Lakeview Elementary - Instructional Coach SY2526 (26030)

A position has been declared open in the Weber School District at Lakeview Elementary for an Instructional Coach. This position is for 8.00 hours per day, 182 days (9 months) per year. This position starts the upcoming 2025-26 school year.

**ONLY CURRENT EMPLOYEES OF WEBER SCHOOL DISTRICT NEED APPLY**

THIS POSITION WILL REMAIN OPEN UNTIL FILLED, AFTER A MINIMUM OF 5 WORKING DAYS.

Applicants should apply online at wsd.schoolspring.com. Interviews will be scheduled once files are reviewed.

Summary Job Description:

The instructional coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and to develop their understanding of highly effective instructional practices. The instructional coach will be a critical component in ensuring the success and growth of new teachers. An instructional coach is a learner who models continuous improvement and goes above and beyond to ensure student success. They are responsible for facilitating high quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. This is a teacher position with a 182-day contract.

The responsibilities of this position does not include evaluation of certified colleagues.

Regular attendance is an essential function of this position.

General Qualifications:

• Has at least a bachelor’s degree in education and a current Utah Teaching License
• Has five or more years of successful classroom teaching experience
• Has effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and furthering the mission of district and school leadership
• Is willing to earn the Instructional Coach Endorsement within five years of hire date
• Has completed the LETRS, Science of Reading training, or is willing to complete it within 3 years (Elementary Only)

Foundations of Instructional Coaching

• Utilizes the coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up
• 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 through building the capacity of the educators to use best practices to meet student needs
• Builds trusting relationships through clear communication that is non-threatening and objective
• Effectively listens and communicates through asking probing and reflective questions
• Supports the Professional Learning Community (PLC) process within the school
• Helps teachers and teams analyze and utilize data to guide instructional decision making and practices
• Understands the differences between grade level student development and pedagogy
• Ensures that all related personnel are appropriately trained and assigned in order to facilitate high levels of learning for all students

Adult Learning Theory

• Applies the theories of adult learning effectively during coaching and professional learning
• Recognizes and supports the stages of educators’ development and helps identify and build their levels of self-efficacy to increase effectiveness
• Understands and applies theories of change that encourage growth mindset and professional progress
• Designs and facilitates professional learning using adult learning theory, effectively honors experience, and differentiates coaching and professional learning to meet the needs of educators
• Uses technology effectively to engage teachers in professional learning
• Employs reflection as a strategy to frequently self-evaluate instructional design, delivery and response

Instructional Design and Assessment

• Facilitates and guides alignment of instruction and assessment to state standards and competencies
• 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 backwards 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

Strategies for Effective Instructional Delivery

• Shares current research on best and most effective strategies, including educational technology, supported by the District for delivery and engagement
• Collects data and shares strategies to help educators increase student engagement, motivation, and participation
• Promotes effective, positive classroom management, and restorative practices
• Has a deep knowledge of Utah’s Effective Teaching Standards

Effective Leadership and Collaboration

• Fosters positive, productive relationships with all stakeholders that allow for effective collaboration
• Effectively creates an alignment of state, district, school, team, and individual goals for educators
• Advocates for and models equity across all practices
• Promotes and models self-advocacy by educators and students
• Facilitates critical conversations and conflict resolution
• Engages in continued learning, growth, and reflection on instructional coaching practices

WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY EMPLOYER