What are the responsibilities and job description for the Elementary School Teacher: Literacy Cadre Coach position at Evansville Vanderburgh School Corporation?
- Create an environment of trust and respect through all interactions with staff to support growth-oriented professional relationships.
- Participate in all professional development provided by the Indiana Department of Education (IDOE).
- Participate in 2 days of summer training in Indianapolis, Collaboration Network (CN) sessions, synchronous or asynchronous, twice a month from August to May, and other professional development and training provided by the IN Literacy Cadre.
- Collaborate with educators in grades Kindergarten through 3rd grade to:
- expand educators’ knowledge of the science of reading research,
- implement professional development on high-quality instructional practices aligned with the science of reading research,
- assist in instructional planning with individuals and groups of teachers,
- conduct mini and full coaching cycles that target student outcomes,
- provide training on the use of formative assessment data to drive classroom instruction based on the science of reading research, and ensure that student achievement and growth data is routinely collected, reported, and used to drive instructional decisions at the school and classroom levels.
- Collaborate with school leaders and stakeholders to:
- model continuous learning, maintain current progress, and serve as a thoughtful leader for student literacy in the school, and partner with cadre leadership related to the goals of the Indiana Literacy Cadre and Indiana’s Priorities for Early Literacy.
- Establish and maintain effective relationships and communication with students, educators, administrators, and other cadre personnel.
- Engage in continuous growth and development in learning in the field of early literacy and coaching pedagogy and practice.
- Read, analyze, and interpret professional journals, articles, and texts.
- Provide professional development to staff based on learning at Collaboration Network sessions.
- Effectively present information and respond to questions from different stakeholder groups.
- Solve practical problems and offer solutions that align with early literacy instructional practices.
- Maintain current school-level data and anecdotal records on coaching cycles and work with teachers and administrators.
- Assist in gathering survey and local assessment data as required by the IDOE.
- Create and maintain a shared coaching calendar, making the calendar accessible to teachers, administrators, and the cadre leadership team.
- Perform duties in compliance and accordance with all IDOE requirements, district requirements, and Board of Trustees policies.
- Student Focused – Experience working effectively with a diverse population to build relationships and increase achievement.
- Teacher Leader – Strong instructional practitioner with a history of results, able to analyze student needs and help others improve their practice through collaborative relationships, feedback, and modeling.
- Adult Learning – An understanding of how to facilitate growth in adults.
- Evidence-based and data-driven – Uses data and other evidence to make decisions about research-based practices, high-yield strategies, and student data that illustrates the ability to increase student achievement through utilizing specific instructional interventions.
- Instructional Specialist – Deep understanding of the relationships among content area knowledge, pedagogy, professional learning, and school improvement.
- People-oriented – Establish positive and productive relationships through collaboration with administrators, teachers, students, and families.
- Critical thinker and decision-maker – Analyze information to solve problems and make decisions aligned with strategic goals.
- Communication – effective verbal and written communication skills
- Technical Ability – Model digital-age work and learning through effective use of current and emerging digital tools
- 21st Century Skills – Infuses learning experiences for students and adults with opportunities for communication, collaboration, problem-solving, critical thinking, and creativity.
- Ability to apply knowledge of current science of reading research and theory in literacy.
- Ability to establish and maintain effective working relationships with staff and the school community.
- Ability to speak clearly and concisely both in oral and written communication.
- Ability to perform duties with awareness of all district requirements and Board of School Trustees policies.
- Bachelor’s degree required, Master’s degree preferred; minimum of five years of teaching experience
- Expertise related to literacy practice and pedagogy
- Ability to read, analyze, and interpret professional journals, technical procedures, textbooks, and government regulations.
- Ability to write reports and general correspondence.
- Ability, both orally and in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public.
- Ability to work with mathematical concepts such as probability and statistical inference.
- Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
- Ability to define problems, collect data, establish facts, and draw valid conclusions.
- Ability to interpret an extensive variety of instructions in mathematical or diagram form and deal with several abstract and concrete variables.
- While performing the duties of this job, the employee is regularly required to sit, talk, and hear.
- Occasionally required to stand and walk.
- Specific vision abilities required by this job include close vision, distance vision, and peripheral vision, depth perception, and the ability to adjust focus.
- Occasionally lift or move up to 50 pounds.
- Must be able to push items of 50 pounds or more, such as pushing materials on a cart.
- The noise level may vary depending upon the daily activities within the work environment, such as the number of people in the office.
- The work environment is frequently interrupted as the employee must meet multiple demands from many people.
- The employee must constantly work to meet deadlines.
- Frequently, the employee must work irregular or extended hours.
JobID: 664
Position Type:
Elementary School Teaching
Elementary School Teaching
Date Posted:
3/18/2025
3/18/2025
Location:
Tekoppel Elementary
Tekoppel Elementary
Date Available:
2025-26
2025-26
Closing Date:
Open Until Filled
Open Until Filled
Purpose of Position/SUMMARY:
The EVSC (Evansville Vanderburgh School Corporation) is seeking exceptional individuals to join our team as an Indiana Literacy Cadre Coach. These individuals will play a vital role in enhancing teaching and learning experiences for grades K-3, focusing on implementing School Improvement Plans. As part of the school-based leadership team, Cadre Coaches will provide ongoing professional development based on the science of reading in Literacy for teachers and staff. They will serve as models of best practices in data utilization, high-level engagement strategies, curriculum implementation, and instructional methodologies. Collaborating closely with individual teachers and teams, Cadre Coaches will co-plan lessons, model teaching techniques, and engage in co-teaching cycles. Additionally, they will partner with school principals, utilizing local data to design and deliver professional development tailored to the science of reading. The goal is to implement evidence-based literacy practices aligned with the science of reading research to ensure the academic success of all students.
ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.
Successful candidates must possess the following traits:
JOB-SPECIFIC SKILLS AND ABILITIES:
SUPERVISORY RESPONSIBILITIES:
Mentoring/coaching for other staff, completing informal observations/Learning walks, supervising students, student aides, and parent volunteers.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
EDUCATION AND/OR EXPERIENCE:
CERTIFICATES, LICENSES, REGISTRATIONS:
Indiana teaching certification in the relevant curriculum areas. Must participate and complete the week-long summer training provided by the Indiana Department of Education (IDOE)
LANGUAGE SKILLS:
MATHEMATICAL SKILLS:
REASONING ABILITY:
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.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Americans with Disabilities Act (ADA)-
The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.
NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY
It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race, color, religion, gender, sexual orientation, veteran status, genetic information, national origin, age, limited English proficiency, or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1), Title IV, and Title VII (Civil Rights Act of 1964), the Equal Pay Act of 1973, Title IX (Educational Amendments), the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).
