Regional Coach for Instructional Development

The Vermont State University is seeking a dedicated Regional Coach for Instructional Development to join our team. As a key member of our Career Technical Teacher Education Program, you will play a critical role in improving student achievement by providing coaching and support to beginning teachers.

Responsibilities

Your primary responsibilities will include:

• Conducting classroom observations and post-observation reflection meetings with candidates each year to provide constructive feedback and guidance.
• Facilitating field observations with beginning teachers and conducting post-observation reflection meetings to help them develop their instructional skills.
• Meeting with candidates on topics assigned by the CTTEP Director to provide additional support and guidance.
• Providing general communication and impromptu 'just-in-time' meetings with candidates to address any concerns or questions they may have.
• Attending one-day in-person summer training and two shorter one-hour sessions in the Fall and Spring per year (10 hours) to stay up-to-date on best practices and new developments in instructional coaching.

Qualifications

To be successful in this role, you will need to possess the following qualifications:

• Both current and retired teachers should be recommended by their current or former building directors as teachers with outstanding ability.
• All candidates should have at least four or more years of successful classroom teaching experience, preferably at a CTE center.
• Evidence of CTE Teaching Endorsement at present or in the past is preferred but not required.

PREFERRED QUALIFICATIONS

We are looking for candidates who possess the following preferred qualifications:

• Experience as an instructional mentor or coach.
• A BA Degree in Education or related field.

Knowledge, Skills, & Abilities

In addition to your qualifications, you will also need to demonstrate the following knowledge, skills, and abilities:

• Best Instructional Practices.
• CTE curriculum and proficiency standards.
• Basic principles of instructional coaching and mentoring.

You will be expected to utilize effective communication, collaboration, and interpersonal skills to build an environment with a common instructional focus, promote initiatives, and further the mission of the CTTEP program to create engaging and inspiring teachers of excellence at all of our CTE centers.

Abilities

You will need to possess the following abilities:

• Ability to work independently and demonstrate initiative.
• Demonstrated ability to support a diverse community and promote diverse perspectives and cultures in an inclusive environment.
• Advocates for and models equity across all practices.
• Recognizes and supports the stages of educators' development and helps identify and build their levels of self-efficacy to increase the effectiveness.
• Understands and applies theories of change that encourage a growth mindset and professional progress.
• Employs reflection as a strategy to self-evaluate instructional design, delivery, and response frequently.
• Has a strong belief that each student and teacher can grow and learn at high levels.
• Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices.
• Effectively improves student outcomes by building the capacity of educators to use best practices to meet student needs.
• Builds trusting relationships through clear communication that is non-threatening, non-evaluative and objective.
• Effectively listens and communicates by asking probing and reflective questions.
• Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed.
• Models effective instructional design theories such as backward design, universal design for learning, explicit instruction, gradual release, inquiry, and/or collaborative learning.
• Understands assessment designs and the different modalities of assessing students.
• Facilitates data analysis of different formative and summative assessments to inform instruction.
• Utilizes a strong knowledge of evidence-based resources to meet the needs of all students and identifies options for differentiation and tiered instruction.
• Promotes effective, positive classroom management, and restorative practices.
• Has deep knowledge of Vermont's Teaching Standards.