Instructional Coach

Instructional Coach

Harper Elementary 

Reports to:  Principal

Start Date: 7/14/25 

Primary Function: Provides support of appropriate instruction designed to improve instructional practices and student achievement; provides faculty leadership and support to administration for the school curriculum and instructional process.

Requirements:

• Educational Level:  Master's Degree
• Certification/Licensing: Valid GA Teacher's Certificate, Reading Specialist/Endorsement or Math Certification preferred.
• Experience: Minimum of 5 years experience teaching Mathematics or Reading/Language Arts.  Demonstrate knowledge and experiences in research-based instructional practices.
• Proficiency Skills:  Written and oral communication skills, student management, supervisory and leadership skills.  Ability to employ a variety of instructional strategies that connect the curriculum to the learners.  Ability to deal with multiple tasks, computer competence, organization and interpersonal skills.
• Personal Skills:  Pleasant personality, cooperative attitude, physical skills and stamina to perform essential duties.

GENERAL

1. Ensures the quality of instruction through daily work with teachers in developing rigorous and relevant lessons through classroom observations, instructional modeling, and teacher/coach conferencing.
2. Demonstrates appropriate verbal and written communication skills.
3. Performs Title I-A duties and tasks with little or no direct supervision.
4. Demonstrates loyalty to the school, school system and administrators.

MEETS STUDENT ACHIEVEMENT GOALS

5. Facilitates the use of state and system-wide test results and local school grade profiles for developing and improving the instructional program for all students assigned to the teacher.
6. Through regular professional learning sessions, aides teachers with the development of appropriate instructional activities to increase student achievement.
7. In collaboration with teachers and paraprofessionals monitors ongoing progress of instruction.
8. Facilitates data analysis of formative and summative data with all staff to determine root causes and to develop effective instructional plans based on the data.

PROVIDES SUPPORT FOR APPROPRIATE INSTRUCTION

9. Through classroom modeling demonstrates a variety of teaching strategies and resources.
10. Develops and implements an annual professional learning plan for the school based on student achievement data and needs assessment data.
11. Develops, implements and documents a coaching cycle plan.
12. Provide regular instructional leadership both in whole group and individual professional learning sessions (weekly minimum).
13. Supports teachers through professional learning sessions, lesson modeling and classroom observations in assessing and encouraging student progress by promoting engagement, monitoring student progress, responding to adequate and inadequate performances and showing support of students in an appropriate manner.
14. Models appropriate management of the learning environment by demonstrating appropriate rituals and routines.
15. Supports long-term substitutes by providing professional learning, modeling instruction, and collaboratively developing lesson plans.
16. Models effective research-based instructional strategies for teachers and paraprofessionals.
17. Provide training and support for classroom teachers for effective program implementation in order to maximize student learning. This training and support may include, but is not limited to:
• Analyzing student needs and providing strategies for differentiated instruction
• Developing standards based lessons and individual learning plans
• Implementing the core curriculum
• Implementing effective classroom management in order to maximize
student engagement
18. Facilitate peer observation and coaching.
19. Facilitate effective collaboration for grade level teams, departments, and school staff.
20. Conduct demonstration lessons and non-evaluative classroom observations for coaching purposes.
21. Provides instructional support for new personnel by providing professional learning in the unpacking of the Georgia Performance Standards. Results of the professional learning should be that all personnel have an active performance level that allows them to develop rigorous instructional lessons.

PROFESSIONAL GROWTH

22. Participates in Title I-A allowable staff development activities.
23. Shares information with others and applies what is learned to the classroom.
24. Accepts new challenges in a professional manner.

INTERPERSONAL SKILLS

25. Works effectively with colleagues and exhibits the fundamentals of good communication skills.
26. Enhances the climate of the building and the morale of colleagues.
27. Accepts constructive criticism and follows up on administrative actions for improving performance.

PROMPTNESS AND DEPENDABILITY

28. Maintains a pattern of prompt and regular attendance. Number of annual absences to date:
29. Completes reports, documentation, duties and other assignments in a prompt and professional manner to include all Title I-A required documentation.
30. Exhibits time on task and a flexible, cooperative, progressive and hard working attitude and style.

ADHERENCE TO POLICIES AND PROCEDURES

31. Complies with school, system, state and federal regulations and policies, including the PSC Code of Ethics, as related to job requirements.
32. Adheres to the chain of command.
33. Adheres to Cultural Diversity Guidelines.
34. Maintains confidentiality of sensitive information and material.
35. Maintains a professional appearance as appropriate for job responsibilities.
36. Assures security and accountability for classroom equipment and supplies.

PERSONAL CONDUCT IN PERFORMANCE OF DUTIES

37. Acts in a professional manner and maintains a professional attitude, following school and system policies in regard to students and records, when interacting with the public.
38. Acts in a professional manner and assumes responsibility for the total school instructional program, the safety of students and good operating order.
39. Shows initiative and assumes responsibility for all aspects of job responsibilities.
40. Submits all required Title I-A documentation to the Principal and Director of Federal Programs as indicated by assigned deadlines.

ADMINISTRATIVE SUPPORT

41. Communicates vision/mission to school personnel as appropriate.
42. Reports to principal about status of instruction and makes recommendations for professional learning.
43. Conducts professional development with teachers on an ongoing basis.
44. Assists new teachers in the implementation of instructional design by conducting professional learning sessions, classroom observations specifically for new teachers.
45. Follows up and supports administrative actions for improving teacher performance with classroom observations, instructional modeling and professional learning sessions.

Employee Acknowledgement:

I,______________________________________________, acknowledge review of this job description.

                       (Employee Printed Name)

____________________________________________                        ____________

    Employee's Signature                                                                                  Date

____________________________________________                         ____________

     Supervisor's Signature                                                                                Date

____________________________________________                         ____________

     HR Representative's Signature                                                                      Date