Secondary Science Curriculum Coach

Position Function

Instructional coaches will partner with staff through coaching to improve instructional practices, implement district and building initiatives, and deliver job-embedded professional learning to increase student achievement.

• Impact Instruction through Coaching
• Through coaching, facilitate reflection on instructional practices and responses (e.g., impact cycle).
• Collaborate with teachers as equal partners to transfer their learning into practice.
• Provide rich experiential demonstrations of specific teaching approaches through co-planning, co-teaching, and modeling.
• Provide on-going support and real-time coaching as staff implements the instructional practices/strategies.
• Differentiate adult learning experiences in ways that make content relevant and enable learning.
• Train teachers, principals, and other instructional staff with the use of targeted evidence-based instructional practices/strategies for academics and behavior (one-to-one, small group, whole staff).
• Maintain current knowledge of state standards, evidenced-based practices, and district curriculum to facilitate instructional support in all curricular areas.
• Maintain a Culture of MTSS
• Train and support implementation of the district Assessment Protocol.
• Facilitate data-based decision-making protocols to inform school improvement decisions.
• Promote consensus- building, infrastructure development/refinement, and effective MTSS implementation.
• Collaborate with other building leaders to ensure the fidelity of instructional practices and implementation of district protocols (i.e., Assessment, Behavior, Instructional, Literacy, Numeracy.)
• Foster professional relationships with building principals, lead coaches, teachers, and support staff.
• Maintain a level of confidentiality that positively contributes to the school environment.
• Attend all Friday Learning Lab sessions and other professional development activities as communicated.
• Support implementation of district and building initiatives.
• Conduct classroom observations to provide feedback to the teacher.
• Collect relevant data and collaborate with the leadership team to plan and provide future learning opportunities.
• Support and model ongoing professional growth in self and others.
• Create and administer a communication plan that provides information and data on a frequent basis to all relevant personnel. (i.e., Week At A Glance)
• Complete specific trainings and incorporate the practices into the work with staff, including: 8 days of initial Cognitive Coaching training within the first year as a coach 4 days of Adaptive Schools training within the second year as a coach
• Additional Duties:
  Assists with additional duties as assigned by supervisor.
• Equipment:
  This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use.
• Travel:
  Limited travel between schools and central offices may be required.
• Physical and Mental Demands:
• Work in standard office environments
• Occasional overtime
• Attendance at required meetings
• Additional demands upon request of supervisor
• Knowledge, Skills, and Abilities:
• Ability to organize, communicate effectively, make decisions, work independently, and work as a collaborative team member
• Ability to perform a variety of tasks, build trust, collaborate, meet deadlines, and work in a calm and efficient manner
• Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information
• Ability to communicate effectively with a Supervisor when their discretion is needed
• Ability to perform as an effective team player
• Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building
• Exhibit a professional manner and a positive attitude
• Use good judgment to make decisions on recurring assignments
• Display a significant degree of professionalism and confidentiality
• Ability to conform to proper standards of professional dress and appearance
• Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them

• Primary contact is with classroom teachers and school leadership teams
• Expected to exhibit an approachable, professional manner with parents, students, and school staff members
• Contact with personnel within the district and with customers and vendors
• Will be working under the direct supervision of the department supervisor in order to complete day to day tasks
• Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
• Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
• Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service