Teacher Learning Coach Jobs in Raleigh, NC (NOW HIRING)

ASHEVILLE CITY SCHOOLS JOB DESCRIPTION

JOB TITLE: Digital Learning Coach

CERTIFICATION: NC  Teacher Licensure and 18079 Special Endorsement in Computer Education or a Master of Instructional Technology that leads to licensure in area 077 (preferred). Accomplished and distinguished teacher evaluation ratings are required.

GENERAL STATEMENT OF JOB

This individual provides instructional leadership to the staff on technology integration into the curriculum through co-coaching and hands-on modeling using the North Carolina Computer/Technology Skills Curriculum, the North Carolina Technology Competencies for Educators, and administrative applications. This individual assists in the development and implementation of the district and school-level technology plans to ensure that resources and training are aligned with school instructional goals. Reports to the  Technology Director.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

1.Visionary leadership

Digital Learning Coach inspires and participates in the development and implementation of a shared vision for the comprehensive integration of technology into the curriculum to promote excellence and support transformational change throughout the instructional environment.

A.Contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students.

B. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels.

C. Advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines.

D.Implement strategies for initiating and sustaining technology innovations and managing the change process in schools and classrooms.

2.Teaching, learning, and assessments

Digital Learning Coach assists teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.

A.Coach teachers in and model design and implementation of technology-enhanced learning experiences, addressing content standards and student technology standards.

B.Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.

C.Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.

D.Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (e.g., critical thinking, metacognition, and self-regulation).

E. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals.

F.Coach teachers in and model the incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.

G.Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.

H.Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

3.Digital age learning environments

Digital Learning Coach creates and supports effective digital age learning environments to maximize the learning of all students.

a.Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments.

b.Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments.

c.Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.

d.Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning.

e.Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments.

f.Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure.

g.Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.

4.Professional development and program evaluation

Digital Learning Coach conducts needs assessments, develops technology-related professional learning programs, and evaluates the impact on instructional practice and student learning.

A.Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning.

B.Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment.

C.Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills, and/or increasing student learning.

5.Digital citizenship

Digital Learning Coach models and promotes digital citizenship.

A. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.

B.Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies.

C.Model and promote diversity, cultural understanding, and global awareness by using digital age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community.

KNOWLEDGE, SKILLS, AND ABILITIES

Digital Learning Coaches demonstrate professional knowledge, skills, and dispositions in content, pedagogical, and technological areas as well as adult learning and leadership, and are continuously deepening their knowledge and expertise.

Engages in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the ISTE and NC ITES standards.

Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice.

Regularly evaluates and reflects on their professional practice and disposition to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds.  Physical demand requirements are for Light Work.

Data Conception:  Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things.

Interpersonal Communication:  Requires the ability to speak and/or signal people to convey or exchange information.  Includes giving instructions, assignments, or directions to subordinates or assistants.

Language Ability: Requires the ability to read and write complex text and data.

Intelligence:  Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations.

Verbal Aptitude:  Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions.  Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply, and to understand and interpret complex statistical analysis.

Form/Spatial Aptitude:  Requires the ability to inspect items for proper length, width, and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using computers and other technology.

Manual Dexterity: Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:  Requires the ability to differentiate between colors or shades of color.

Interpersonal Temperament:  Requires the ability to deal with people beyond giving and receiving instructions.  Must be adaptable to performing under average levels of stress.