Data Analyst Coach Jobs in Georgia (NOW HIRING)

License and Certification Qualifications: Valid Georgia teaching certification required. Valid Georgia driver's license required.
Education Qualifications: Bachelor's degree in related field required. Master's degree in related field preferred.
Experience Qualifications: Three years of successful teaching experience required. Experience delivering professional learning opportunities and experience working with the development of pre-service or in-service teachers preferred.
Skills Qualifications: Ability to organize and complete multiple tasks/projects concurrently; ability to create and deliver professional learning that supports the vision, mission, and goals of the district; strong communication skills, both in oral and written format; knowledge of the change process and ability to help teachers/ leaders make sense of change; ability to think flexibly and to adapt work to the needs of teachers/leaders; strong technology skills, including the use of the Lotus Notes Database, My Students, and Microsoft Office Suite programs; knowledge and application of research-based instructional strategies; ability to work successfully with colleagues; ability to project and generate a positive attitude; and ability to effect change.
Primary Responsibilities: Responsible for professional learning development and delivery, data collection and evaluation, and various tasks that support the development, revision, implementation, and improvement for teaching and learning.
1.        Provide professional learning opportunities in support of teaching and learning.
a.        Identify teaching and learning needs of schools, barriers, and weaknesses by analyzing student data and organizing and implementing problem-solving actions with teachers and leaders.

b.        Ensure familiarity with relevant school and district data, improvement plans, goals, and initiatives.
c.        Demonstrate the production of quantifiable improvement in teaching and learning.
d.        Leverage knowledge and experience by using a variety of assessment tools and analyzing student, teacher, school, and district performance data.
2.        Create and deliver instructional strategies designed to support teaching and learning.            
a.        Demonstrate content and pedagogical knowledge through effective professional learning/student learning strategies.
b.        Monitor instructional effectiveness and student/teacher progress using tools and strategies gained through professional development.
3.        Develop curriculum designed to support teaching and learning.  
a.        Utilize pedagogical knowledge to support teaching and learning.
4.        Design and facilitate school/district-based professional development, working with teachers and leaders, in teams or individually, to refine their knowledge and skills.
a.        Model the coaching process with other teachers.




b.        Collaborate with teachers/leaders in a way that improves student learning.
c.        Work with teams to develop goals for improving student achievement.
5.        Participate in coach professional development opportunities which may include, but are not limited to, in-class coaching, observing, modeling of instructional strategies, guiding teachers in looking at student work, developing lesson plans with teachers based on student needs, supporting data analysis, supporting the integration of technology, and co-planning with teachers.
a.        Remain knowledgeable about current and past research in the specific content area and other pedagogies relevant to the coaching role.

b.        Acquire the knowledge, skills, technology, and instructional strategies necessary to effectively impact the instructional practices of the teachers that are coached.
6.        Provide support to individual classroom teachers by modeling, co-teaching, observing, and providing feedback.
a.        Provide on-going training and support to ensure teachers use research-based best practices.
b.        Research academic interventions and share findings for possible action research projects.

c.        Serve as a skilled resource to staff in the use of technology to enhance learning.
7.        Network and connect to resources at the local, regional, and national level as appropriate to assist teachers and leaders.
8.        Act as a catalyst for change to support teaching and learning.
a.        Work well with colleagues and demonstrate and maintain productive and positive interpersonal skills.
b.        Develop educator capacity, implement practices of collaborative inquiry, and build sustainability.
c.        Support and implement district initiatives.
d.        Manage multiple projects effectively.
e.        Manage time and schedules flexibly in a way that maximizes teacher/leader learning.
f.         Build and maintain confidential relationships with teachers, leaders, and colleagues.
g.       Maintain a high level of confidentiality and trust in conversations and interactions.
9.        Serve on committees/task forces as an ad hoc member where appropriate.
a.        Summarize work on a regular basis and communicate with stakeholders as appropriate.
b.        Complete tasks with high quality under defined deadlines.
c.        Manage projects through strong organization, detailed plans, and balancing of multiple priorities.
10.      Interpret district and program philosophy, goals, and objectives to various audiences.
a.        Establish trust, rapport, and credibility within the district.
b.        Communicate clearly with diverse stakeholders in both oral and written forms.


c.        Anticipate and respond to stakeholder needs in a high-quality and courteous manner.
11.       Leverage learning opportunities in constantly changing environment.
a.        Adapt flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort.
12.       Identify possibilities and see challenges as opportunities for creative problem solving.
a.        Take initiative to explore issues and find potential innovative solutions.
13.       Perform other duties as assigned.


Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Employee is required to operate a motor vehicle in performance of duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.