Instructional Coach - Math

Clarke County School District; Georgia; On-site; USD 55,000 - 75,000; Full time

Job summary

Clarke County School District in Georgia seeks an Instructional Coach - School to support instructional processes, lead induction and mentoring for new teachers, and help create a standards-based learning environment.

You will collaborate with teachers, staff, and administrators to address instructional and student progress issues, and you will coach on formative assessment, lesson plans, and diverse learning modalities to help teachers implement best practices.

Qualifications

• Coaches teachers to improve student learning and provides feedback non-evaluatively.
• Collaborates with student support services to analyze and report student growth data.
• Compiles data from building/grade/subject scores to inform instructional strategies.
• Ensures effective communication among stakeholders to focus on common goals.
• Models best learning practices for teachers in classrooms and PL settings.
• Plans grade-level meetings to support standards-based instruction.
• Prepares professional development materials for growth and instructional excellence.
• Researches developments in content areas to inform instructional techniques.
• Responds to inquiries for issue resolution and best-practice sharing.
• Serves on teams to use data to improve student achievement.
• Works with admins and teachers to develop and implement the school improvement plan.

Responsibilities

• Coaches teachers (formative assessment, lesson plans, learning modalities) to improve student learning and provide feedback non-evaluatively.
• Collaborates with other student support services for analyzing and reporting student growth data.
• Compiles data from multiple sources for faculty information to develop best instructional strategies.
• Ensures effective communication among stakeholders to keep participants focused on goals.
• Models best learning practices in classrooms and professional learning settings.
• Plans meetings for Professional Learning Communities and grade-level staff.
• Prepares written materials for professional growth and instructional excellence.
• Researches developments in content areas to provide current methods and techniques.
• Responds to inquiries from diverse sources for issue resolution and best-practice sharing.
• Serves on teams for data-driven improvement of student achievement.
• Works with building administrators and teachers to develop and implement the school improvement plan.

Skills

Teacher coaching

Data analysis

Collaboration

Communication

Professional development

Job description

Overall Purpose

The job of Instructional Coach - School is done for the purpose/s of providing support to the instructional process; serving as a building leader for new teacher induction and mentoring program; working directly with teachers and staff in the school programs to develop a standards-based learning environment; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries regarding instructional programs and student progress.

Overall Purpose

The job of Instructional Coach - School is done for the purpose/s of providing support to the instructional process; serving as a building leader for new teacher induction and mentoring program; working directly with teachers and staff in the school programs to develop a standards-based learning environment; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries regarding instructional programs and student progress.

Direct Supervisor

Building Principal

Essential Functions

• Coaches teachers (formative assessment, lesson plans, different learning modalities, etc.) for the purpose of improving student learning and providing feedback in a non-evaluative manner.
• Collaborates with other student support services (teachers, administrators, etc.) for the purpose of analyzing and reporting student growth data.
• Compiles data from a variety of sources (building, grade, or subject-level achievement scores; newest trends in teaching, etc.) for the purpose of providing faculty information for the development of best instructional strategies.
• Ensures effective communication among all stakeholders (teachers, administrators, etc.) for the purpose of ensuring all participants in student success are focused on common goals.
• Models best learning practices for teachers in their classrooms and in professional learning settings (classroom management, etc.) for the purpose of helping teachers to quickly implement best practices into their own instruction.
• Plans meetings for all grade level personnel (Professional Learning Communities, etc.) for the purpose of gathering, normalizing, and conveying information required for standards-based instruction.
• Prepares a variety of written materials (professional development plans, etc.) for the purpose of providing professional growth and instructional excellence.
• Researches developments in all content areas (professional journals, educational studies, professional conferences, etc.) for the purpose of providing current methods and instructional techniques.
• Responds to inquiries from a variety of sources (teachers, administrators, other instructional coaches, etc.) for the purpose of issue resolution, best practice sharing, and analyzing assessment data.
• Serves on various teams and committees (data team, Professional Learning Committees, new teachers, etc.) for the purpose of utilizing data to improve student achievement.
• Works with building administrators and teachers (subject-specific focus, curriculum, etc.) for the purpose of developing and implementing the school improvement plan.

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: performing multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions; applying assessment instruments; utilizing coaching, training, and workshop skills; operating standard office equipment including pertinent software applications; and preparing and maintaining accurate records.
• Knowledge-based Competencies Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: algebra and/or geometry; statistical data; compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; student support services; and behavioral management strategies; adult learning methods.
• Ability-based Competencies Required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; use job-related equipment; demonstrate flexibility to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; operate equipment using standardized methods; work with a diversity of individuals and/or groups; work with a variety of data; analyze issues and create action plans; independently interpret guidelines; problem solve with equipment in some circumstances; establish and maintain constructive relationships; adapt to changing work priorities; maintain confidentiality; exhibit tact and patience; and be able to work flexible hours.

Requirements

T-5 content certification

Leadership or instructional supervision endorsement preferred

Five (5) years’ experience in standards-based learning, classroom management, and using data to improve instruction

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 40% sitting, 30% walking, and 30% standing.

Continuing Education/Training

Maintains all licenses and certifications

Clearances

Criminal Justice Fingerprint

Background Clearance

Fair Labor Standards Act

Exempt