Instructional Bilingual Coach

POSITION:   Instructional Coach Bilingual  

POSITION GUIDE:  Certified Personnel    

9 Months     

Bargaining Unit Position  

REPORTS TO:    Assistant Superintendent of Curriculum and Instruction 

Director of Teaching and Learning      

Program Coordinator  

RELATES TO:   Central Staff Administration     

Principals     

Assistant Principals     

Program Coordinators    

Instructional Supervisors     

Instructional Leaders 

Classroom Teachers   

Paraprofessionals    

Parents

Students  

SALARY: Salary and Benefits: In accordance with the collective bargaining agreement between the Board of School Inspectors of School District 86, Will County, Illinois, and the Council #86 of the American Federation of Teachers- Local 604 of School District #86 found on the following link: Teachers Contract

*Maximum 10 years of full-time Certified Teaching Experience

JOB SUMMARY: Under the direct supervision of the Assistant Superintendent of Curriculum and Instruction and the Program Coordinator, the primary role of the Instructional Coach Bilingual is to assist classroom teachers and other staff in building capacity through the development of instructional strategies and techniques.  Additionally, the Instructional Literacy Coach will work directly with teachers to provide classroom-based demonstrations; service training and follow-up, collaborative and one-on-one support, and facilitate teacher inquiry and related professional development.    

EDUCATIONAL, EXPERIENCE, AND/OR CERTIFICATION: 

1. State of Illinois Professional Educator License with 
1.  Self-contained general education 
2. b. BSPA:  Bilingual Education Teacher (Spanish)  
2. Five or more years of successful teaching experience at the elementary level preferred 
3. Excellent oral and written communication skills 
4. Knowledge of adult learning processes and strategies
5. Demonstrated facilitation experience in providing adult professional development is preferred
6. Outstanding interpersonal and teamwork skills required. 
7. Comprehensive knowledge about the content and methodology of balanced literacy instruction is required 
8. Demonstrated experience with MTSS and tiered instruction required
9. Demonstrated experience with small group (guided reading) instruction 
10. Superior problem-solving and critical thinking skills 
11. Experience in delivering large-scale training to a variety of audiences; 
12. Comprehensive knowledge of the Common Core State Standards for English Language Arts is required 
13. WIDA Certification to administer ACCESS 2.0 for ELLs, MODEL, and familiarity with the Pre-IPT for early childhood. 
14. Knowledge of the process of educational change. 

ESSENTIAL ROLES AND RESPONSIBILITIES:

1. Assist the Program Coordinator in organizing literacy leadership teams that review assessment data and develop literacy plans for schools. 
2. Develop and refine professional development materials for the purposes of training and coaching. 
3. Coordinate the development of specific professional development tasks with instructional leaders and instructional coaches, including: 
1. Setting timelines 
2. Delegating specific tasks to complete 
3. Providing feedback 
4. Assisting in the editing of materials 
4. Ensure professional development materials are aligned with best practices in adult learning, including clearly outlined learning outcomes and methods for assessing the acquisition and application of skills. 
5. Ensure professional development training and coaching activities are grounded in research-based best practices. 
6. Provide support for the ongoing development, improvement, and evaluation of the district’s instructional programs. 
7. Assist the Program Coordinator in the development and implementation of the Common Core State Standards and continuing professional development. 
8. Coordinates the development and implementation of staff development programs in conjunction with assigned staff committees. 
9. Develop strategies for helping teachers make changes in instructional practices, assisting in the identification of student needs, and the differentiation of instructional support. 
10.  Research and provide information and guidance regarding a range of effective and innovative instructional practices through various activities such as: 
1. Individual discussions; 
2. Coaching sessions; 
3. Demonstration lessons with pre- and post-discussion and analysis; 
4. Study groups; 
5. PLC meetings; and
6. Professional development programs. 
11. Maintain paperwork consistently, appropriately, and in a timely manner. 
12. Facilitate the pilot process for instructional materials.  
13. Team with classroom and academic support teachers to guide the implementation of small group instruction, the differentiation of student assignments, and the assessment of student performance. 
14. Maintain appropriate confidentiality.
15. Provide professional development for all district levels. 
16. Work with the Program Coordinator to evaluate and enhance the Spanish Language Arts curriculum for the Joliet Public Schools District 86. 
17. Maintain commitment to ongoing professional development. 

SUPERVISORY ROLE: NONE

COMMUNICATION SKILLS:  

1. Strong communication, public relations, and interpersonal skills. 
2. Skilled listener, problem-solver, and relationship builder. 
3. Ability to communicate clearly and concisely in both oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback.
4. Ability to compose correspondence, reports, and/or other required written materials. 
5. Ability to read, analyze, and interpret information. 
6. Ability to effectively present information and respond to questions, inquiries, and/or complaints. 
7. Display courtesy, tact, and respect when dealing with others. 

REASONING ABILITY:  

1. Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.
2. Ability to identify and define problem(s), collect and analyze data, establish facts, and draw valid conclusions. 

OTHER SKILLS AND ABILITIES: None 

1. Maintain appropriate confidentiality. 
2. Promote a harassment-free environment.
3. Establish and maintain effective working relationships; demonstrate a commitment to teamwork.
4. Ability to learn and utilize office equipment, computers, and software, especially as systems are updated.
5. Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism. 
6. Extensive knowledge of and ability to perform duties in compliance with all district, board, state, and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
7. Ability to work independently with minimum supervision. 
8. Ability to prepare and maintain accurate files and records.
9. Ability to meet strict deadlines. 

The information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position.  Additional duties performed by the individual holding this position may be assigned.  

PHYSICAL DEMANDS: 

The physical demands described here are representative of those that must be met by an employee to successfully perform the 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 stand, walk, sit, talk, and hear.  The employee is frequently required to reach with hands and arms, stoop, kneel, crouch, or crawl.  The employee must occasionally lift and/or move up to 20 pounds.  Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus. 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters when performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential duties. Employee experiences constant interruptions and inflexible deadlines.  The noise level in this environment is quiet to moderate.  Duties are performed primarily indoors and occasionally outdoors.  In-district and out-of-town travel is required as necessary for training and/or to carry out duties and responsibilities.