School Improvement Coach - ELSC

Cedar Rapids Community School District; Cedar Rapids (IA); On-site; USD 55,000 - 75,000; Full time

Job summary

Cedar Rapids Community School District is seeking a School Improvement Coach to enhance student outcomes through support and leadership for Area Chiefs and principals. The role involves aligning curriculum with district strategies and facilitating data-driven decision-making.

The ideal candidate has a Bachelor's Degree and 5 years of teacher leadership experience, demonstrating strong problem-solving and communication skills.

This position offers a collaborative environment focused on continuous improvement and outcomes for all students.

Qualifications

• Bachelor's Degree from an accredited college or university required.
• Teacher leadership experience required, minimum 5 years.
• Iowa 5‑12, or K‑12 Principal and Evaluator Approval License preferred.
• Master of Educational Administration preferred.
• Iowa 5‑12, or K‑12 Principal and Evaluator Approval License preferred.

Responsibilities

• Provide support and leadership to Area Chiefs, principals, and teams.
• Facilitate alignment of curriculum and assessment practices.
• Collaborate with Data Team for data-based decision-making.
• Organize systems of data collection to allow for comparison, analysis and evaluation of information within assigned buildings.
• Collaborate with the Data Team to facilitate data-based decision making in school improvement planning.
• Utilize local agencies and resources to enhance the services to the school.
• Provide technical support to the district and Area Chiefs with focus on school improvement.
• Provide building principal and building leadership teams with on‑ongoing coaching and professional learning with a focus on school improvement.
• Serve as assessment coordinator for district-wide assessments.
• Coordinate with curriculum, student services, and special education departments.
• Coordinate and align school improvement efforts with district priorities and state accountability systems to ensure compliance, coherence, and impact.

Skills

Problem solving

Interpersonal communication

Integrity

Organization and management

Initiative

Organizational skills

Multi-tasking

Google Suites

Education

Bachelor's Degree

Master's Degree preferred

Master of Educational Administration preferred

K-12 principal/evaluator license preferred

Tools

Google Suites

Job description

Position Title

School Improvement Coach

Classification

Teacher Leadership

Reports To

Executive Director of Curriculum and Instruction

Job Goal

To provide support, assistance, and leadership to Area Chiefs, principals, and leadership teams to build capacity in order to implement MTSS (academic and SEBH) aligned with the district strategic plan and building school improvement plans to enhance student outcomes.

Performance Responsibilities

• Build capacity of teams to lead MTSS (academic and SEBH) and the continuous improvement process.
• Coaches school based teams around the Continuous Improvement Process and MTSS Framework.
• Facilitate alignment of district curriculum, instruction, professional development, technology and assessment practices within a MTSS (academic and SEBH) system.
• Organize systems of data collection to allow for the comparison, analysis and evaluation of information within assigned buildings.
• Collaborate with the Data Team to facilitate data-based decision making in school improvement planning.
• Utilize local agencies and resources to enhance the services to the school.
• Provide technical support to the district and Area Chiefs with focus on school improvement.
• Provide building principal and building leadership teams with on‑ongoing coaching and professional learning with a focus on school improvement.
• Serve as assessment coordinator for district-wide assessments.
• Coordinate with curriculum, student services, and special education departments.
• Coordinate and align school improvement efforts with district priorities and state accountability systems to ensure compliance, coherence, and impact.

Essential Skills and Aptitudes

• Ability to problem solve independently and with others, take initiative, and work without supervision.
• Knowledge of State and Federal regulations, policies, and guidelines.
• Capacity to represent the District professionally, including confidentiality, collegiality, and obtaining and utilizing additional training as necessary.
• Works with exceptional trust and integrity.
• Demonstrates a commitment to continuous improvement and quality initiatives.
• Demonstrated ability to organize and manage change initiatives.
• Ability to organize, prioritize, initiate tasks, and assume responsibility.
• Demonstrated ability to work successfully with school administration, staff and district-level administration in developing and implementing best practices.
• Strong interpersonal communication skills and the ability to work effectively with a wide range of stakeholders in a diverse community.
• Ability to establish priorities and multi‑task.
• Belief that all students can learn at high levels.
• Commitment to closing the achievement gap and ensuring students transition successfully to post‑secondary endeavors.
• Willingness to put the interests of students above all others.
• Active contribution to a culture of high expectations.
• Proficiency in Google Suites.

Qualification Requirements

• Bachelor's Degree from an accredited college or university required.
• Teacher leadership experience required, minimum 5 years.
• A Master's Degree from an accredited college or university preferred.
• Master of Educational Administration preferred.
• Iowa 5‑12, or K‑12 Principal and Evaluator Approval License preferred.

Salary

Teacher Salary + 12 Extended Contract Days at $8,000.

Language Skills

Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.

Mathematical Skills

Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data.

Reasoning Ability

Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.

Other Skills and Abilities

Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.

Physical Demands

The physical demands described here are representative of those that 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 stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. The employee frequently must squat, stoop or kneel, reach above the head and forward 0–24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds 0–12 feet and occasionally up to 20 feet, such as office materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while working with computers, written materials, reports, assessment data, etc.

Work Environment

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 often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee arrive and leave as directed and may require the employee to extend beyond a typical 7:30 a.m. to 3:30 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments.

Equal Opportunity Employer

The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability. Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources at 319‑558‑2747.