relationships with teachers with the goal of improvement in instructional practice and advanced student learning outcomes.
Essential Duties And Functions
The roles of the Instructional Coaches in our model are listed below but are not in a priority order. The instructional coach has nine roles. Instructional coaches will spend 100% of their time in this role with no additional responsibilities.
Role 1: Classroom Supporter: Increase the quality and effectiveness of classroom instruction based on using the gradual release model which includes collaborating, co-planning, modeling, co-teaching and providing feedback.
Role 2: Instructional Supporter: Support the implementation of effective instructional strategies including assessment for learning, differentiation of instruction, standards based grading and building teacher capacity by modeling with intervention groups for short periods of time in rooms.
Role 3: Curriculum or Content Facilitator: Implementation of state standards though adopted curricula including increasing teacher content knowledge, facilitating a better understanding of the structure of written, taught and tested curriculum and dissecting standards for essential knowledge and skills.
Role 4: Data Coach: Facilitate conversations using data to drive instructional decisions including collaborating with teachers to analyze formative/summative student achievement data and assisting teachers with the use of data.
Role 5: Facilitator for Change: Engage teachers in reflective thinking while looking at their own instructional practices critically and analytically including fostering a safe, trusting environment for teachers with the use of data.
Role 6: Learner: Engage in continuous learning by participating in professional development, reading and practicing/reflecting.
Role 7: Professional Learning Facilitator: Design and facilitate effective professional learning including professional development.
Role 8: Resource: Implement a variety of resources to enhance classroom instruction and student achievement including identifying instructional and assessment resources requested by teachers and sharing research and instructional best practices.
Role 9: School Leader: Provide support and communicate school and district initiatives with the school community including involving stakeholders in the implementation of the Comprehensive School Improvement Plan (CSIP), connecting with community stakeholders by sharing instructional practices that impact students and acting as a strong advocate.
Knowledge Skills And Abilities Required
Education and Licensure:
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 stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee
frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
Working 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 usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the school setting including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.
Terms Of Employment
Work year as established by the Board of Directors. Salary established by district adopted salary schedules. Instructional Coach positions are expected to work an extra 10 days beyond the allocated teacher contract with compensation as outlined in the district Teacher Leadership and Compensation Plan.
Evaluation
Performance of this job will be evaluated in accordance with federal and state law, board policy, and the preceding job description. A district instructional coach will be evaluated annually per the Teacher Leadership and Compensation District plan requirements.
Application Procedure
All interested candidates must submit the following items for consideration:
Equal Employment Opportunity Statement
It is the policy of the Mount Pleasant Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices.
The statements contained herein describe the scope of responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts the Board's right to assign or reassign duties and responsibilities to this job at any time unless restricted by law or a negotiated contract.
Signature of Supervisor: ______________________________ Date: _______________
Signature of Employee: ______________________________ Date: _______________
Job Title: Instructional Coach with Elementary or Secondary Emphasis
Reports to: Director of Instruction
FLSA Status: X Exempt __Non-Exempt
DATE REVISED: November 16, 2021
Executive Summary
Mount Pleasant CSD coaches are professional developers who are on-site to assist teachers in professional learning by incorporating evidence-based instructional practices in the classroom. Instructional coaches will be required to develop collaborative relationships with teachers with the goal of improvement in instructional practice and advanced student learning outcomes.
Essential Duties And Functions
The roles of the Instructional Coaches in our model are listed below but are not in a priority order. The instructional coach has nine roles. Instructional coaches will spend 100% of their time in this role with no additional responsibilities.
Role 1: Classroom Supporter: Increase the quality and effectiveness of classroom instruction based on using the gradual release model which includes collaborating, co-planning, modeling, co-teaching and providing feedback.
Role 2: Instructional Supporter: Support the implementation of effective instructional strategies including assessment for learning, differentiation of instruction, standards based grading and building teacher capacity by modeling with intervention groups for short periods of time in rooms.
Role 3: Curriculum or Content Facilitator: Implementation of state standards though adopted curricula including increasing teacher content knowledge, facilitating a better understanding of the structure of written, taught and tested curriculum and dissecting standards for essential knowledge and skills.
Role 4: Data Coach: Facilitate conversations using data to drive instructional decisions including collaborating with teachers to analyze formative/summative student achievement data and assisting teachers with the use of data.
Role 5: Facilitator for Change: Engage teachers in reflective thinking while looking at their own instructional practices critically and analytically including fostering a safe, trusting environment for teachers with the use of data.
Role 6: Learner: Engage in continuous learning by participating in professional development, reading and practicing/reflecting.
Role 7: Professional Learning Facilitator: Design and facilitate effective professional learning including professional development.
Role 8: Resource: Implement a variety of resources to enhance classroom instruction and student achievement including identifying instructional and assessment resources requested by teachers and sharing research and instructional best practices.
Role 9: School Leader: Provide support and communicate school and district initiatives with the school community including involving stakeholders in the implementation of the Comprehensive School Improvement Plan (CSIP), connecting with community stakeholders by sharing instructional practices that impact students and acting as a strong advocate.
Knowledge Skills And Abilities Required
Education and Licensure:
- Iowa Teaching Certification
- One year employment in the district, per Teacher Leadership and Compensation legislated requirement
- At least 3 years of teaching experience
- Excellent verbal and written communication skills
- Ability to support core instruction as defined by the Iowa Common Core State Standards
- Ability to provide feedback in a positive, constructive and supportive manner
- Demonstrated ability to work effectively with colleagues
- Proven collaborative skills
- Outstanding record of instructional practice
- Proven student achievement improvements through their own classroom instruction
- Observed experience in utilizing a wide variety of differentiated instructional strategies
- The ability to read, interpret, and apply a variety of data information to improve classroom instructional practices
- Appropriate technology skills
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 stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee
frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.
Working 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 usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the school setting including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.
Terms Of Employment
Work year as established by the Board of Directors. Salary established by district adopted salary schedules. Instructional Coach positions are expected to work an extra 10 days beyond the allocated teacher contract with compensation as outlined in the district Teacher Leadership and Compensation Plan.
Evaluation
Performance of this job will be evaluated in accordance with federal and state law, board policy, and the preceding job description. A district instructional coach will be evaluated annually per the Teacher Leadership and Compensation District plan requirements.
Application Procedure
All interested candidates must submit the following items for consideration:
- A. Principal's recommendation verifying the qualifications listed above have been observed and the candidate possesses them.
- B. Two letters of recommendation from peers.
- C. Letter of Intent.
- D. Interview with TLC Committee members and appropriate district administrators
- Why are you interested in an instructional coaching position?
- What specific skills do you possess that would enable you to be successful as an instructional coach?
- What are your experiences in training/working with diverse groups in meeting the needs of students and developing school improvement plans?
- How have you used data to improve instruction and student achievement?
- What committees/roles and leadership have you assumed within the district?
- What elements about the instructional coaching position most excites you and what are you most concerned about?
Equal Employment Opportunity Statement
It is the policy of the Mount Pleasant Community School District not to discriminate on the basis of race, color, national origin, sex, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices.
The statements contained herein describe the scope of responsibility and essential functions of this position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may perform other duties as assigned. Nothing in this job description restricts the Board's right to assign or reassign duties and responsibilities to this job at any time unless restricted by law or a negotiated contract.
Signature of Supervisor: ______________________________ Date: _______________
Signature of Employee: ______________________________ Date: _______________