Job Title:  Special Education Instructional Coach  

Status:     Exempt

Reports to: Director of Special Education         

SUMMARY: Has both content and instructional expertise servicing students in the special education program.  Focuses on individual and group professional development that will expand and refine the understanding about research-based effective instruction; model by demonstration lessons, observing classroom instruction, and coaching teachers one-on-one. Enhances teacher ability to provide instruction that builds student understanding and skills, is academically rigorous, addresses the curriculum standards and frameworks and enhances student sense of engagement in and ownership of learning. Works with administrators and teachers to look at student work and designs standards-based, high-quality instruction.  Evaluates student data in support of effective school improvement planning and alignment of the special education department and district/campus goals.

QUALIFICATIONS:

Education/certification

• Bachelor’s Degree from accredited university or college
• Valid Texas Teacher Certification in special education or related fields
• Campus leadership experience
• Strong curriculum background in effective instruction
• At least five years successful teaching experience
• Experience with professional development and training
• Experience in teaching reading content
• Dyslexia Certification preferred
• Valid Texas Teacher Certification in reading or related field preferred
• Academic Language Therapist Certification preferred

Special Knowledge and Skills:

• The instructional coach is a “master” teacher who has both content and instructional expertise in servicing students in the special education department.
• The instructional coach has a good command of classroom management strategies and structures.
• The instructional coach is an effective communicator who possesses traits that foster positive relationships and collaborative conversations.
• The instructional coach has knowledge of the teaching and learning cycle and has a “proven” record of student achievement.
• The instructional coach has a “growth mind-set.” She/he views learning as opportunities for improvement.

WORKING CONDITIONS:

Mental Demands:

Ability to communicate effectively (verbal and written); ability to instruct, maintain emotional control under stress.

Physical Demands/Environmental Factors:

Climbing, stretching, frequent light lifting of books, boxes.

The working conditions 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.

Job Demands

1. Physical Tasks – Occasional: standing, walking, climbing, bending, crouching, pushing, pulling, reaching above, repetitive motion of hand, wrist, elbow, working at heights, carrying, lifting-lowering 1- 30 lbs. . 

1. Physical Exposure – Occasional cold and heat. 

1. Chemical Exposure – Limited exposure. 

SCHOOL IMPROVEMENT

1. Implements and models a collaborative coaching and learning approach 

1. Assists teachers in a collaborative model of observation, conversation, and lesson planning, to analyze and reflect on their practice and related data to promote quality instructional practices. 

1. Assist teachers in aligning their teaching with student IEPs and TEKS & SEs driven lessons/activities and assessments. 

1. Models effective differentiated instructional strategies. 

1. Provides individualized, non-evaluative, classroom-based coaching with participants to support them in implementing good instructional practices. 

1. Facilitates professional learning communities/teams among teachers in which issues related to implementing effective TEKS & SE focused instruction are considered and current research and writing on effective practice is discussed. 

1. Meets with school administration and leadership team on a regular basis to examine data, share patterns and trends, discuss implementation progress, develop actions, etc. 

1. Uses data from a variety of sources to inform and guide coaching. 

1. Understands the process of the 1:1 coaching framework.
2. Collaborate and train current dyslexia teachers on IEP implementation and monitoring.
3. Service Dyslexia/Special Education Students at multiple campuses.

PROFESSIONAL COMMUNICATION

1. Maintains a positive and effective relationship with supervisors. 
2. Works and learns collaboratively and collegially with teachers, other instructional coaches, curriculum specialists, and district specialists. 
3. Complies with all District and local campus routines and regulations. 
4. Effectively communicates with colleagues, students, and parents. 

1. Protects the confidentiality of the coach-teacher relationship 

1. Demonstrates the ability to empathize, listen, and build trusting relationships. 

1. Establishes systems of on-going communication with others (newsletters, websites, etc.) 

1. Holds pre-conferences (as needed) and post conferences with teacher             

 Administration and Consultation

1. Possesses traits that foster positive relationships and collaborative conversations.
2. Provides a “growth” mindset when consulting with teachers so teachers view learning as opportunities for improvement.
3. Observes classrooms on a regular basis and provides targeted feedback and one-to one coaching.
4. Provides model lesson instruction to teachers to elevate the teacher’s ability to provide a rigorous and comprehensive lesson.
5. Works with administration and teachers to develop TEKS based, common assessments in a learning environment.

 PROFESSIONAL GROWTH AND DEVELOPMENT

1. Provides regular professional learning to groups of teachers demonstrating instructional best practices.
2.  Participates in staff development and professional growth activities.

 SCHOOL COMMUNITY RELATIONS

1. Articulates the District’s mission and goals in the area of the core academic subject to the community and solicit its support in realizing the mission.
2. Provides opportunities for others to expand and refine the understanding of the special education program in relation to TEKS and SE through research based effective instruction.
3. Demonstrates awareness of District-community needs and initiate activities to meet those identified needs.

Other

1. Performs other tasks and assumes such responsibilities as may be assigned by the Director of Special Education Services.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

Terms of employment: 

Salary:  OIS salary scale

Stipend(s):  Travel

Minimum Work Days:  187 10

The Harlandale Independent School District does not discriminate against any employee or applicant for employment because of race, color, religion, gender, national origin, age, disability, military status, genetic information or on any other basis prohibited by law.

An Equal Opportunity Employer

Salary : $60,000 - $72,850