Math Instructional Coach Standard; Teacher Leadership Pool

Summary Description

The Instructional Coach serves as an on‑site professional developer who collaborates with teachers to enhance instructional practices aligned with core content and student achievement data. The role includes conducting teacher training, modeling instructional strategies, and supporting the implementation of interventions.

The Instructional Coach collaborates with Program Facilitators to strengthen teacher capacity in alignment with the Nevada Academic Content Standards (NVACS). The position includes a 50% classroom teaching load and 50% coaching responsibilities.

• Instructional Support & Coaching
• Collaborate with teachers to implement research-based instructional strategies.
• Model effective teaching practices and co‑teach lessons.
• Provide feedback and reflective coaching to improve instructional quality.
• Assist with differentiated instruction and intervention strategies.
• Professional Development
• Deliver on‑site technical assistance and training on core instructional materials.
• Facilitate professional learning aligned with NVACS and district goals.
• Participate in ongoing professional development to enhance coaching skills.
• Data‑Driven Instruction
• Support teachers in analyzing student achievement data.
• Assist in the development and use of formative assessments.
• Promote assessment literacy and data‑informed instructional decisions.
• Professional Learning Communities (PLCs)
• Support PLCs by modeling collaboration, analyzing data, and designing interventions.
• Provide resources and facilitate discussions around best practices.
• Instructional Leadership
• Serve on school leadership teams and contribute to school improvement planning.
• Advocate for content areas and support curriculum development and implementation.

• Demonstrate deep knowledge of NVACS and content‑specific pedagogy.
• Collaborate with Curriculum & Instruction Program Facilitators and other departments.
• Plan and facilitate professional learning opportunities across the district.
• Support the implementation of adopted textbooks and instructional materials.
• Co‑plan, co‑teach, and model lessons to support teacher development.
• Stay current with educational research and instructional trends.

Any combination of education and experience that could likely provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:

• Education:
  
  A Master's degree from an accredited college or university in elementary or secondary education depending on the position and in the related field.
• Experience:
  
  Five (5) years of successful classroom teaching or coaching/facilitation experience in specified grade level band and content area. Candidate must demonstrate evidence of leadership and involvement in the content area.
• Qualification into the Teacher Leadership Pool is required. Information regarding the teacher leadership pool can be found here.
• Licenses/Certificates:
  Possession of a valid, grade‑appropriate Nevada teaching certificate.

• Knowledge of Nevada Academic Content Standards (NVACS).
• Knowledge of instructional strategies, curriculum design, and assessment practices.
• Knowledge of adult learning theory and professional learning standards.

• Skill in effective oral and written communication.
• Ability to facilitate groups and professional learning.
• Ability to collaborate, organize, and time management.
• Ability to design and implement professional development.

The work environment and 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 the essential functions.

• Lifting objects up to 25 lbs.:
  Rarely
• Lifting objects over 25 lbs.:
  Rarely
• Sitting for extended periods:
  Continuously
• Standing for extended periods:
  Continuously
• Walking for extended periods:
  Rarely
• Bending or stooping:
  Rarely
• Reaching above shoulder height:
  Rarely
• Pushing/pulling objects:
  Rarely
• Climbing…