Instructional Coach-Title

Overview

POSITION TITLE (Oracle title)

INSTRUCTIONAL COACH

WORKING TITLE

Instructional Coach-Title I

SCHOOL/DEPARTMENT

Title I/Academics

LOCATION

Elementary Schools and Secondary Schools

PAY GRADE

Classroom Teacher (Not eligible for National Board Pay)

FLSA STATUS

Exempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

Yes

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is eligible for Hybrid Telework workweek

Partners with the administrative team to align the systems and structures of the schools, including the WCPSS Strategic Plan. promotes best practices in positive school culture. Provides job-embedded professional learning in order to improve the quality of classroom instruction resulting in increased student achievement and overall positive student outcome.

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Extensive knowledge of the WCPSS Strategic Plan;
• Extensive knowledge and ability to utilize best practices in instructional technology;
• Extensive knowledge of instructional coaching best practices, strategies, collaborative processes and structures;
• Extensive knowledge of effective professional learning communities, creating collaborative processes and structures, and navigating the complexities of teaming;
• Extensive knowledge of current standards adopted by the State of North Carolina;
• Extensive knowledge of evidenced-based instructional strategies;
• Considerable knowledge of best practices to influence adult learning;
• Knowledge of the best practices in high quality instructional strategies for all students
• Critical thinking and problem solving skills;
• Ability to use multiple data sources for problem solving;
• Ability to plan and deliver professional development;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, and other stakeholders.

EDUCATION, TRAINING, AND EXPERIENCE

• Bachelor's degree from a regionally accredited college or university;
• Five years of teaching experience;
• Experience in planning and delivering professional development for teachers;
• Other combinations of applicable education, training, and experience which provide the knowledge, skills, and abilities necessary to perform effectively in the position may be considered.

CERTIFICATION AND LICENSE REQUIREMENTS

• Hold or be qualified to hold a North Carolina Professional Educator’s License in a content teaching area.

PREFERRED QUALIFICATIONS:

• Master's degree in Curriculum and Instruction, Adult Learning, or Coaching/Mentoring;
• Hold or be eligible for a North Carolina Professional Educator's License in English as a Second Language.

• Supports the implementation of high impact instructional strategies by helping teachers select and implement the most appropriate strategies to meet the learning needs of all students; provides guidance to teachers on personalizing instruction and selecting the best strategies for learning; understands and can coach others how to integrate strategies in a variety of content areas (K-12).
• Raises teachers’ consciousness and skillfulness around effective instruction and increases the quality and effectiveness of classroom instruction by facilitating teacher reflection on their own practices and behaviors, establishes a plan of action, and monitors progress towards goals; co- plans lessons and strategies with the teacher; observes and provides feedback on instruction/ strategy through reflective conferences; has a deep understanding of curriculum/instructional strategies including data collection and analysis.
• Supports implementation of state content standards through well-designed curricula
• Supports professional learning communities through a focus on what most directly affects student learning; creates a collaborative environment amongst teachers.
• Leads teachers to self-awareness and self-directedness through a reflective cycle that fosters a culture of growth.
• Works collaboratively with…