Sel Coach Jobs in Georgia (NOW HIRING)

  
POSITION TITLE: Instructional Coach  
DEPARTMENT: Individual school site  
FLSA: Exempt 
WORK SCHEDULE: 210 days 
REPORTS TO: Principal  
DATE REVIEWED: 03/2022
SALARY AND BENEFITS: TEACHER SCALE with additional 20 days 
TERMS OF EMPLOYMENT: The Board of Education, upon the recommendation of the  Superintendent of Schools, shall appoint the Instructional Coach. The annual period of service for the  Instructional Coach is 210 days.  
PRIMARY FUNCTION: The Instructional Coach's job is to build the capacity of CSD teachers to consistently deliver engaging, culturally responsive, relevant, and challenging instruction to students that results in achieving positive academic and social-emotional learning growth. Instructional coaches accomplish this goal through coaching teachers' standards-based, data-driven instruction, purposeful instructional planning, culturally-responsive praxis, and professional learning designed to ensure all teachers master practices outlined in the CSD Instructional Framework.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.  
 Approximately 90% of the coaches' time should be spent on the following activities: 
Self

• Develops deep mastery of the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades.  
• Understands the implications of standards on what a student should know and be able to do and therefore what a teacher needs to know and be able to do to facilitate student mastery.  
• Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery of the assessments.
• Studies culturally-responsive education and further develops understanding of how the socio-cultural context of education influences student outcomes and what is required of students and teachers to accomplish positive academic outcomes.
• Develops own knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery.
• Manages personal calendar to allow for sufficient time to plan for high-quality instructional coaching, PLC facilitation and the completion of other core duties.

Instruction

• Sets measurable goals, in partnership with each teacher, for each coaching cycle.
• Provides on-going content/curriculum-specific coaching using a structured coaching cycle (e.g., observations, student data analysis, debrief, practice/modeling, follow-up).
• Identifies and models the highest-leverage teacher skills and action steps to focus coaching. cycles.
• Supports teachers in implementing components of the school's instructional framework of EL, International Baccalaureate (IB), or other reform models.
• Utilizes a diverse range of culturally-responsive coaching strategies (co-teaching, co-planning, modeling, scripted practice, lesson internalization, data-analysis, etc.) to effectively develop teacher skill and accelerate student achievement
• Links the work of PLCs to coaching (e.g., observing agreed upon next steps from PLC meeting, providing feedback on instructional practice discussed with PLC members).
• Collaborates with the district Teaching and Learning Team and other Instructional Coaches to promote consistency of  educational experiences.  
• Provides induction support for teachers in their first three years of teaching.  
• Collaborates with peers, administrators, and district leaders to plan, organize, manage and  evaluate culturally-responsive instructional materials.
• Participates in the planning of school budgets.
• Assists teachers in implementing modifications and accommodations.  
• Interacts in a professional manner with all Local Education Agency (LEA) stakeholders.
• Models use of oral and written language that matches professional expectations. 

Curriculum & Assessment

• Builds the capacity of teachers to plan for, gather and utilize high-quality data to inform teaching and re-teaching during the lesson (e.g., establishing monitoring pathways, administering high-quality checks for understanding)
• Builds the capacity of teachers to gather, analyze and utilize formative and summative data to inform teaching, scaffolding, and re-teaching after assessments (e.g., collaboratively reviewing daily exit ticket data to identify common student misconceptions and plan re-teach, co-analyzing end of unit assessment data to identify trends and specific strategies by student sub-groups)
• Links data-analysis trends and next steps from PLC meetings to daily instruction via observation and high-quality feedback
• Builds the capacity of teachers to strategically prepare and plan for upcoming units/modules (e.g., using  end of unit student assessment with teacher to proactively plan for student misconceptions, deconstruct standards, calendar lessons, decolonize curriculum, integrate SEL competencies, and build in time for re-teaching).
• Builds the capacity of teachers to intellectually prepare and plan for upcoming lessons (e.g., using exit ticket with teacher to proactively plan for misconceptions, create/deconstruct lesson objectives, create/modify/decolonize curricular resources, rehearse challenging portions of the lesson, and execute daily lesson planning protocol).
• Facilitates grade-level/department PLC meetings, ensuring that all teachers actively deepen content knowledge and knowledge of culturally-responsive curriculum/curricular resources
• Facilitates or actively participates in instructional planning (unit or lesson), data analysis, skill building or other PLC structures that aligns with district initiatives and improves student outcomes.
• Supports the administrative staff by serving as a building resource in support of a culturally-responsive, standards based learning environment

Students

• Supports teachers in planning effective differentiation for all students, including students in specific programs such as Special Education, ESOL, GIfted, EIP, Title 1.
• Builds the capacity of teachers to openly address racist comments, jokes, or actions of students and create learning opportunities from them (this includes comments that negatively represent gender and other "isms").
• Builds the capacity of teachers to Interrupt instructional practices that produce dependent learners. (E.g. engaging students in the development of cognitive skills and habits of mind that result in higher-order knowledge and skills)
• Builds the capacity of teachers to take ownership of their part in paying the education debt to Black students.
• Works with building leaders and teachers to support testing and data collection for individual  students in order to collaboratively plan future instruction. 

Other Duties (10% or less of time)

• Performs other instructional and school support duties at the direction of the principal

SUPERVISORY RESPONSIBILITIES: No direct reports. Manages day-to-day tasks through indirect  reporting relationships and a matrix management approach. From time to time may be responsible for 
the oversight of parent or community volunteers, student helpers, or other LEA stakeholders. 
QUALIFICATION REQUIREMENTS: 

• Demonstrated student achievement results in own classroom and from teachers that he/she supports
• Demonstrated expertise in what the grade/department or school-wide academic standards and state assessments require of students' knowledge and skills to demonstrate mastery
• Demonstrated understanding of appropriate application and differentiation of high-leverage instructional strategies (e.g. pacing, checks for understanding, students doing the heavy lifting, etc.) based on comprehension of child development and culturally-responsive pedagogy
• Demonstrated ability to translate student mastery requirements into instructional plans and strategies.
• Demonstrated expertise across a grade/department's standards and how student mastery will be assessed; developing an understanding of culturally-responsive instructional design.
• Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives.  
• Demonstrated ability to develop teachers through providing helpful feedback and/or professional learning opportunities
• Awareness of personal racial identity and implicit biases

REQUIRED EDUCATION and/or EXPERIENCE:  

• Graduate degree in Elementary Education or related field
• Three years of exemplary teaching experience
• Coaching Endorsement or equivalent
• Other education or experience deemed equivalent by the Superintendent 

PREFERRED EDUCATION and/or EXPERIENCE: 

• Specialist Degree or higher in Elementary Education, Curriculum and Instruction or related field
• 3 years prior experience with EL education, IB or other education reform models
• 3 years in leadership or mentoring capacity in an elementary school environment 

EVALUATION: Performance of this job shall be evaluated annually in accordance with provisions of  the board's policy on evaluation of certified personnel. 
PHYSICAL DEMANDS: This position may require non-standard work hours (nights and limited  occasional weekends) and the ability to lift and carry files and materials up to 25 pounds. The employee  may be required to move freely throughout the facility, sit for prolonged periods of time. Adequate vision,  hearing, and manual dexterity to interact with people in writing, over the phone and in person are  required. Applicants must be able to perform the essential functions of the job with or without reasonable  accommodations.