TOSA - Instructional Coach - Special Ed

SUMMARY OF RESPONSIBILITIES

The bilingual instructional coach must have experience in PreK-22 setting, bilingual/ESL instruction, and culturally responsive pedagogy.  In partnership with assistant principals, the PreK-22 instructional coach will focus on enhancing instructional quality and aligning teaching with standards for student success. 

DUTIES AND RESPONSIBILITIES

• Assist teachers in implementing curriculum in bilingual and ESL settings.
• Serve as a resource for selecting appropriate instructional materials and interventions.
• Support new teachers through observation, conversation, and lesson demonstration to promote effective instructional practices.
• Model effective, differentiated instruction to meet diverse student needs.
• Provide individualized, classroom-based coaching to support the implementation of instructional strategies.
• Assist teachers in aligning teaching practices with standards, curriculum, and assessments.
• Implement assigned programs and projects to meet district and state instructional objectives.
• Offer strategies for instruction and classroom management tailored to diverse student populations.
• Develop and maintain harmonious working relationships with diverse communities, including BIPOC and LGBTQ IA groups.
• Guide staff in collecting and analyzing achievement data to monitor student progress.
• Respond to instructional and programming needs of teachers, administrators, and staff.
• Demonstrate expertise in curriculum and subject matter, especially for English Language Learners (ELL).
• Assist teachers with classroom activities and support research-based instructional programs for ELL students.
• And other duties, 10 additional days over the summer for reporting and training. 

KNOWLEDGE, SKILLS & ABILITIES

• Knowledge of teaching principles, practices, techniques and approaches.
• Knowledge of child development theories and development stages and needs.
• Knowledge of current trends, theories and technologies pertaining to learning and instruction.
• Knowledge of assessment procedures and techniques, test construction and evaluation methods.
• Knowledge of subject material, concepts and issues related to grade/subject of assignment.
• Understanding of basic office equipment and software used by the district in maintaining records and files (i.e. word processing software, student record databases). 
• Knowledge of instructional technologies and software, equipment, tools and devices used presenting instruction, documenting assessments, student progress or other classroom administrative requirements of the district.
• Skilled in planning and developing lesson plans consistent with approved program curriculum.
• Skilled in presenting complex materials and concepts in an understandable and grade appropriate manner.
• Skilled in developing assessment tools, assessing and evaluating student performance and needs.
• Skilled in leading group processes/discussions, utilizing a variety of instruction aids and technologies.
• Ability to write reports, lesson plans, learning objectives, tests, and assists in writing and reviewing curriculum using and applying professional/technical concepts, principles and terminology.
• Ability to deal effectively and appropriately with parents, students, staff and other educational professionals over instructional needs, concerns or problems of the student and district.
• Dealing with children, staff, parents, administrators and other educational professionals over parent and student issues and concerns. Interactions require persuasion, instruction and working with others to gain cooperation and understanding of educational issues/needs.  Advises and makes recommendations to district administrators or committees concerning needs in curriculum and learning approaches

PHYSICAL DEMANDS

• The 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 accommodations may be made to enable individuals with disabilities to perform the essential functions.
• While performing the duties of this job, the employee is regularly required to sit; use hands; talk; and hear. The employee is occasionally required to stand; walk; reach with hands and arms; and lift and/or move up to 10 pounds. Specific vision abilities required by this job include closeness and the ability to adjust focus.

WORK ENVIRONMENT

• The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually quiet.

EDUCATION and/or EXPERIENCE

• Bachelor’s degree in Education or a related field (Master’s preferred).
• Bilingual proficiency.
• Trained in LETRS/other READ ACT requirements
• Extensive knowledge of instructional practices for diverse student populations.
• Experience working with BIPOC and LGBTQ IA students.
• Strong communication, coaching, documentation, presenting, and collaboration skills.
• Self-driven and capable of managing multiple priorities.

CERTIFICATES, LICENSES, REGISTRATIONS

• A valid Minnesota teaching license in Special Education- ASD, or SLD, or SLP or proof of pending approved licensure in content area required.

BENEFIT INFORMATION
St. Louis Park Schools provides a comprehensive benefits package for employees working 20 or more hours per week. Key benefits include:

• Health and Dental Insurance
• Flexible Spending Accounts (FSA) for medical and dependent care expenses
• Life Insurance
• Accidental Death and Dismemberment (AD&D) Insurance
• Short- and Long-Term Disability Insurance

The cost of benefits varies based on the employee group and full-time equivalent (FTE) status. For detailed information, including specific benefits and associated costs, please refer to the applicable group or bargaining unit contract Employment Contracts.

Salary : $47,066 - $103,660