Job Title: Professional Learning Instructional Coach

Job Summary: The K-12 Professional Learning Instructional Coach will support K-12 instruction by coaching and modeling instructional strategies, and by developing, coordinating, and leading professional development for staff for the purpose of improving core classroom instruction and improving student outcomes. The teacher will be supervised by their Building Administrator.

" Job Summary work side by side with teachers, in a non-evaluative role, to examine and refine systems & enhances instructional practices for the purpose of increasing positive student outcomes.

Essential Job Functions:

• Coaching
  • Coach teachers with emphasis on effective implementation of strong core instructional practices to improve student outcomes in core content areasEngage in coaching cycles to enhance teacher efficacyEnhance the PLC process to align instruction, assessment and interventions across multiple schools and classroomsProvide support in the differentiation, content sheltering and cultural relevancy of instructional practices to engage underserved learnersBuild collaborative teams and networksImplement cognitive coaching models that are teacher-driven and focused on student outcomes
    • Facilitate the coaching of Core Instruction through teacher-driven coaching cycles using cognitive coaching models in all areas of instruction including, but not limited to, cultural relevancy, differentiation and content shelteringFacilitate and participate in collaborative teaming and networks of support for educatorsEngage in school based Professional Learning Cycles that honor teacher expertise and decision making

• Professional Learning:
  • Observe instructional practices and analyze data to determine teachers' specific needs (by grade level and content area) to develop and provide relevant Professional LearningSupport instructional coaching model, with emphasis on implementation of strong inclusive, sheltered and culturally relevant instructional practicesProvide expertise in the implementation of data team work within the Multi-Tiered Systems of Support modelSupport data team meeting processes by modeling questioning strategies regarding assessment information used to determine area(s) of need to improve instructional practiceSupport appropriate classroom assessments by supporting teacher teams in the analysis of student data to determine area(s) of need to improve instructional practiceProvide training in the development and use of common formative assessments in reading, writing, and mathSupport the implementation of culturally responsive teaching practices, inclusive of classroom culture and climate as well as instructionally responsive practices

• Professional Development:
  • Deepen the learning and broaden the practices schools have undertaken to become more inclusive and culturally relevantDetermine and develop specific, relevant Professional Learning through conversation, observation, and data for individual teachers and grade level teamsBuild staff-wide capacity and expertise in the implementation of Multi-Tiered Systems of Support, including the data team process and the use and analysis of various form of data

• Leadership:
  • Provide communication between building staff and district staff for the purposes of determining coaching and professional learning needs across the districtCollaborate with staff in like-positions to ensure a cohesive delivery system of instructional supportsWork with new teachers throughout the academic school year, ensuring that best practice instructional strategies are being implemented with the use of adopted curricular materialsStay current in researchCoordinate access to district level resources for coaching and learning when needs arise through collaboration with teachersWork with other coaches to share resources, review and refine practices

Qualifications:

Experience Required:

• Five years teaching experience in the appropriate level (elementary, middle or high)Expertise in State Standards in ELA and/or Math, Science, Social StudiesExpertise in assessments, including Common Formative AssessmentsExperience facilitating teacher collaboration and planning within a PLC and/or MTSS modelBackground in research based instructional strategiesExpertise in sheltering instructional strategiesAbility to maximize adult learning within time and resource restraintsAbility to motivate and influence adult learners and student learnersExcellent communication skills to enhance respectful collegial relationshipsAbility to use excel and word for data analysis and record keepingAbility to use technology for presentations and display of dataBilingual/Bicultural preferred

Skills, Knowledge and/or Abilities Required:

• Skills to oversee programs, communicate effectively, problem solve, analyze data and make recommendations, design and deliver professional development based on findingsKnowledge of curriculum, sheltered instruction, inclusive practices, formative assessments, coaching models, district policiesAbilities to sit for prolonged periods, provide direction to others and make independent judgments, keep and maintain accurate records, meet deadlines, communicate with individuals of varied cultural and educational backgrounds, communicate in both oral and written form, use Excel and Word for data analysis and recordkeeping, use appropriate technology for presentations and display of data, Significant physical abilities include reaching/handling/manual dexterity, talking/hearing conversations and other sounds, visual acuity/depth perception/visual with or without accommodation, lifting up to 25 lbs. to move training materials and physical strength to move chairs, and tables to arrange training spaces when needed

Licenses, Certifications, Bonding, and/or Testing Required:

• Oregon Fingerprint Criminal Check clearanceAppropriate valid Oregon Teaching License

Work Environment:

• This position is primarily performed indoors in school buildingsIncludes travel to multiple sites

FTE/Days: 1.0 FTE/ 186 Days - To be prorated based on actual start date