Instructional Coach

Job Goal: 

To identify, implement, and facilitate teachers' use of research-based methods and instructional strategies to improve instruction and promote a higher degree of academic achievement.

Qualifications (minimum education, licensure, skills, and/or experience):   

• Valid Louisiana Teaching
• Five years of successful teaching experience (in a position which requires a teaching certificate).

Essential Duties and Responsibilities:

• Maintain an awareness of current research and curricula trends to provide job­ embedded professional development on classroom instructional improvement strategies to school and district faculty in one-on-one, small group or large group settings.
• Communicate with teachers on changes, new theories and practice on delivering effective instruction; facilitate teachers' access to instructional and professional resources and literature.
• Assist schools in planning, implementing and monitoring curriculum and instruction on campuses in assigned area.
• Work collaboratively with classroom teachers and other instructional staff through interactions that include planning, demonstration-observation sessions, and debriefing.
• Engage teachers continuously in the coaching cycle to include co-planning, modeling instruction, co-teaching, debriefing, and reflecting on instructional methodology.
• Provide individualized and classroom-based follow-up with teachers to support them in implementing researched-based instructional programs and strategies.
• Facilitate inquiry groups among teachers in which issues related to implementing classroom instructional programs and strategies are considered, and current research and writing on effective teaching practices are read and discussed.
• Identify and disseminate information to teachers and instructional staff regarding "best practices" in classroom instruction, assessment, technology, and staff development in a standards-based environment.
• Assist teachers in planning and implementing instruction and assessment in accordance with state and national standards.
• Assist teachers in developing strategies to work with students with a variety of needs.
• Facilitate the interpretation and use of data to determine a course of action to address student needs.
• Provide collaboration and timely feedback to school-based administrators regarding support and assistance given to site-based teachers.
• Assist school and district administrators in planning faculty studies and district­ wide in-service programs based on teacher-selected topics, school or district initiatives, and state-mandated professional development topics.
• Participate in district-wide committees to review and facilitate the application of academic standards, to select instructional materials, to review and revise assessments, and to develop guidelines for district practices related to curricular area served.
• Participate in professional development to increase knowledge and understanding of the standards, current research, instructional strategies, materials, assessment and delivery of professional development to others.
• Work effectively with school personnel, parents/guardians, and the community.
• Use technology as an everyday tool for teaching, learning and communicating.
• Engage in self-reflection and growth opportunities to support high levels of learning for all students.
• Collaborate and communicate effectively with colleagues to promote students' academic achievement and to accomplish the district's mission.
• Perform other job-related duties as assigned.

Instructional Coaches shall be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports.

Self-Evaluation

• Complete a self-evaluation and document the results on appropriate written forms.

Professional Growth Plan

• Develop a Professional Growth Plan in collaboration with the evaluation.

Supervision

• Supervise students when students are on campus.
• Supervise students prior to school and/or drop-off, when assigned.
• Supervise students in the classroom.
• Supervise students between classes, during recess/intermission, during lunch, assemblies.
• Supervise students after school and/or pick-up, when assigned.

Instructional Components

• Fulfill duties traditionally expected of those in the teaching profession.
• Accept and discharge assignments.
• Practice and model punctuality.
• Collaborate with colleagues and departments
• Adhere to federal, state, system, and school policies and regulations.
• Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher.
• Follow recommendations made by school administrators and district staff.
• Take part in the continuing in-service program of the schools.

School Support Activities

• Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position.
• Attend meetings generally associated with the instruction of students.
• Attend faculty, staff, and department meetings.
• Attend PLC (teacher collaboration) meetings.
• Attend ILT meeting if applicable.
• Attend training sessions.
• Attend IEP/IAP meetings.
• Attend parent-teacher conferences.
• Attend back-to-school and open-house events.
• Attend graduation.
• Attend student discipline meetings/hearings, upon request.
• Attend school board/committee meetings, upon request.
• Be responsible for a reasonable amount of co-curricular and other duties beyond the regular classroom activities, as determined by the building principal.
• Attend/work concessions/gates at athletic events within school year.
• Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach.

Physical Demands:

• Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance
• While standing is common, Instructional Coaches also spend time sitting at desks, during meetings, and when planning lessons or grading assignments.
• Essential skills involve lifting and carrying instructional materials
• Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs.  

Terms of Employment: 9 month

Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).