Instructional Coach (internal only)

• Establish clear objectives for all coaching interactions and effectively communicate those objectives to staff
• Cultivate collective culture of trust with building staff and other teacher leaders
• Engage all teachers in coaching cycles
• Assist teachers in selecting and implementing effective, innovative instructional strategies through the coaching process, ensuring individual student learning remains the central focus of instruction
• Support teachers in the alignment of content, instruction, and/or assessment
• Work in classrooms to help teachers implement strategies through modeling, co-teaching, observation, data collection and giving feedback through mediative questions
• Identify teachers’ needs and desired areas of change and develop a coaching plan for individual growth
• Effectively communicate with staff and administration on a regular basis
• Reflect with teachers about their achievements, growth opportunities and needs in an honest, sensitive, and confidential manner
• Confer and cooperate with other teacher leaders to plan and collaborate on initiatives which promote student learning
• Facilitate, design and deliver innovative professional learning in collaboration with building and District administration
• Assist teachers in interpreting assessment data to influence change in instructional practices and/or organizational structures to improve student learning
• Align teacher leadership efforts to implement District initiatives
• Collaborate with teachers on writing, implementing and attaining professional growth goals

Competence in coaching and adult learning knowledge

• Complete 8 days of the Cognitive Coaching Foundation Seminar, preferably having days 1-4 prior to the start of the teacher leader contract
• Use Cognitive Coaching as the vehicle to drive District and building initiatives during interactions with teachers
• Record audio/video of self during coaching for reflection and goal attainment purposes on a regular basis
• Use Cognitive Coaching processes to help colleagues work collaboratively to plan, resolve problems, make decisions, manage conflict and promote meaningful change
• Understand the processes of school improvement and second order change
• Use knowledge and understanding of adult learning styles, difference and preference in the design and delivery of professional learning and support
• Incorporate existing and evolving technologies in the design and delivery of professional learning and support
• Cultivate and utilize effective skills in listening, presenting ideas, learning discussions, clarifying, mediating, and identifying the needs of self and others in order to advance goals and professional learning
• Give and elicit honest, open, and constructive feedback, seek and engage in non-evaluative, reflective dialogue with teachers
• Demonstrate deep listening skills including paraphrasing and mediative questioning
• Support the increase of collective teacher efficacy through ongoing collective learning and PLC practices that directly improve student learning
• Demonstrate up to date knowledge of District innovations/initiatives

Planning/Preparing/Documenting

• Develop a coaching plan to provide individualized and small group support in order to adapt the teacher leadership program to meet the needs of each teacher
• Create an effective environment for coaching through transparency of schedule, trust and invitational attitude
• Prepare and document coaching interactions, and show written evidence of preparation and documentation upon request
• Develop a personal professional growth goal for improvement of coaching practice
• Share instructional and professional resources with teachers and teacher leaders
• Collaborate with team/program leaders and other stipend teacher leadership positions
• Attend teacher leadership professional learning and team collaboration

Professional Growth

• Attend professional in-service activities and teacher training workshops provided by the District as well as self-selected professional growth activities in order to maintain and improve professional competence
• Understand the aligned and delineated roles and responsibilities of the administrator and teacher leader by following the professional learning and teaching standards

Professional Responsibilities

• Effectively communicate, collaborate, and cooperate with colleagues, supervisors, and students
• Maintain a positive image for the school as well as good public relations within the community
• Attend staff meetings and serve on committees as required
• Participate in curriculum development programs as required
• Help maintain a safe and orderly environment which is conducive to learning
• Other duties as assigned.

Minimum Education or Experience:
B.A. or B.S. degree in teaching
3 years teaching experience, 1 year in the Linn-Mar District
Cross-cultural experience preferred

Licensure or Certification:
Holds and maintains a valid Iowa Teaching License

Compensation:
The coach will maintain appropriate lane and step placement on the salary schedule as delineated in the Master Agreement with LMEA. The coach will receive a teacher leader stipend of $4000 as an additional contract.

Knowledge, Skills and Abilities: (To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed here are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)
Competency in the areas of content knowledge, content pedagogy, general teaching knowledge, and knowledge of students; willingness to learn new skills and knowledge to enhance their instructional skills; ability to help teachers use mathematical, cultural, artistic, historical, and scientific concepts to explain, assess, and anticipate change.

Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

Ability to access information and resources, create and critically investigate multiple instructional and curricular strategies, and make decisions that effectively address a variety of adult learning styles.

Ability to assess the strengths, needs, interests, and aspirations of teachers; willingness to hold high expectations of performance and behavior; ability to set achievable instructional goals, monitor and evaluate progress; ability to be resourceful in responding to the changing needs of teachers and the community.

Ability to recognize the relationships between themselves and others; they accept responsibility for their contributions to the building, the district, and the community; willingness to actively participate in improving themselves and their professional skills.

Ability to listen, speak, write, read, and respond clearly to staff, parents, community members, and to each other; ability to use a variety of media and technology to enhance their communications.

Ability to use interpersonal skills to develop constructive relationships with students, parents, colleagues, and community groups; willingness to provide a high level of service and response to the diverse needs of the district’s stakeholders.

Ability to function effectively as part of a collaborative team, support peer teachers, plan collaboratively, and work constructively with teaching teams to solve problems that arise.

Ability to guide the learning process toward the achievement of district approved educational goals; ability to establish clear objectives for all coaching interactions in harmony with the educational/curricular goals.

Ability to encourage and implement policies, practices, and procedures which create a positive atmosphere conducive to learning; willingness to assist the administration in governing student life and conduct in maintaining a safe environment; ability to develop reasonable working agreements for behavior and attitude during group interactions and maintain order in a fair and just manner.

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, stand, speak, hear, see, and walk to carry out routine duties. Must be able to bend arms, torso, and neck. Must be able to occasionally lift, move, or push items of 50 lbs such as assisting children or moving/rearranging furniture. Specific vision requirements include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Must be able to supervise students in all types of weather, meet multiple demands from several people, and interact with the public and other staff.

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.)
Noise level is quiet to loud. Work may be indoors and/or outdoors. Work may be in non-air conditioned rooms. Tobacco and alcohol-free environment. Fast-paced atmosphere with constant contact with students, staff, or the public. May include evenings. Direct responsibility for the safety, well-being, and work output of student.