Elementary Special Education Instructional Coach for the 24/25 School Year

 

SUMMARY:

 

The primary goal of quality mentoring is to support beginning teachers in the development of skills and ability to become successful practitioners of effective instruction as required in the Utah Effective Teaching Standards.  In addition, Instructional Coaches work with all teachers to support the schools plan, behavior systems, and curriculum implementation.

 

SKILLS NEEDED:

Pedagogy and Content Knowledge

• Supports the beginning teacher's pedagogy to increase student learning and engagement.
• Guides understanding of the Utah Core Standards to align instructional design.
• Provides direction in the use of assessment tools to drive instruction for student achievement.
• Advises teachers in implementing structured classroom management.
• Assists in structuring an inclusive classroom that meets the needs of all learners.
• Coaches the beginning teacher in strategies that make sure all students develop meta-cognitive and higher order thinking skills.

Relationships

• Maintains confidentiality and trust.
• Fosters autonomy in the teacher.
• Advocates for the educator in forming networks of support.
• Commits to empathetic, respectful, and positive interactions.

Communication

• Uses communication skills to promote reflection and improve instruction.
• Collects data to facilitate conversation and influence instructional practice.
• Uses modeling, coaching, collaboration, and consulting skills to aid in educator development.

Adult Learning

• Knows and applies adult learning theory.
• Encourages the teacher to take ownership of professional learning and growth.
• Accepts the teacher, no matter effectiveness, and uses techniques to support the development process.

Mentor Growth and Learning

• Seeks out and collaborates on implementation of professional development opportunities.
• Deepens mentoring ability through reflection.
• Coaches other mentors and accepts personal coaching.

 

JOB DESCRIPTION:

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 student behavior, 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.

This is NOT a supervisory position and DOES NOT include evaluation of colleagues.

 

JOB RESPONSIBILITIES AND ROLES:  

Support teachers and administrators in using data to improve instruction on all levels. Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students. Informally observe (non-evaluative) lessons and provide feedback for a teacher’s professional growth and students’ success. Develop staff members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs. Develop coaching plans for teachers to ensure student improvement. Motivate adult learners to improve professional practice. Contribute to the development systems and structures to improve teacher practice within schools.  Regularly attend Instructional Coach Professional Learning Communities, weekly.

 

SPECIAL QUALIFICATIONS:  

Minimum of 3-5 years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.  Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners. Demonstrated leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.  Proven ability in using student-level data to guide instructional decisions. Demonstrated Teacher Leadership. Strong pedagogical knowledge and content expertise. Demonstrated expertise in oral and written communication. Strong interpersonal skills. Models continual improvement, demonstrates lifelong learning, and applies new learning to help all students achieve.  Demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.

 

INTENDED OUTCOMES AND SUCCESS MEASURES: 

Improve student and teacher performance.  Increase in professional learning opportunities and participation of staff.  Increase teacher retention.