Interim Instructional Coach (internal only)

Linn-Mar Community Schools

Marion (IA)

On-site

USD 65,000 - 80,000

Full time

2 days ago

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Job summary

Linn-Mar Community Schools seeks an Interim Instructional Coach (Teacher Leader) to drive instructional improvement district-wide through targeted coaching, modeling, and feedback. You will guide teachers in selecting and implementing effective instructional strategies, align content and assessment, and lead collaborative professional learning with administrators and teacher leaders.

Ideal candidates will have a B.A./B.S.

Qualifications

Complete 8 days of the Cognitive Coaching Foundation Seminar.
Use Cognitive Coaching to drive district/building initiatives.
Incorporate adult learning styles in planning and delivery of professional learning.
Collaborate with staff to plan and reflect on coaching progress.

Responsibilities

Establish objectives for coaching interactions and communicate them to staff.
Collaborate with teacher leaders to plan initiatives that improve student learning.
Design and deliver professional learning with building and district administration.
Assist teachers in interpreting assessment data to influence instructional change.
Develop coaching plans for individual teacher growth.

Skills

Cognitive Coaching

Adult learning

Coaching cycles

Modeling instruction

Feedback skills

PLC collaboration

Data analysis

Education

Bachelor or higher in teaching

Job description

Interim Instructional Coach (internal only)

Job Description

Position Title: Teacher Leader Instructional Coach

Immediate Supervisor: Building Principal, Teaching and Learning Director, Associate Superintendent

Summary (Job Goal): Improve student achievement by strengthening instructional practices school-wide through the use of mediative coaching strategies.

Essential Duties and Responsibilities

Establish clear objectives for all coaching interactions and effectively communicate those objectives to staff
Cultivate collective culture of trust with building staff and other teacher leaders
Engage all teachers in coaching cycles
Assist teachers in selecting and implementing effective, innovative instructional strategies through the coaching process, ensuring individual student learning remains the central focus of instruction
Support teachers in the alignment of content, instruction, and/or assessment
Work in classrooms to help teachers implement strategies through modeling, co-teaching, observation, data collection and giving feedback through mediative questions
Identify teachers' needs and desired areas of change and develop a coaching plan for individual growth
Effectively communicate with staff and administration on a regular basis
Reflect with teachers about their achievements, growth opportunities and needs in an honest, sensitive, and confidential manner
Confer and cooperate with other teacher leaders to plan and collaborate on initiatives which promote student learning
Facilitate, design and deliver innovative professional learning in collaboration with building and District administration
Assist teachers in interpreting assessment data to influence change in instructional practices and/or organizational structures to improve student learning
Align teacher leadership efforts to implement District initiatives
Collaborate with teachers on writing, implementing and attaining professional growth goals

Competence in coaching and adult learning knowledge

Complete 8 days of the Cognitive Coaching Foundation Seminar, preferably having days 1-4 prior to the start of the teacher leader contract
Use Cognitive Coaching as the vehicle to drive District and building initiatives during interactions with teachers
Record audio/video of self during coaching for reflection and goal attainment purposes on a regular basis
Use Cognitive Coaching processes to help colleagues work collaboratively to plan, resolve problems, make decisions, manage conflict and promote meaningful change
Understand the processes of school improvement and second order change
Use knowledge and understanding of adult learning styles, difference and preference in the design and delivery of professional learning and support
Incorporate existing and evolving technologies in the design and delivery of professional learning and support
Cultivate and utilize effective skills in listening, presenting ideas, learning discussions, clarifying, mediating, and identifying the needs of self and others in order to advance goals and professional learning
Give and elicit honest, open, and constructive feedback, seek and engage in non-evaluative, reflective dialogue with teachers
Demonstrate deep listening skills including paraphrasing and mediative questioning
Support the increase of collective teacher efficacy through ongoing collective learning and PLC practices that directly improve student learning
Demonstrate up to date knowledge of District innovations/initiatives

Planning/Preparing/Documenting

Develop a coaching plan to provide individualized and small group support in order to adapt the teacher leadership program to meet the needs of each teacher
Create an effective environment for coaching through transparency of schedule, trust and invitational attitude
Prepare and document coaching interactions, and show written evidence of preparation and documentation upon request
Develop a personal professional growth goal for improvement of coaching practice
Share instructional and professional resources with teachers and teacher leaders
Collaborate with team/program leaders and other stipend teacher leadership positions
Attend teacher leadership professional learning and team collaboration

Professional Growth

Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence
Understand the aligned and delineated roles and responsibilities of the administrator and teacher leader by following the professional learning and teaching standards

Professional Responsibilities

Effectively communicate, collaborate, and cooperate with colleagues, supervisors, and students
Maintain a positive image for the school as well as good public relations within the community
Attend staff meetings and serve on committees as required
Help maintain a safe and orderly environment which is conducive to learning
Other duties as assigned.

Minimum Education or Experience

B.A. or B.S. degree in teaching

3 years teaching experience, 1 year in the Linn-Mar District

Cross-cultural experience preferred

Licensure or Certification

Holds and maintains a valid Iowa Teaching License

Compensation

The coach will maintain appropriate lane and step placement on the salary schedule as delineated in the Master Agreement with LMEA.

Knowledge, Skills and Abilities

Competency in the areas of content knowledge, content pedagogy, general teaching knowledge, and knowledge of students; willingness to learn new skills and knowledge to enhance their instructional skills; ability to help teachers use mathematical, cultural, artistic, historical, and scientific concepts to explain, assess, and anticipate change.

Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

Ability to access information and resources, create and critically investigate multiple instructional and curricular strategies, and make decisions that effectively address a variety of adult learning styles.

Ability to assess the strengths, needs, interests, and aspirations of teachers; willingness to hold high expectations of performance and behavior; ability to set achievable instructional goals, monitor and evaluate progress; ability to be resourceful in responding to the changing needs of teachers and the community.

Ability to recognize the relationships between themselves and others; they accept responsibility for their contributions to the building, the district, and the community; willingness to actively participate in improving themselves and their professional skills.

Ability to listen, speak, write, read, and respond clearly to staff, parents, community members, and to each other; ability to use a variety of media and technology to enhance their communications.

Ability to use interpersonal skills to develop constructive relationships with students, parents, colleagues, and community groups; willingness to provide a high level of service and response to the diverse needs of the district’s stakeholders.

Ability to function effectively as part of a collaborative team, support peer teachers, plan collaboratively, and work constructively with teaching teams to solve problems that arise.

Ability to guide the learning process toward the achievement of district approved educational goals; ability to establish clear objectives for all coaching interactions in harmony with the educational/curricular goals.

Ability to encourage and implement policies, practices, and procedures which create a positive atmosphere conducive to learning; willingness to assist the administration in governing student life and conduct in maintaining a safe environment; ability to develop reasonable working agreements for behavior and attitude during group interactions and maintain order in a fair and just manner.

Physical Demands

While performing the duties of this job, the employee is regularly required to sit, stand, speak, hear, see, and walk to carry out routine duties. Must be able to bend arms, torso, and neck. Must be able to occasionally lift, move, or push items of 50 lbs such as assisting children or moving/rearranging furniture. Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.

Work Environment

Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. May include evenings. Direct responsibility for the safety, well-being, and work output of student.

The statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision.

Position Type

Full-time

Job Categories

Athletics & Activities > Coaching

Equal Opportunity Employer

All employers submitting a job opening for posting on the Teach Iowa system will not discriminate in hiring on the basis of race, ethnicity, national origin, gender, age, physical disability, sexual orientation, gender identity, religion, marital status, or status as a veteran. A bona fide religious institution may choose to exercise the allowances in Iowa Code section 216.6.(6)d. Employers may have additional developed specific equal employment opportunity policies and procedures; please check with employers.

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