MTSS Instructional Coach

Location
Columbia, SC, US
Salary
Competitive
Posted
May 17, 2019
Ref
1189
Position Type:
CERTIFIED/INSTRUCTIONAL SUPPORT

Date Posted:
5/14/2019

Location:
STUDENT SUPPORT SERVICES

Richland County School District One, South Carolina
Classification Description

Classification Title: MTSS Instructional Coach – Student Support Services
FLSA Status: Exempt

General Statement of Job
Under the direction of the MTSS Coordinator, Student Support Services, the Multi-Tiered System of Support Coach will support the District MTSS Team in fully implementing Tier I, Tier II, and Tier III support for all schools with fidelity and sustainability. The position will support program's infrastructure and implementation through modeling, coaching and data analysis. The MTSS Coach will provide job-embedded professional development and technical support to School Administration, Professional Learning Communities, and other school staff in implementing the MTSS problem solving process, selecting/implementing academic and behavioral interventions, ensuring the program's integrity.

Essential Functions :
Provides training, consultation, professional development, and support to administrators, teachers, and school-based leadership teams to facilitate implementation of a Multi-Tiered System of Supports (MTSS) at the district and school levels. Assistance activities include observation and feedback, modeling, coaching, and interpreting data and other supportive assistance necessary to implement a Multi-Tiered System of Supports.
Meets regularly with school teams focused on MTSS for students to help them analyze data, identify students who need additional support, develop the necessary support, determine if additional analysis is needed, and set up monitoring systems
Provides informal feedback and professional development for teachers on instructional strategies and classroom practices aligned to research and standards-based tiered instructional practices.
Works collaboratively and collegially with instructional/content area coaches to stay current and knowledgeable regarding district supported academic interventions
Supports implementation of MTSS through the coaching of individual teachers or teams of teachers in diagnosing learning and behavior barriers and selecting appropriate interventions.
Provides coaching support for teachers and staff in research-based multi-tiered systems of support for behavior in the identified schools.
Assists in monitoring the fidelity of implementation of MTSS at the school level including both academic and behavior support systems.
Attends professional development and district-level MTSS meetings.
Models skillful use of data to inform decision making.
Maintains cooperative working relationships with parents, staff, and other district personnel.
Serves, as requested on district committees.
Provides technical assistance to School Leadership and other staff.
Documents MTSS activities through a log, prepares reports and participates in other study related data collection
Maintains professional competence through professional reading and attending appropriate workshops, courses, and conferences in keeping with the needs of students and in accordance with district guidelines.
Performs other duties related to position as required and assigned

Additional Duties :
Attends workshops, conferences and classes as appropriate.
Performs duties as necessary to serve the staff development needs of all classified and certified personnel.
Operating and ensuring the maintenance of the technology equipment in the professional development rooms in the Center.
Performs related duties as required.

Minimum Education and Training
Requires a Master's degree and certification in Education with at least 5 years of program or administrative management, classroom, or an equivalent combination of education, training and experience that provides the required knowledge, skills and abilities. Experience implementing student support services programs and training to include but not limited to programing related to effective behavior and academic interventions, school-wide, classroom and individual student behavior intervention plans, social and emotional competencies, school improvement and culture is preferred.

Minimum Qualifications and Standards Required

Physical Requirements :
Must be physically able to operate a variety of machines and equipment, including a computer, telephone, audio-visual equipment, and vehicle. Must be able to exert up to ten pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting much of the time, but also involves walking or standing for periods of time. Must be able to lift and/or carry weights of up to 20 pounds.

Data Conception :
Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communications :
Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to workshop participants and receiving assignments and/or direction from supervisor.

Language Ability :
Requires the ability to read a variety of policies and procedures, evaluation materials, professional studies, etc. Requires the ability to prepare training materials, handbooks, schedules, reports, correspondence, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.

Intelligence :
Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to interpret an extensive variety of instructions in written, oral, mathematical, schedule or diagrammatic form, to deal with several abstract and concrete variables. Requires the ability to apply influence systems in teaching staff members, to learn and understand relatively complex principles and techniques, to make independent judgments in absence of supervision, and to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.

Verbal Aptitude :
Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions, and to teach employees. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages, including education theory.

Numerical Aptitude :
Requires the ability to add and subtract totals, to multiply and divide, to utilize mathematical formulas, to determine percentages and decimals, and to determine time. Must be able to use practical applications of statistics.

Form/Spatial Aptitude :
Requires the ability to inspect items for proper length, width and shape, and visually read various information.

Motor Coordination :
Requires the ability to coordinate hands and eyes using office machinery; to operate motor vehicles.

Manual Dexterity :
Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination :
Does not require the ability to differentiate colors and shades of color.

Interpersonal Temperament :
Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines.

Physical Communications :
Requires the ability to talk and/or hear (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear.

Job Knowledge :
Has thorough knowledge of the methods, procedures and policies of Student Support Services: MTSS as they pertain to the performance of duties of the Consultant. Is knowledgeable in the laws, ordinances, standards and regulations pertaining to the specific duties and responsibilities of the position. Has considerable knowledge of the functions and interrelationships of Richland District One and other governmental agencies. Has the ability to offer guidance and assistance to co-workers and employees of other departments as required? Is able to clearly and concisely present information to a variety of audiences; to facilitate group processes; to arbitrate conflict and to instruct adult learners. Has thorough knowledge of current trends in MTSS. Has the ability to use independent judgment as needed in performing routine and non-routine tasks? Is able to take the initiative to complete the duties of the position without the need of direct supervision. Is able to read and interpret complex professional reports, statistical reports and related materials pertaining to the responsibilities of the job. Knows how to prepare program records, schedules, training materials, correspondence, etc. Has a comprehensive knowledge of the terminology and various professional languages used within the department. Knows how to maintain effective relationships with personnel of other departments, professionals and members of the public through contact and cooperation. Is able to perform job tasks professionally under political scrutiny and in an environment where discrimination and other public issues are constant concerns. Is able to make sound, educated decisions. Knows how to react calmly and quickly in emergency situations. Has the mathematical ability to handle required calculations. Has the ability to plan, organize and prioritize daily assignments and work activities. Has good organizational, technical and human relations skills. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Has skills in the use of computers.

Quality of Work :
Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public.

Quantity of Work :
Performs described "Specific Duties and Responsibilities" and related assignments efficiently and effectively in order to produce quantity of work which consistently meets standards and expectations of the District.

Dependability :
Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, District policy, standards and prescribed procedures. Remains accountable to assigned responsibilities in the technical, human and conceptual areas.

Attendance :
Attends and remains at work regularly and adheres to District policies and procedures regarding absences and tardiness. Provides adequate notice to higher management with respect to vacation time and time-off requests.

Initiative and Enthusiasm :
Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountability. Strives to anticipate work to be done, and initiates proper and acceptable direction for the completion of work with a minimum of supervision and instruction.

Judgment :
Exercises analytical judgment in areas of responsibility. Identifies problems or situations as they occur, and specifies decision objectives. Identifies or assists in identifying alternative solutions to problems or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches problems, situations and alternatives before exercising judgment.

Cooperation :
Accepts supervisory instruction and direction, and strives to meet the goals and objectives of same. Questions such instruction and direction when clarification of results or consequences are justified (i.e., poor communications, variance with District policy or procedures, etc.). Offers suggestions and recommendations to encourage and improve cooperation between all staff persons and departments within the District.

Relationships :
Shares knowledge with managers, supervisors and staff for mutual and district benefit. Contributes to maintaining high morale among all District employees. Develops and maintains cooperative and courteous relationships with department employees, staff and managers in other departments, representatives from organizations, and the public so as to maintain good will toward the District and to project a good district image. Tactfully and effectively handles requests, suggestions and complaints from other departments and persons in order to maintain good will within the District. Emphasizes the importance of maintaining a positive image within the District. Interacts effectively with higher management, professionals and the public.

Coordination of Work :
Plans and organizes daily work routine. Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of elements of work and establishes a personal schedule accordingly. Attends required meetings, planning sessions and discussions on time. Implements work activity in accordance with priorities and estimated schedules.

Safety :
Adheres to all safety and housekeeping standards established by the District and various regulatory agencies. Sees that standards are not violated. Maintains a clean and orderly workplace

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