Pre-K Academic Coach

POSITION TITLE:

Pre-K Academic Coach

FLSA:

Exempt

SALARY:

Teacher Salary Schedule

WORK DAYS:

190

LOCATION:

Muscogee County Public Education Center

REPORTS TO:

Pre-K Director

REQUIREMENTS:

1. Educational Level:

Master’s degree in Early Childhood or Elementary education, preferred. 

2. Certifications/Licenses:

Valid Georgia Teaching Certificate T4 or T5. Teacher Support and Coaching or Literacy Coach endorsement or previous coaching experience.

3. Experience:

Job related experience within specialized field is required.

4. Equivalency:

Must have a minimum of five years successful teaching experience in PK, K, or 1^st grade in an accredited school system.

5. Physical Activities:

Routine physical activities that are required to fulfill job responsibilities

6. Skills, Knowledge and Abilities:

SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; and behavioral management strategies. Knowledge of child growth and development and knowledge of current effective teaching practices and the principles of data-driven decision-making and standards-based education.

Knowledge of current research on early literacy and developmentally appropriate practices. • Knowledge of strategies for teaching at-risk children early literacy skills. • Knowledge of best practices in reading instruction and reflective coaching practices. • Knowledge of research based professional development techniques. • Knowledge of Pre-K through 2nd grade literacy assessments. • Ability to analyze assessment data and make instructional recommendations. • Ability to provide in-service in best practices of reading instruction and classroom management. • Ability to communicate clearly and concisely, both verbally and in writing. • Ability to establish and maintain cooperative working relationships with school administration, as well as families. • Ability to implement a variety of coaching strategies. • Knowledge of child development principles.

ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; and working flexible hours. 

1.

Meets regularly with teachers, both in groups and individually, to analyze student work and instructional practices to ensure that “best practice” methods are utilized.

2.

Monitors the delivery of instruction within the Pre-K classrooms for the purpose of tailoring individualized support for teachers.

3.

Support teacher growth in implementing the GA Pre-K standards and instructional initiatives to enable achievement for all students through regular classroom observations and teacher feedback sessions.

4.

Coaches teachers in developing classroom management strategies that foster a climate conducive to academic achievement for students in all subgroups for the purpose of raising achievement and addressing the language and academic needs of students.

5.

Works to support best practices for addressing the needs of teachers who may have children with challenging behavior, including identifying children who may need additional screening or services through IDEA Part B, Section 619 (and participating in any IEP meetings scheduled between the site administrators, MTSS chairperson, classroom teacher, and parent)

6.

Provides on-site embedded professional development through side-by-side coaching techniques, modeling lessons, video-taping and using targeted teacher observations to enhance best practices in instructional presentation

7.

Models lessons using appropriate early childhood strategies and developmentally appropriate practices.

8.

Works collaboratively with site administrators, lead teachers and assistant teachers, MCSD Pre-K staff and others to promote a high-quality early learning setting that promotes child outcomes.

9.

Provides onsite technical assistance and coaching related to the professional development plan, reporting dates of visits, material covered, progress made and provides monthly reports of coaching by site and classroom (through an online tracking system).

10.

Assists teachers in using flexible grouping for the purpose of addressing language and academic deficiencies appropriately and providing opportunities to accelerate language acquisition and academic performance.

11.

Assists the Pre-K Director in monitoring the implementation progress of actions and strategies from professional learning for the purpose of assisting students in meeting learning goals.

12.

Provides feedback and documentation to school site Administrators and teachers related to the GA Pre-K Instructional Quality guides, time on task for students for the purpose of increasing language acquisition, academic performance and meeting or exceeding the standards.

13.

Guides and trains teachers in analyzing WSO data and student work for the purpose of planning instruction that targets identified needs.

14.

Provides model lessons for teachers in language acquisition areas for the purpose of identifying effective instructional practices.

15.

Works closely with the or of Pre-K Director and the state consultant in planning, implementing, and assessing reform efforts in Pre-K classrooms for the purpose of creating a learning environment that supports language acquisition and academic achievement for all students.

16.

Daily attendance and punctuality are required for the purpose of ensuring the goals of the work unit can be met.

17.

Performs other allowable Pre-K activities, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.