What are the responsibilities and job description for the (7) Instructional Coach for Special Education position at TESOL International Association?
- Due to the high volume of reference surveys being sent out and some issues we”ve encountered with the process, we have updated our application requirements. The application will now require three professional reference letters, all dated within the last 12 months.
Thank you for your understanding.
Debido al alto volumen de referencia encuestas que se están enviando y algunos problemas que hemos encontrado en el proceso, hemos actualizado nuestros requisitos. La solicitud ahora requerirá tres cartas de referencia profesional, todas las cartas deben de tener una fecha en los ultimos 12 meses.
Si usted es un empleado actual del distrito, por favor asegúrese de que una de las cartas de referencia provenga de su supervisor actual.
Gracias por su comprensión.
Job Description
Special Education Instructional Coaches will facilitate change in instructional practices of teachers working with students receiving special education services that will provide teachers with the tools and strategies to address students” unique needs more analytically; plan more productively; and teach mor effectively. The mission of the
Special Education Instructional Coach is to improve achievement of students with disabilities by improving instructional practice of teachers.
Essential Duties And Responsibilities
Complies with the state approved Code of Ethics of the Education Profession and upholds and enforces department/unit procedures, administrative directives and state statutes concerning the confidentiality of all staff information.
All functions are performed in accordance with established policies, procedures, safety and computer security regulations.
Demonstrates knowledge of appropriate content standards and benchmarks and appropriate materials and resources.
Has depth of knowledge of the Elevate NM Rubric Domains and can assist teachers in aligning the elements by interpreting them into everyday instructional practice.
Provides support, mentoring and instructional modeling to all instructional staff working with students with disabilities.
Provides support for classroom instruction that meets the needs of students with disabilities.
Visits classrooms regularly to monitor and gather information relative to trends in instructional practice that may positively or negatively impact student outcomes and overall performance measures of students receiving special education services.
Works collaboratively with campus instructional coaches to address the needs of the campus.
Meets with instructional staff to debrief classroom visits and suggest modifications of service delivery or program improvement plans as needed.
Teams with district level content specialists to design campus level instructional support that meets Evidence Based Interventions (EBI) and Tiers of Evidence under ESSA.
Collaborates with district level content specialists to analyze district and campus data to address areas of need.
Works with campus administration to review and analyze student data in Illuminate to identify and compare performance outcomes of all groups.
Works with campus administration to review and analyze teacher data in Evaluation Platform to identify and compare performance outcomes as per Elevate NM Domains.
Participates as part of the campus Leadership Team.
Collaborates with campus team to use Illuminate and Elevate NM data to conduct a Root Cause Analysis and develop the campus DASH/90 Plan.
Provides staff development needed to address the needs of students with disabilities.
Promotes a culture of collaboration with other district Instructional Coaches and special education instructional coaches through multiple platforms such as Google Classroom, and/or Google Meets.
Demonstrates appropriate use of instructional and assistive technology and other educational tools to enhance and
extend instruction.
Participates in district training initiatives.
Works with principals and teachers in organizing grade level/department meetings in order to affect horizontal and vertical continuity and articulation of the instructional program throughout the school and between feeder school(s).
Establishes, maintains, and enhances effective communication with administrators, teachers, and other stakeholders.
Demonstrates a commitment to professional growth and ethical standards to advance the mission, goals and policies of the Gadsden Independent School District.
Attends training, conferences, workshops, etc., as appropriate, to enhance job knowledge and skills.
Performs other duties related to the improvement of student achievement as assigned.
Supervisory Responsibilities
This job has no supervisory responsibilities.
Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below 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.
EDUCATION And/or EXPERIENCE
- Master's degree (M. A.) in Special Education or related field
- Five (5) years of satisfactory teaching experience.
- New Mexico Level II or Level III Teacher License
- Bilingual or TESOL endorsement preferred
Technology Skills
- Ability to use multiple virtual instructional platforms.
- Proficient in Google Suites
- Proficient in Microsoft Office Suites
- Ability to use multiple student data platforms.
Ability to read, analyze and interpret general education periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from administrators and staff.
Mathematical Skills
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.
REASONING ABILITY
Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
PHYSICAL/MENTAL 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 required to use hands to finger, handle, or feel and talk or hear. The employee is frequently required to sit. The employee is occasionally required to stand, walk, reach with hands and arms, climb or balance. The employee must occasionally lift and/or move up to 25 lbs. Specific
vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. The information required for this job will be documented in a computer. Computer- assisted presentations will also be made as a regular part of the job.
Maintains emotional control under stress.
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.
The noise level in the work environment is usually moderate. Working with researching information, entering data, or information into a computer requires quietness in the workplace. Working with teachers and principals in classrooms and schools requires tolerance to noise.
The noise level in the work environment is usually moderate.
