CSI Academic Instructional Coach

POSITION: Academic Instructional Coach LOCATION: North Middle School REPORTS TO: Federal Programs Director/School Administrator SALARY: According to Berkeley County Schools’ Teacher Salary Scale with verified years of experience and degree level EMPLOYMENT TERM: This is a grant funded position and will be subject to annual renewal.
TERM: 210 Days DESCRIPTION OF JOB: The academic coach will use the practices for Student-Centered Coaching to provide support to teachers across grade levels and subjects.
Coaching will be driven by student outcomes and will lead to the implementation of effective instructional practices in the classroom.
This position is designed to build teachers' capacity in content and pedagogy by providing and supporting ongoing professional learning couple with coaching and feedback plus monitoring and analyzing student learning as a means of deepening teacher's content knowledge, improving practice, and elevating student achievement.
QUALIFICATIONS: WV Teacher Certification in Elementary Education (K-5) or Middle School Core Content (6-8) and/or National Board Certification with a Master’s Degree in Curriculum and Instruction or related educational field.
Minimum five years successful teaching experience Demonstrated knowledge associated with guided reading, the Berkeley County Schools Literacy Model, guided math, the Berkeley County Schools Math Model, both formative and summative assessment practices Exemplary interpersonal skills and effective communication skills Knowledge of West Virginia College and Career Readiness Standards for assigned programmatic level Strong pedagogical knowledge PREFERRED QUALIFICATIONS: Experience with, or a willingness to learn, how to implement the core practices of the Berkeley County Schools Coaching Model, Student-Centered Coaching Demonstrated presentation skills for conducting professional learning to a variety of experience-level education.
Background in developing curriculum, instruction, and assessments Knowledge and understanding of West Virginia Professional Teaching Standards and data desegregation.
Knowledge and understanding of the analysis of performance and assessment data, including West Virginia General Summative Assessments, interim assessments, iReady and/or IXL, and other formative and summative assessments, to facilitate meaningful interpretation and decision making to impact teaching and learning.
GENERAL POSITION RESPONSIBILITIES: Conduct regular classroom visits.
Model best instructional practices.
Accelerate the use of exemplary practices in the classroom to improve student achievement.
Conduct regular meetings with all stakeholders with agendas centered around data, best instructional practices, and district initiatives.
Analyze benchmark, progress monitoring, and summative assessment data with teachers.
Deliver Professional Development to all stakeholders through a variety of mediums.
Analyze achievement deficits and gaps and create a plan to fill gaps through professional development, instructional modeling, and classroom accountability measures.
Partner with the principal to build a culture for coaching and communicate the implementation of instructional supports.
Set goals based on achievement results and monitor and self-reflect on the effectiveness of coaching practices.
Adjust professional responsibilities based on federal legislative changes, data, and student needs, and exercise responsive support measures in order to best support our schools.
Maintain confidentiality Participate in year-long professional development cohort on Diane Sweeney Student-Centered Coaching.
Participate in all professional development for Sparking Literacy Grant – Words Their Way training (Spark Grant Schools).
” Other duties as assigned COACHING PRACTICE RESPONSIBILITIES: Facilitate Student-Centered Coaching cycles across grade levels and disciplines.
Use student evidence when co-planning lessons with teachers.
Use the co-teaching “moves,” (i.
e.
, setting goals for coaching cycles, using learning targets, etc.
) for Student-Centered Coaching when working in classrooms.
Collaborate with teachers to design and use formative assessments.
Create opportunities for discourse among teachers and students.
Work with teachers to ensure student ownership, engagement, and choice.
Provide informal support to teachers in the areas of classroom management, curriculum design, or other expressed needs.
Collaborate with teachers to create a culture of rigor, inquiry, and reflection by probing ideas and further pressing students to explore their intellect.
Engage in regularly scheduled meetings with the principal to discuss the implementation of Student-Centered Coaching COLLABORATIVE PRACTICE: Build trusting, respectful, and professional relationships with teachers.
Engage in reflective dialogue with others.
Model being a reflective practitioner and support others to reflect as well.
Maintain a friendly, flexible, and collaborative disposition.
CURRICULUM AND PROFESSIONAL LEARNING: Collaborate with colleagues to facilitate professional learning.
Work with teams of teachers to unpack curricular units.
Assist with the development of district curriculum, instruction, and assessments.
Demonstrate presentations skills for conducting professional learning.
Participate in monthly coaching meetings to strengthen curriculum, pedagogical, and coaching skills.
WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: 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 accommodation may be made to enable individuals with disabilities to perform essential functions.
Individuals must have the ability to sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and understand speech at normal levels; speak in audible tones so that others may understand; physical agility to lift up to 25 pounds to shoulder height; to bend, stoop, climb stairs, walk, and reach overhead.
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.
Duties are normally performed in an office and/or school environment.
The noise level in the work environment is usually moderate.
Some travel and overnight stays may be required with this position.
EVALUATION: Performance of this job will be evaluated in accordance with provisions of WVDE Policy 5310 on evaluation of professional personnel.
This information contained in this job description is for compliance with the American with Disabilities Act (A.
D.
A.
) and is not an exhaustive list of the duties performed for this position.
Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.