Buckeye Elementary School District Job Description

TITLE: Academic Coach

REPORTS TO: Principal

EVALUATION: Certified Teacher Evaluation

WORK CALENDAR: 189 Teacher Work Calendar plus 10 additional work days

COMPENSATION: Teacher Salary, plus $7,000 stipend for Academic Coach Addendum inclusive of ten (10) additional work days and the additional duties outlined in this job description.

PURPOSE:

Work with whole group, one-on-one and in small groups with teachers using strategies such as

modeling, co-planning, co-teaching, and providing feedback, with an emphasis on instructional

excellence in all content areas. Collaborate with school leadership team to determine

instructional needs of the staff and to provide professional learning opportunities in alignment with Instructional Leadership team priorities.

JOB QUALIFICATIONS:

• Valid Arizona teaching certificate
• Valid AZ DPS IVP Fingerprint Clearance Card
• School based leadership experience
• A minimum of three (3) years of successful teaching experience
• Ability to work independently and supervise educational systems
• Demonstrated leadership experience in data driven decision-making
• Effective presentation skills
• Excellent communication skills and demonstrated ability to work effectively with students,
• staff and community
• Ability to maintain confidentiality
• Evidence of ability to effectively use technology to perform duties
• Such alternatives to the above qualifications as the Board may find appropriate and acceptable

ESSENTIAL FUNCTIONS:

Essential functions, as defined under the Americans with Disabilities Act, may include any of the following tasks, knowledge, skills, and other characteristics. This list is ILLUSTRATIVE ONLY, and is not a comprehensive listing of all duties and responsibilities

performed by incumbents of this class.

DUTIES AND RESPONSIBILITIES:

• Use and interpret data from summative, formative, screening, diagnostic, and progress monitoring assessments to inform instructional support.
• Support teachers and administrators in using assessment data to improve instruction, including data from summative, formative, screening, diagnostic, and progress monitoring assessments.
• Understand and use a variety of coaching techniques, including demonstration teaching, co-teaching, the coaching cycle, and/or cognitive coaching
• Develop coaching plans for teachers, in coordination with the Reading Specialist, to ensure student achievement growth and increased proficiency.
• Create an articulated schedule in coordination with the Reading Specialist to maximize the instructional day to support teacher and student learning.
• Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success using the coaching cycle (pre-observation planning, observation, post-observation reflection)
• Demonstrate an understanding of the district-adopted core, supplemental, and intervention resources for all content areas
• Provide direction and coordination of curriculum and instruction consistent with district initiatives and recognized best instructional practices
• Support and plan the instructional development of all teachers in understanding the BESD curriculum, state standards, assessment framework, and data analysis process
• Work with new-teacher mentors, site reading specialists, and the CIA Team to offer instructional support during district professional development sessions, such as NTO, D.PLC, and site PD dates.
• Demonstrate skillful modeling of instructional practices and key elements of instruction in the classroom setting and in site collaborative teams or other professional learning environments.
• Assist teachers with locating and using resources, materials, tools, information, etc., to support classroom instruction and planning
• Assist teachers and grade level teams with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students
• Utilize Adult Learning Theory to motivate adult learners to improve professional practice
• Plan and implement job-embedded professional learning techniques such as action research, case discussions, lesson study, study groups, reflective practice, PLCs, and/or data teams.
• Provide job-embedded informal professional learning.
• Plan and conduct meetings, in-services and workshops for staff as they relate to curriculum, assessment and instruction.
• Build strong relationships with teachers, administrators, reading specialists, and other coaches
• Possess collaborative skills that allow for productive relationships with teachers at all grade levels.
• Work with peer academic coaches, reading specialists, new-teacher mentors and the CIA Team to offer instructional support regarding tiers 1 and 2 instruction in the classroom setting.
• Work productively as a team member with the district CIA team, the school leadership team, the teaching staff, classified staff, site-based teams, and community groups
• Contribute to the development of systems and structures to improve teacher practice within schools
• Attend meetings, district activities, and training, which may occur outside of contracted duty time.
• Maintain open communication with students, parents, community and staff
• Engage in personal and professional development through involvement in professional organizations and by attending and presenting at professional conferences, conducting colleague visits, facilitating school visitation, writing for publication, and engaging in professional reading
• Compile program reports for the administrative team and Governing Board, as requested
• Other duties as assigned

Supplemental Position:

• Support and plan the instructional development of all teachers in understanding the BESD curriculum, state standards, assessment framework, and data analysis process
• Demonstrate skillful modeling of instructional practices and key elements of instruction in the classroom setting and in site collaborative teams or other professional learning environments.
• Plan and implement job-embedded professional learning techniques such as action research, case discussions, lesson study, study groups, reflective practice, PLCs, and/or data teams.
• Work productively as a team member with the district CIA team, the school leadership team, the teaching staff, classified staff, site-based teams, and community groups
• Attend meetings, district activities, and training, which may occur outside of contracted duty time.
• Other duties as assigned.

PHYSICAL REQUIREMENTS:

The physical demands described here are representative of those which 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 sit, stand, walk, speak, and hear. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. While performing the duties of this job, the employee may occasionally push or lift up to fifty (50) pounds, such as boxes, supplies, etc. The position requires the individual to meet multiple demands from several people and to interact with the public and other staff.

WORKING ENVIRONMENT:

Office, some travel to school sites, meetings and professional development activities. 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 moderate to moderately high during the school day. There may be periods of recurring stress in the performance of this job.

24-25 School Year