K-8 Math Instructional Coach

Job Title: Math Instructional Coach

Department: Teaching and Learning Department

Reports To: Teaching and Learning Department

Classification: Certified/Salaried

Terms: 180 school days and District-wide traveling between schools and is not school-based.

The Instructional Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to the Common Core and Data Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, and goes above and beyond to ensure student success. All instructional coaches work collaboratively as a team with members of the Teaching & Learning Department. Instructional coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership.

The Elementary Instructional Coach will work as a colleague with classroom teachers to support student learning in all content areas. The Instructional Coach will focus on individual and group professional development that will expand and refine the understanding of research-based effective instruction. In order to fulfill these expectations, the Instructional Coach will provide personalized support that is based on the goals and identified needs of individual teachers in support of the school improvement action plan.

Primary Responsibilities: The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

• Classroom Supporter (Partner)
• Co-teaches and models strategies and techniques that ensure rigorous core instruction for all learners
• Co-plans instructional units with teachers using backward design and effective instructional practices
• Observes teachers and provides feedback with a focus on students’ academic achievement
• Conducts teacher-driven conversations to promote reflection and to identify next steps.
• Provides timely and specific feedback that helps learners grow and improve instructional practices
• Instructional Specialist
• Understands effective instructional practices, instructs teachers in these practices and models the practices
• Supports teachers’ individual and group efforts aligned to all students’ needs and to implement core instruction
• Supports teachers in using differentiated instruction
• Helps teachers select and implement appropriate instructional practices
• Leads district and building professional development
• Leads professional development for new staff during new teacher orientation
• Data Coach
• Supports teachers’ use of data to determine appropriate instruction
• Helps teachers understand state standards for proficiency at all grade levels and in all content areas
• Helps teachers use multiple sources of data
• Helps teachers use student work to identify information about their learning (formative assessment).
• Facilitates individual and group reflections about student growth
• Learning Facilitator
• Develops relationships with adults that lead to increased rigor, change in practice, reflection, and schoolwide collective efficacy that promote student achievement
• Plans for high-quality professional learning that is integrated and embedded into day-to-day teaching and learning and that aligns with the school and district visions and missions
• Facilitates teacher collaboration through structured learning opportunities and coaching conversations
• Uses local, state, national standards, and research to design and deliver professional learning
• Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators.
  

General

• Use technology resources to enhance teaching and learning
• Attend professional development and scheduled meetings as requested
• Identify key areas and methods of communication with teachers concerning instructional practices
• Experience with the implementation of NWEA as required by the school authorizer Act as an advocate for the school at various events
• Respond to email and voicemail in a timely manner
• Maintain a positive working relationship with faculty, staff, board members, parents, students, authorizer, and community
  
  

Qualifications:

• Illinois Professional Educator License
• Suggested - Four years of classroom teaching experience with summative evaluation ratings of excellent in the past 2 years
• Suggested - Endorsements in any of the following: Mathematics, MS, Elementary Education, Instructional Coaching, Curriculum and Instruction or Teacher Leader Program
• Demonstrated knowledge of data driven instruction.
• Two or more years of experience implementing the NWEA assessment program.
• The employee must have foundational knowledge of district curricular standards and targets; State of Illinois learning standards; best practices in teaching; differentiated instruction; successful classroom management strategies; and other related curriculum objectives.
• Actively learns and engages in professional reading and research to keep current and regularly shares new ideas with teachers and administrators
  
  

Work Environment:

The employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved resources, classroom textbooks, teacher manuals, technology, and assistive technology. While performing the duties of this job, the employee works in a classroom setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment. While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and classroom tools. The employee is occasionally required to sit; climb or balance, and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Flexibility and patience are required. Must be self-motivated and able to complete job assignment without direct supervision. After-hour work may be required. Must be able to work under stressful conditions.

Salary: Salary Information as per the Zion’s Education Association, Collective bargaining agreement – LINK