Math Instructional Coach/Interventionist (PreK-5)

Position: Math Instructional Coach/Interventionist (PreK-5)

Campus:  Laird Elementary School

Wage/Hour Status:   Exempt

Immediate Supervisor(s):   Campus Principal

Pay Grade:  Per Compensation Manual

Days Employed: Per Compensation Manual

POSITION SUMMARY:

• The primary purpose of this position is to work directly with classroom teachers on the delivery of high-quality instruction
• The instructional coach will work with building administration, district-level staff, and other instructional coaches to strengthen instruction and increase student learning
• The instructional coach will support data findings and provide instructional coaching as an integral part of the instructional team
• This position requires a strong knowledge of effective teaching practices that address differentiated instruction and digital learning
• This position will serve as a liaison between campus and district staff to support and implement district instructional initiatives, provide job-embedded professional development, and accomplish specific campus/district goals

QUALIFICATIONS:

Education/Certification:

• Bachelor’s degree from an accredited university
• Valid Texas teaching certificate with general education
• ESL certification (preferred)
• Special Knowledge/Skills:
• Advanced knowledge of curriculum, instructional strategies, and best practices
• Strong organizational, communication, and interpersonal skills
• Classroom management
• Professional learning delivery/facilitation
• Knowledge of intervention strategies, differentiation of instruction, and technology integration when modeling for teachers
• Ability to gather, interpret, and present educational data (e.g. program monitoring, documentation of intervention)
• Demonstrated competency in the core academic subject area assigned

Special Knowledge/Skills:

• In-depth knowledge of the nature and needs of gifted and talented students
• Advanced understanding of curriculum, instructional strategies, and best practices
• Strong organizational, communication, and interpersonal skills
• Effective classroom management
• Delivery and facilitation of professional learning
• Expertise in intervention strategies, differentiation of instruction, and technology integration while modeling for teachers
• Ability to gather, interpret, and present educational data (e.g. program monitoring, documentation of interventions)
• Proficient in collaborating with professional peers as well as with students
• Flexible and adaptable to unique situations role

Experience:

• At least five years of successful teaching experience in the assigned level

MAJOR RESPONSIBILITIES:

These statements describe this job's major purpose and responsibilities and do not represent an exhaustive list of all the responsibilities, duties, and skills required.

Collaborative Planning Facilitator

• Schedule and lead collaborative team planning with each grade level and content team; the campus principal will determine the frequency of meetings.
• Ensure that the ELPS are addressed during each meeting so that instruction reflects best practice (Seven Steps, Talk/Read/Talk/Write, Sheltered Instruction Plus, Diverse Learner).
• Ensure that differentiation, writing to learn, higher-order thinking/questioning strategies, and academic vocabulary are addressed during the meeting and embedded in the lesson plans. 
• Find and share effective, research-based resources for grade-level teams
• Work with the district specialist to write and/or refine district curriculum documents, including end-of-unit and Benchmark exams.
• Serve as a communication liaison for your team.
• Facilitate PLC process, including design and implementation of intervention and enrichment for essential standards
• Support student achievement through the delivery of intervention for identified students
• Coordinate the design of Common Formative Assessments with the content team
• Collaborate with the campus leadership team and content/grade-level teams to analyze and interpret assessment data and identify action steps to improve instruction. 
• Works closely with teachers using district and campus data to guide instruction to meet identified campus/student needs.

Instructional Coach

• Exhibit professionalism at all times and see collaborative work as a process to arrive at a solution that will aid student learning.
• Conduct coaching cycles with teachers as assigned by the campus principal
• Provide teams with content expertise and instructional support
• Collaborate with district curriculum specialists to execute district curriculum and initiatives.
• Model district-supported instructional strategies/ exemplar lessons based on district curriculum.
• Mentor teachers as assigned by the campus principal.
• Coordinate the campus First Year Teacher Academy.

Campus Interventionist

• Provide direct instruction to students as designated by the campus principal.
• Coach teachers on tier 2 instructional strategies.
• Provide tier 2 intervention to identified students.
• Coordinate Student Intervention Plans, including SIT meetings and Tier 3 intervention plans
• Collaborate with the Assistant Principal to coordinate the campus RtI system
• Participate in the delivery of tier 3 instruction to identified students
• Train campus paraprofessionals to deliver campus intervention

Effective Collaborator and Communicator

• Establish and maintain a professional relationship and open communication with parents, students, colleagues, and community members. 
• Use effective communication skills to present information accurately and clearly.
• Participate in the campus Instructional Leadership Team.
• Communicate regularly with the department chairperson, the supervising administrator, and the district curriculum specialists regarding classroom, instructional, and training needs.

Lead Learner (Professional Growth and Development)

• Build campus capacity through on-site professional learning based on data analysis.
• Attend district meetings and professional learning.
• Plan and deliver professional learning to the campus team based on district/campus priorities

Campus Support

• Assist in the coordination of campus testing
• Provide a safe campus environment by actively participating in assigned duties
• Coordinate and participate in campus-wide events
• All other duties as assigned

EXPECTATIONS OF MENTAL DEMANDS/PHYSICAL DEMANDS/ENVIRONMENTAL FACTORS: The demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully

• Tools/Equipment Used:Standard office equipment, including computers and peripherals; standard instructional equipment; and other specialized and adaptive tools students utilize. 
• Motion:Frequent walking and reaching, standing, kneeling/squatting, bending/stooping, pushing/pulling, and twisting. 
• Lifting: Regular light lifting and carrying (less than 15 pounds); occasional heavy lifting (45 pounds or more).
• Environment: Work indoors and outdoors (exposed to sun, heat, cold, and inclement weather); exposure to noise; and risk of biological hazards (body fluids, bacteria, communicable diseases).
• Mental Demands: Work with frequent interruptions while maintaining emotional control under stress; ability to interact positively and proactively with students exhibiting behavioral concerns; effective verbal and written communication skills.
• Professional Dress: Attire must be clean, neat, and appropriate for the assignment, adhering to any additional standards set by the supervisor and approved by the Superintendent. Visible body piercings (except earrings) are not permitted during work hours.  

EVALUATIONS: 

• Performance of this position will be evaluated annually