Instructional Coach
1 month ago
ESSENTIAL FUNCTIONS:
Current understanding of culturally responsive teaching practices; Engages in reflective conversations with teachers Builds and maintains professional relationships with teachers Collaborates with teachers through listening and questioning to formulate next steps and solutions Supports collaboration across schools Develops student-centered goals with teachers in order to increase student achievement Facilitates school-based, high-quality, job-embedded professional development, working with teachers (in teams or individually) to enhance their knowledge and skills through co-developing lesson plans based on student needs, observing instruction, modeling instructional strategies (including the systemic integration of technology), supporting teachers as they analyze student work, etc. Engages in ongoing professional development to acquire contemporary global learning knowledge and skills necessary to effectively impact the instructional practices of teachersKNOWLEDGE, SKILLS, AND ABILITIES:
The effectiveness of the ACPS coaching model hinges on the selection of a candidate who is highly qualified as a teacher, knowledgeable in content areas, and global learning practices, and demonstrates a flexible mindset and willingness to learn the sophisticated practices of coaching. Usually there is a need to motivate, establish rapport, gain support, persuade or influence individuals or groups. Occasional debate is often characteristic of interactions and may require considerable skill in diplomacy, tact, and discretion.
Demonstrated deep expertise in one or more of the following areas: adult learning theory, how students learn and process literacy and numeracy, pedagogy, content knowledge, and implementation of ACPS guaranteed viable curriculum and associated resources and programming Demonstrated knowledge and use of a rich array of instructional approaches, resources, and technologies Demonstrated commitment to understanding action research and inquiry as processes for building instructional capacity Demonstrated skills in analyzing and using data for instructional decision-making Demonstrated interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development Ability to design and implement high quality job-embedded professional development Knowledge and understanding of equity issues in school cultures Knowledge and skills to support teachers in implementing the Framework for Quality Learning, the domains and standards of the Educator Performance Appraisal, and the protocols and purpose of Professional Learning Communities Currently possesses or is working towards ACPS Culturally Responsive Teaching credentialEDUCATION AND EXPERIENCE:
Five years teaching experience required, tenure in ACPS preferred Virginia professional teaching certification requiredPHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS:
Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium, and recreational areas. Occasional operation of automated computer office equipment is required. Frequent travel to school sites throughout the County and occasional statewide or regional travel is required. Attendance to meetings outside the normal duty hours is sometimes required. Regular interactions with teachers and leaders throughout the School Division.
EVALUATION:
Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.
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