Overall Purpose
Coaching/Support Provider: work with individual teachers, departments, and school leaders to develop highly effective research-based instructional practices that yield high achievement outcomes.

• Promote standards-based instruction by 1) providing demonstration lessons, 2) conducting focused observations, and 3) facilitating professional development on research-based instructional strategies and pedagogy.
• Support the development of high-quality standards-based instruction.

Data Manager: work with implementation and scholar outcome data to help teachers improve instruction.

• Support teachers in managing, interpreting, and using assessment data; facilitating data analysis and scholar work to guide instructional practices.
• Work with school leaders and teachers to continuously track and analyze scholar achievement data related to the subject area to identify needed supports, strategies, and professional development.

Tool Designer: design/teach innovative, student-centered, standards-based teaching & learning strategies to the school community; assist in the development of planning tools for teachers, benchmark assessments, and professional development modules.

Instructional Coaches provide holistic support to the instructional process; serve as a building leader for new teacher induction and mentoring program; work directly with teachers and staff in the school programs to develop a standards-based and student-centered learning environment; collaborate with other teachers, professional staff, and administrators in addressing instructional and/or classroom needs; provides highly effective solution-oriented responses to a wide range of inquiries regarding instructional programs, student progress, and student achievement outcomes.

Direct Supervisor
Building Principal

Essential Functions
•Coaches must work collaboratively and cooperatively with staff members to create a working environment that yields high capacity outcomes.
•Coaches must be able to lead staff daily effectively.
•Coaches must create and lead highly effective professional learning opportunities that meet the diversified needs of our staff and student population.
•Coaches must be flexible, cooperative, positive, realistically optimistic.
•Coaches teachers (formative assessment, lesson plans, different learning modalities, etc.) to improve student learning and provide feedback in a non-evaluative manner.
• Collaborates with other student support services (teachers, administrators, etc.) to analyze and report student growth data.
• Compiles data from various sources (building, grade, or subject-level achievement scores; newest trends in teaching, etc.) to provide faculty information for the development of best instructional strategies.
• Ensures effective communication among all stakeholders (teachers, administrators, etc.) to ensure 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.) to help teachers to implement best practices into their own instruction.
• Plans meetings for all grade level personnel (Professional Learning Communities, etc.) for gathering, normalizing, and conveying information required for standards-based instruction.
• Prepares a variety of written materials (professional development plans, etc.) to provide professional growth and instructional excellence.
• Researches developments in all content areas (professional journals, educational studies, professional conferences, etc.) to provide current methods and instructional techniques.
• Responds to inquiries from various sources (teachers, administrators, other instructional coaches, etc.) for issue resolution, best practice sharing, and analyzing assessment data.
• Serves on various teams and committees (data team, Professional Learning Committees, new teachers, etc.) to utilize data to improve student achievement.
• Works with building administrators and teachers (subject-specific focus, curriculum, etc.) to develop and implement the school improvement plan.

Marginal Functions
Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit.

Additional Functions
Essential Functions License and Certification Qualifications: Meets Georgia certification requirements in the appropriate field of education. Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college or university required. Experience Qualifications: Previous teaching experience preferred. Skills Qualifications: Knowledge of Georgia Standards of Excellence (GSE) and curriculum with in-depth knowledge of content in the field of certification; knowledge of techniques for integrating curriculum, CCSD policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school-based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills. Primary Responsibilities: Plan for appropriate learning experiences for students based on the Georgia Standards of Excellence (GSE) curriculum and provide an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of students.

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 staff. Link lesson content to students' prior knowledge, background experience, and/or real-world content application. 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 provide 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 to 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 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.

Competencies
• Skills-based Competencies Required to perform multiple technical tasks with a need to upgrade skills to meet changing job conditions occasionally. Specific skill-based competencies required to perform the functions of the job satisfactorily include: performing multiple, highly complex, technical tasks with a need to occasionally upgrade skills 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 various documents; and/or facilitate group discussions, and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to perform the job functions satisfactorily include algebra and/or geometry; statistical data; compose various documents; and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to perform the job functions satisfactorily 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 various 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 various 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 perform the functions of the job satisfactorily include schedule 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; maintain professionalism, 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, data-driven practices, and outstanding student achievement results.

Physical Requirements
The usual and customary methods of performing the job's functions require physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling 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