Math Instructional Coach

Location
Athens, GA, US
Salary
Competitive
Posted
Oct 09, 2020
Ref
1218
Overall Purpose
The job of Instructional Coach - School is done for the purpose/s of providing support to the instructional process; serving as a building leader for new teacher induction and mentoring program; working directly with teachers and staff in the school programs to develop a standards-based learning environment; collaborating with other teachers, other professional staff, and administrators in addressing instructional and/or classroom issues; and responding to a wide range of inquiries regarding instructional programs and student progress.

Direct Supervisor
Building Principal

Essential Functions
• Coaches teachers (formative assessment, lesson plans, different learning modalities, etc.) for the purpose of improving student learning and providing feedback in a non-evaluative manner.
• Collaborates with other student support services (teachers, administrators, etc.) for the purpose of analyzing and reporting student growth data.
• Compiles data from a variety of sources (building, grade, or subject-level achievement scores; newest trends in teaching, etc.) for the purpose of providing faculty information for the development of best instructional strategies.
• Ensures effective communication among all stakeholders (teachers, administrators, etc.) for the purpose of ensuring all participants in student success are focused on common goals.
• Models best learning practices for teachers in their classrooms and in professional learning settings (classroom management, etc.) for the purpose of helping teachers to quickly implement best practices into their own instruction.
• Plans meetings for all grade level personnel (Professional Learning Communities, etc.) for the purpose of gathering, normalizing, and conveying information required for standards-based instruction.
• Prepares a variety of written materials (professional development plans, etc.) for the purpose of providing professional growth and instructional excellence.
• Researches developments in all content areas (professional journals, educational studies, professional conferences, etc.) for the purpose of providing current methods and instructional techniques.
• Responds to inquiries from a variety of sources (teachers, administrators, other instructional coaches, etc.) for the purpose of issue resolution, best practice sharing, and analyzing assessment data.
• Serves on various teams and committees (data team, Professional Learning Committees, new teachers, etc.) for the purpose of utilizing data to improve student achievement.
• Works with building administrators and teachers (subject-specific focus, curriculum, etc.) for the purpose of developing and implementing the school improvement plan.

ADDITIONAL:
1. Demonstrate command of the school subjects being taught
2. Develop and prioritize short and long-term instructional objectives based on the GSE curriculum. Identify specific prerequisite skills and/or knowledge necessary for students to learn the GSE. Plan instruction as needed to promote student mastery of prerequisite skills and knowledge. Analyze student work and assessments to determine instructional needs. Prepare written lesson plans to support the instructional objectives of the GSE for all students. Plan appropriate assessment of student learning.
3. Evaluate, select, and modify resources and activities. Review resources including district core materials. Select core materials and other resources that match the GSE. Select resources that match the learner(s)needs. Select resources that reflect scientifically-based research on effective instruction
4. Provide an initial focus for the lesson. Communicate specific learning objectives to students. Link lesson content to students' prior knowledge, background experience, and/or real-world application of content. Capture student attention through active involvement.
5. Organize content for the presentation of the lesson. Present information in a logical sequence. ]Organize the presentation of content into blocks or steps based on the students' needs and the complexity of the material. Follow a research-based organizational plan for content organization, such as anticipatory set, acquisition lesson, guided practice, independent practice, and summarizing.
6. Utilize scientifically researched effective instructional strategies and methods of providing information for students to acquire the learning. Assess students' learning of the GSE and provide specific feedback to students and parents. Provide collaborative learning opportunities to enhance student achievement. Provide multiple opportunities for distributed guided practice followed by independent practice. Teach essential content-related vocabulary. Utilize a variety of nonverbal/visual representations of content and skills. Teach students to summarize their learning. Teach skills for improving reading and writing proficiency/literacy across content areas. Access and/or build students' background knowledge and experience. Utilize and teach questioning and cuing/prompting techniques. Utilize technology effectively to plan, teach, and assess. Utilize inquiry-based problem-solving learning strategies with students in all content areas. Teach and require students to set personal goals for improving their academic achievement. Teach students to compare and contrast knowledge, concepts, and content.
7. Provide formative assessments that measure student progress toward GSE objectives. Monitor students' progress in learning through a variety of techniques. Adjust instructional plans based on formative assessment results. Provide criteria that allow students to measure their own progress toward an objective.
8. Provide summative assessments that measure student achievement of objectives. Assess students' learning of the GSE. Provide assessments that are appropriate for the learner(s). Maintain assessment records for each student. Communicate assessment results to the student. Utilize assessment results to plan for subsequent instruction.
9. Organize a learning environment to maximize student time on task. Organize and arrange the classroom to facilitate learning. Ensure smooth transitions from one activity to another. Maintain an orderly system for housekeeping duties including attendance, passes, announcements, distributing and collecting materials, and homework assignments.
10. Maintain behavior that is conducive to learning. Define and communicate behavior expectations for students. Monitor behavior and provide appropriate feedback to students. Manage inappropriate behavior effectively. Focus on student behavior rather than personality. Treat sensitive situations with discretion. Encourage participation from all students. Establish mutual respect between teachers and students. Convey warmth, friendliness, and enthusiasm. 11. Participate in professional growth and professional learning activities. Apply new knowledge and skills acquired in the planning and delivery of student instruction. Demonstrate evidence of progress toward individual goals plan.
12. Maintain professional responsibilities and act as a role model. Utilize standard written expression and acceptable oral expression. Demonstrate punctuality to class, to assigned duties, and to other school activities. Submit records, reports, and forms accurately and promptly. Provide clear plans for substitute teachers. Maintain regular attendance. Demonstrate a willingness to share ideas, methods, and materials. Cooperate with staff and support the development of activities and goals of the school. Encourage positive school and home communications.
13. Perform other duties as assigned.

Additional Essential Functions
• Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
• Administers developmental testing programs and/or subject-specific assessments for the purpose of assessing student competency levels and/or developing individual learning plans. • Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student's achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.
• Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents, and administration.
• Collaborates with instructional staff, other school personnel, parents or guardians, and a variety of community resources (special support personnel, etc.) for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.
• Demonstrates methods required to perform classroom and/or subject-specific assignments for the purpose of providing an effective program that addresses individual student requirements.
• Directs others working with and/or helping the teacher in the learning environment (assistant teachers, student teachers, instructional assistants, volunteers and/or student workers, etc.) for the purpose of providing an effective classroom program and addressing the needs of individual students.
• Instructs students for the purpose of improving their success in academics through a defined course of study.
• Manages student behavior for the purpose of providing a safe and optimal learning environment.
• Monitors students in a variety of educational environments (classroom, field trips, etc.) for the purpose of providing a safe and positive learning environment. • Participates in a variety of meetings (Professional Learning Communities, etc.) for the purpose of conveying and/or gathering information required to perform functions.
• Prepares a variety of written materials (grades, attendance, anecdotal records, meeting minutes, etc.) for the purpose of documenting student progress and meeting mandated requirements.
• Reports suspected child or substance abuse to the assigned site administrator for the purpose of maintaining student personal safety, a positive learning environment, and adhering to regulatory requirements and established guidelines.
• Responds to inquiries from a variety of sources (other teachers, parents, administrators, industry-specific organizations, etc.) for the purpose of resolving issues, providing information and/or direction.
• Responds to emergency situations (student behavior problems, health emergencies, security threats, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.

Marginal Functions
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies
• Skills-based Competencies Required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: performing multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions; applying assessment instruments; utilizing coaching, training, and workshop skills; operating standard office equipment including pertinent software applications; and preparing and maintaining accurate records.
• Knowledge-based Competencies Required to perform basic math, including calculations using fractions, percentages, 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 knowledge based competencies required to satisfactorily perform the functions of the job include algebra and/or geometry; statistical data; compose a variety of documents, and/or facilitate group discussions, and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include appropriate codes, policies, regulations, and/or laws; age-appropriate activities; lesson plan requirements; stages of child development; student support services; and behavioral management strategies; adult learning methods.
• Ability-based Competencies Required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with 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 wide diversity of individuals; work with a variety of data, and utilize job-related equipment. Problem-solving is required to analyze issues and create action plans. Problem-solving with data requires independent interpretation of guidelines, and problem-solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; use job-related equipment; demonstrate flexibility to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; operate equipment using standardized methods; work with a diversity of individuals and/or groups; work with a variety of data; analyze issues and create action plans; independently interpret guidelines; problem-solve with equipment in some circumstances; establish and maintain constructive relationships; adapt to changing work priorities; maintain confidentiality; exhibiting tact and patience, and be able to work flexible hours.

Requirements
T-5 content certification
Leadership or instructional supervision endorsement preferred
Five (5) years' experience in standards-based learning, classroom management, and using data to improve instruction

Physical Requirements
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 40% sitting, 30% walking, and 30% standing.

Continuing Education/Training
Maintains all licenses and certifications

Clearances
Criminal Justice Fingerprint
Background Clearance

Fair Labor Standards Act
Exempt

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