Exceptional Children (EC) Instructional Coach

Chapel Hill-Carrboro City Schools; Chapel Hill (NC); On-site; USD 35,000 - 40,000; Full time

Job summary

Chapel Hill-Carrboro City Schools is seeking an Exceptional Children (EC) Instructional Coach to enhance instructional practices for students with disabilities. This role involves supporting teachers across grade levels, utilizing data to improve student outcomes, and fostering a collaborative learning environment. Candidates should possess a NC Teaching License in Special Education and have significant experience in education.

Qualifications

• NC Teaching License in Special Education required.
• 5 to 7 years of experience collaborating with diverse populations.
• Experience as a reading specialist or math coach preferred.

Responsibilities

• Support teachers in delivering rigorous, differentiated instruction.
• Analyze student data to facilitate co-teaching and co-planning.
• Conduct professional learning based on adult learning theory.

Skills

Collaboration

Data Analysis

Coaching

Education

Bachelor's degree in special education or elementary education

Master’s degree preferred

Job description

Exceptional Children (EC) Instructional Coach

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Exceptional Children (EC) Instructional Coach

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Join to apply for the Exceptional Children (EC) Instructional Coach role at Chapel Hill-Carrboro City Schools

Chapel Hill- Carrboro City Schools

Chapel Hill- Carrboro City Schools

Job Description Job Title: Exceptional Children (EC) Instructional Coach Salary Schedule: Certified Teacher Salary Scale + Local Supplement + EC Supplement; CHCCS Salary Page Reports To: Director EC Instructional Services Salary Grade: Instructional Support Work Location: Itinerant FLSA Status: Exempt Work Schedule: 10 Month Position Summary The Exceptional Children Instructional coach will support teachers and students across grade levels, programs (K - 12, Students eligible for EC Services in general education as well as on the Adapted Curriculum), and subjects. The EC Instructional Specialist will focus on building strong partnerships to improve student outcomes and implement effective instructional practices for students with disabilities. Working collaboratively the EC Instructional Coach will enhance instructional practices within a student-centered framework, aimed at increasing student engagement, achievement and narrowing the gap between current and grade-level expectations of the NC Standard Course of Study or the NC Extended Content Standards.

The coach will utilize a student-centered coaching model across content areas, leverage data to set goals, monitor progress, and support teachers in delivering rigorous, differentiated instruction that meets the diverse needs of all students

Responsibilities

Essential Duties & Responsibilities Coaching Practice

• Have experience with, or a willingness to learn, how to implement the core practices for coaching that focus on increased outcomes for all students.
• Organize and follow a consistent coaching calendar at each assigned school to support each teacher during the year, perform walk-throughs and perform fidelity checks in adapted curriculum classrooms. Facilitate student-centered coaching cycles across grade levels and content areas.
• Analyze student data to effectively facilitate, co-teaching, co-planning and co-assessing lessons with teachers.
• Collaborate with teachers to create a culture of rigor, inquiry, and reflection by probing ideas and further pressing students to explore their intellect.
• Support teachers in increasing student engagement, designing instruction, or other expressed needs while aligning with the principles of the North Carolina Standard Course of Study (NCSCOS) and the North Carolina Extended Content Standards
  
  

Collaborative Practice and Professional Learning

• Meet with building administrators and Instructional teams to discuss coaching and the impact on student work. Create professional relationships with all teachers that are built on trust and respect.
• Continually engage in reflective dialogue, modeling reflection and creating opportunities for others to be reflective practitioners.
• Maintain a friendly, flexible, and collaborative disposition.
• Collaborate with CHCCS Instructional Services Division in providing professional development in specially designed instruction, service delivery and classroom management.
• Embed professional development for teachers in evidence-based programs and/or practices to instruct students with disabilities in the core literacy skills (phonemic awareness, phonics, comprehension, vocabulary, fluency and written expression) as well as foundational math skills (Mathematical Language, Numeration, equality, base ten, form of a number, proportional reasoning, Algebraic and Geometric Thinking)
  
  

Curriculum and Professional Learning

• Conduct and facilitate professional learning based on adult learning theory, Advocate for equitable access to resources and differentiated instruction for all students, while fostering a collaborative, reflective environment that encourages continuous growth
• Assist teachers in identifying barriers to literacy and mathematical learning that exist for individual students and design ways to remove these barriers and increase student skills;
• Proactively applies the latest research and evidence-based practices to enhance instruction, collaborate on curriculum improvement, and promote student-centered learning, using data to refine strategies and support student achievement.
  
  

Performs other related duties as assigned. Education/Experience Requirements

• NC Teaching License in Special Education:
• Bachelor's degree in special education or elementary education: Master’s degree preferred
• Preferred: Experience as reading specialist, math coach with proven results
• 5 to 7 years of experience collaborating with diverse populations of educators & students
• Demonstrated knowledge of NC Standard Course of Study and Extended Content standards
  
  

Recommended Experiences

• Training in the implementation of Evidence Based Programs such as Wilson, SPIRE, SIM strategies, Touch Math, etc.
• Completion of LETRS, Reading Research to Classroom Practice and/or Foundations of Math
• Keen understanding of High Leverage Practices
  
  

Physical Requirements

• Ability to safely and successfully perform the essential job functions consistent with the ADA, FMLA and other federal, state and local standards, including meeting qualitative and/or quantitative productivity standards.
• Ability to maintain regular, punctual attendance consistent with the ADA, FMLA and other federal, state and local standards.
• Must be able to lift and carry up to 50lbs.
• Must be able to talk, listen and speak clearly on the telephone.
  
  

Disclosure This document provides descriptive information about the above Chapel Hill-Carrboro City School position. Work actually performed by incumbents in this position may vary. Although this document may be used for recruiting, staffing, or career planning, the information contained herein should only be used as a guideline or recommendation for the content of and qualifications for this position. An individual’s ability to meet the qualifications and capabilities described in this document is not a guarantee of employment or promotion. Chapel Hill-Carrboro City School reserves the right to make changes to this document as deemed necessary without providing advance written notice.

Approved By: _____________________ Date Created/Revised: 1/24/25

Seniority level

• Seniority level

  Mid-Senior level

Employment type

• Employment type

  Full-time

Job function

• Job function

  Education and Training

• Industries

  Primary and Secondary Education

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