Lead Teacher and Coach- English as a Second Language

OFFICIAL TITLE: Lead Teacher and Coach (LTaC) WORKING TITLE: Lead Teacher and Coach MONTHS: 10 SUMMARY DESCRIPTION OF CLASSIFICATION: The Lead Teacher and Coach’s responsibilities are to provide personalized coaching and direct support to both teachers and students with a focus on high powered, culturally and linguistically sustaining instruction, rich in evidence-based literacy practices and/or numeracy and conceptual math understanding. This position is responsive to student and educator needs as identified by data and goals. The Lead Teacher and Coach (LTaC) will also focus on individual and group professional development that will expand and refine educators’ understanding of research-based instruction and Multi-Tiered Systems of Support. The Lead Teacher and Coach daily responsibilities will include coaching and modeling effective instructional strategies; collaborating with teachers and administration to help all students reach their highest potential: designing coaching cycles for educators; providing professional development individually, in small groups, or in whole group: and working directly with students requiring academic instruction, enrichment, and/or intervention. MINIMUM QUALIFICATION STANDARDS • Strong background in elementary reading/writing and/or math instruction • Ability to collaborate with teachers and other staff • Ability to design, deliver, and assess the effectiveness of professional development • Demonstrated track record in raising student achievement • Strong coaching skills • Familiarity and competency with the analysis of educational data • Familiarity and experience with Multi-Tiered Systems of Support (MTSS) model • Appropriate MA DESE Licensure EDUCATION, TRAINING, AND EXPERIENCE: Massachusetts Teaching license, at least (3) years of relevant experience preferred DUTIES AND RESPONSIBILITIES • Assist in the design and delivery of job-embedded professional development, including side-by-side coaching, modeling, observing, providing non-evaluative feedback, and co-planning to improve teachers’ instruction and targeted support for student achievement • Model effective research-based instruction techniques and strategies for differentiation of instruction and Multi-Tiered Systems of Support • Coach teachers on providing high quality, rigorous instruction to all students and targeted Tier 2 and Tier 3 instruction to students significantly behind their peers • In collaboration with the principals, conduct direct student-centered support: o Work directly with students to provide academic support, extension, and/or intervention, to address diverse learning needs. o Conduct individual or small-group sessions to reinforce concepts, develop study skills, and provide additional academic assistance. • Provide direct instruction and interventions individually or in small groups to students in literacy, reading, writing, and/or math • Work with principal, educators, and other key staff members to provide embedded support to educators for implementing knowledge and skills learned through coaching and professional development sessions • Assist in assessing impact of professional development sessions on student learning by conducting classroom observations and analyzing student data • Assist in the development of high quality rigorous and aligned assessments and intervention tools • Assist in the development of a Multi-Tiered Systems of Support model at their school or program, guaranteeing high quality, differentiated, or just in time supports for accelerating instruction is provided to all students in all classrooms with tiered systems of support focused on individual students’ needs, based on data • Contribute to the school-wide use of data to inform and improve instruction, including participation on the School Instructional Leadership Team (SILT) and consultation with Teacher Collaboration Teams (TCTs) • Contribute to school-wide initiative to engage parents and family members as active members of students’ educational teams, including providing support and coaching to family members on techniques for improving literacy and/or numeracy at home • Commit to participate as an active member of a high performing team dedicated to continually improving practice and raising student achievement • Contribute to the culture of high expectations for all staff, students, and community members • Performs other duties as assigned by the Principal TERMS OF EMPLOYMENT: • In Accordance with the Unit A Contract • CERTIFICATE AND LICENSE REQUIREMENTS: MA DESE Teaching Licensure • PHYSICAL DEMANDS (Special requirements such as lifting heavy objects and frequent climbing): Frequent fine motor use such as grasping, writing, typing, sorting, filing. May lift, push, pull up to 25 lbs, typically involving school supplies and/or role related equipment. Hear sounds and recognize the difference between them. Ability to communicate with students and all role related stakeholders. Alternative standing, sitting, walking. Travel between school locations throughout the work day as needed. • REPORTS TO: Principal