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High School Instructional Coach English

Contract length: 10.5 month contract
Salary: Starting at $53,145
Location: Petersburg High School
General Description
Petersburg City Public Schools (PCPS) is seeking an individual with a deep commitment to improving student achievement by providing instructional coaching support to high school English teachers. The English high school instructional coach is responsible for supporting the professional growth and development of all high school English teachers to facilitate learning and independent application of effective literacy practices. The English high school instructional coach provides job-embedded support through classroom observations, prescriptive feedback, modeling, data analysis, and planning. The English high school instructional coach plans and conducts staff development based on assessed school and/or teacher needs. The English high school instructional coach works collaboratively with division level content program specialists to develop and build capacity of all high school English teachers.

Minimum Education, Training, and Experience Requirement

The applicant shall provide a transcript that specifies graduation from an accredited college or university with a degree in education or closely related field of study.
A Master's degree is required for this position. Credentials shall include, at minimum, strong academic preparation in English or other combination of related endorsement(s) preferred.
Five years of experience as a classroom teacher is a requirement for this position.
Experience teaching high school English is highly preferred.

Essential Job Functions

Demonstrates a working knowledge and understanding of the Virginia English Standards of Learning (SOL) and the school division's curricular requirements;
Conducts a needs assessment to assess individual and collective needs of teachers at assigned school;
Creates a comprehensive and systematic literacy plan to support the professional growth of teachers;
Models effective literacy techniques and strategies that engage learners in high school learners.
Oversees the progress monitoring process for all high school English students to determine which students need Tier 2 and Tier 3 interventions;
Provides coaching assistance through observation of instruction and delivery of timely and appropriate feedback;
Assists with writing exemplary English lesson plans to serve as a model;
Ensures all high school English teachers can deliver instruction and determine the success criteria for reading and writing by incorporating the behavior, conditions, criteria;
Assists with the development of classroom, school, and division level English benchmark assessments;
Works collaboratively with school based instructional coaches, core content program specialists to identify needs and develop a plan of support;
Plans and conducts high quality English professional development activities for school and district staff based on identified needs;
Stays abreast of current developments, research and new technology to enhance teaching and learning in literacy instruction;
Attends required staff development activities, instructional coach meetings and other meetings as deemed necessary;
Performs other duties as assigned.

Required Knowledge, Skills, and Abilities:

"Knowledge of the principles and practices of effective high school English;
"Ability to help teachers connect reading and writing;
"Demonstrated knowledge of techniques and strategies used to support adult learners;
"Demonstrated ability to use data to increase effectiveness of teachers through lesson plan development, professional development, and modeling best practices;
"Knowledge of the requirements for graduation and the "Profile of a VA Graduate."
"Ability to develop and present ideas effectively, orally and in written form;
"Proficient in Microsoft Office Suite to include: Word, PowerPoint and Excel and the use of other instructional technology tools;
"Ability to work effectively in a virtual and face-to-face environment;
" Ability to establish and maintain effective working relationships with other administrative staff, subordinates, supervisors, the School Board, and the general public.

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