Campus Instructional Coach

Position Title

Campus Instructional Coach

Exempt / Salaried $65,999.75; 100% Funded with Title I, Part A Funds (This position is contingent upon annual grant funding from the ESSA, Title I, Part A – Improving Basic Programs – Fund 211)

Full-Time

205 days / At-will

Campus Principal

The role of the Instructional Coach is to provide support, guidance, and training to administrators and teachers in research-based instructional strategies. Emphasis will be on modeling instructional strategies in classrooms, planning collaboratively with teachers and colleagues, helping teachers make data-driven decisions, and maintaining a schedule of follow-up coaching/mentoring experiences. When executed properly, this role will help to ensure fidelity and consistency are mainstays in the implementation and execution of our district curriculum.

• Must possess a Bachelor’s Degree from an accredited Institute of higher learning.
• Must possess teaching certification from State Board for Educator.
• Ability to work collaboratively with diverse groups of stakeholders.
• Proficiency in data analysis and the use of technology to support program management.
• Thorough knowledge of instructional practices and coaching.
• Strong organizational, communication, and interpersonal skills.

• Experience in a similar role.
• Knowledge of Texas-specific educational policies and procedures.
• Master’s degree in Education, or a related field.

• Collaborate with administrators and teachers at every grade level responsible for administering and teaching applicable content area.
• Instructional Strategies:
  • Plan, research, and implement professional development in research-based instructional strategies and interventions with Title I teachers and classroom teachers, especially those serving at-risk students.
  • Model effective strategies, teach demonstration methods or collaborative lessons in the classroom, and coach effective research-based instructional strategies in applicable content area for all students, especially at-risk students.
  • Provide support, coordination, and facilitation for Title I co‑teaching teams focusing on at-risk students.
• Teaching as needed not more than 10 hours per week.
• Serve as a resource for campus administrators and teachers by researching and recommending strategies, ideas, or materials that can enhance instruction and support Title I students failing or at risk of not meeting academic standards.
• Guide and assist teachers with understanding how to assess students for identification and placement in the Title I program through state and district based criteria.
• Guide the learning process toward the achievement of curriculum goals, and assist teachers as needed in establishing clear objectives for all lessons, units, and projects.
• Share a variety of instructional techniques and instructional media consistent with best practices with all campus admins and teachers, while considering specific content knowledge, physical limitations of the space provided, and the needs/capabilities of individuals or student groups involved.
• Assess campus effectiveness through observations, authentic performance, and more formal methods, in an ongoing manner, providing frequent feedback to campus administrators.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulations.
• Provide professional support to campus teachers, and recommend possible professional development opportunities that will facilitate their growth.
• Maintain and improve professional competence.
• Maintain a professional relationship with colleagues.
• Perform other duties as assigned.

• Convey the charter’s mission to the public and encourage support in accomplishing the mission.
• Illustrate understanding of Charter and community needs and begin activities to meet those needs.
• Demonstrate use of productive and efficient skills to raise community and parent involvement.
• Actively participate in maintaining student enrollment efforts.

• Encourage a constructive, thoughtful climate for learning.
• Promote fairness for students and staff from all cultural backgrounds.
• Communicate with students and staff in an effective manner that promotes and sustains the Jubilee culture.

• Maintain emotional control under stress.
• Frequent and prolonged standing.
• Stooping, bending, pulling and pushing required.
• Move small stacks of textbooks, media equipment, desks, and other classroom equipment and supplies.

• Adhere to staff dress code.
• Maintain a good working relationship with Jubilee Academies’ staff.
• Compile, maintain, and fill all reports, records, and other documents required.
• Actively stay abreast of new developments in education.