What are the responsibilities and job description for the Instructional Technology Integration Coach - 2025-2026 School Year position at Tolleson Union HS District 214?
Tolleson Union High School District #214
Instructional Technology Integration Coach
The job of an Instructional Technology Integration Coach involves collaborating with the coordinator and their peers to design and deliver technology integration professional development across content areas at each school. They will gather teacher feedback for improvement and will monitor instructional technology usage on campus, ensuring its effectiveness. The Instructional Technology Integration coach will assist the Instructional Technology Integration Coordinator in the creation of sustainable learning resources and technology guides.
SKILLS are required to perform multiple tasks with a potential need to upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include operating standard office equipment including utilizing pertinent software applications; planning and managing projects; 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 knowledgebased competencies required to satisfactorily perform the functions of the job include knowledge of State Guidance Standards, and knowledge of federal, state, county, local, and District codes, policies, regulations, and laws.
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct 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 similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships.
The role of the Instructional Technology Coach is to support the Instructional Technology initiatives at the site level, ensuring the integration of technology resources into traditional, blended, and remote 9-12 classrooms.
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors. The noise level in the work environment is moderate to loud. Travel between District campuses and to locations outside the District is required.
Instructional Technology Integration Coach
Purpose
The job of an Instructional Technology Integration Coach involves collaborating with the coordinator and their peers to design and deliver technology integration professional development across content areas at each school. They will gather teacher feedback for improvement and will monitor instructional technology usage on campus, ensuring its effectiveness. The Instructional Technology Integration coach will assist the Instructional Technology Integration Coordinator in the creation of sustainable learning resources and technology guides.
Qualifications
Required
- Valid Arizona secondary teaching certificate.
- Bachelor’s degree in education or related field.
- Minimum of 5 years teaching experience in a classroom setting.
- Valid AZ Department of Public Safety (DPS) Identity Verified Print (IVP) Fingerprint Clearance Card.
- Experience in the implementation and evaluation of Arizona Educational Technology Standards.
- Experience in implementing and modeling instructional technology platforms.
- Evidence of collaborative leadership.
- Experience in professional staff development.
Preferred
- Minimum of 3 years of conducting professional development for teachers..
- Arizona Administration certificate.
- Endorsements in any related field.
- Experience in systems integration.
- Bilingual in English and Spanish.
Essential Functions
- Facilitate the delivery and collection of teacher feedback for professional development for integrating technology into content areas.
- Facilitate the delivery and collection of feedback for technology training for district personnel.
- Collaborate with peers to develop and deliver district technology training workshops.
- Implement key learning theories and methods of instruction and their relation to technology integration.
- Regularly monitor the use of instructional technology on campus.
- Create sustainable learning resources for teachers, staff, and students, including tutorials and interactive programs that support teachers in integrating technology.
- Assist in the review of multi-media and computer technology materials, equipment, and software.
- Demonstrate the use of technology in the classroom to improve teaching and learning.
- Work directly with the site IT technicians to maintain and support instructional applications.
- Work with application support team when teachers indicate technological needs with applications, such as in Edgenuity and Canvas.
- Knowledge or experience of the following applications: Edupoint Synergy, Edgenuity, Canvas, Nearpod, digital textbook integrations and CANVA.
- Provide feedback for continuous improvements in key processes, techniques, and procedures related to instructional technology.
- Pursue professional growth activities to remain current in emerging educational technologies.
- Evidence of the capacity to guide teachers toward effective implementation of instructional technology into daily practice.
- Knowledge of the principles and practices of effective instruction sufficient to analyze, describe, model, and assess each element of the teaching process.
- Demonstrate effective written and oral communication skills.
- Demonstrate behavior that is professional, ethical, and responsible.
- Ability to engage in diverse activities including planning, training, providing consultation and problem solving, demonstration teaching, and instructional support.
- Ability to meet deadlines, adapt to changing priorities, and solve problems associated with the dynamic technology infused environment impacting technology integration.
- Understanding of Microsoft Office, Interactive Technology Software/Hardware, Synergy grade book and assessments, and diverse online instructional resources.
- Perform and complete other tasks as assigned.
Skills, Knowledge, and Abilities
SKILLS are required to perform multiple tasks with a potential need to upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include operating standard office equipment including utilizing pertinent software applications; planning and managing projects; 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 knowledgebased competencies required to satisfactorily perform the functions of the job include knowledge of State Guidance Standards, and knowledge of federal, state, county, local, and District codes, policies, regulations, and laws.
ABILITY is required to schedule activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to direct 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 similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is low. Specific ability-based competencies required to satisfactorily perform the functions of the job include communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working with frequent interruptions; setting priorities; and establishing and maintaining effective working relationships.
Responsibility
The role of the Instructional Technology Coach is to support the Instructional Technology initiatives at the site level, ensuring the integration of technology resources into traditional, blended, and remote 9-12 classrooms.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 70% sitting, 15% walking, and 15% standing. The job is performed under conditions with some exposure to risk of injury and/or illness. The employee will regularly work indoors. The noise level in the work environment is moderate to loud. Travel between District campuses and to locations outside the District is required.
Reports to:
Instructional Technology Integration Coordinator
Term of Employment:
Nine-month, full time
Evaluation:
This position will be evaluated annually as outlined in Governing Board Policy Manual.
FLSA Status:
Exempt
Salary Range:
Initial Placement Salary Schedule for Administrative/Support
Exempt Personnel, Certified Initial Placement Salary Schedule
Board Approval:
March 26, 2024 (Revised)
February 25, 2025 (Revised)
February 25, 2025 (Revised)
