Instructional Coach

ROLE AND RESPONSIBILITIES OF THE INSTRUCTIONAL COACH

The role of the full-release instructional coach is multi-faceted.  The areas of responsibility will include induction and mentoring of teachers new to the profession, professional development for certified staff, responsibilities within assigned schools, and district responsibilities.

Each of the full-release instructional coaches will serve two buildings, where they will devote the majority of their time.   Their schedules will be developed with the principals of the buildings to which they are assigned and the Deputy Superintendent.  It is the expectation for instructional coaches to spend two days per week in each of their assigned buildings, unless the Deputy Superintendent requires them to be strategically assigned to another location. 

The specific duties of the instructional coaches are outlined below under areas of responsibility.

A.    Professional development for certified staff

·       Coordinate and facilitate professional development programs and activities to support the development, implementation, and assessment of curriculum content

·       Maintain and share professional expertise in knowledge of best education and pedagogical practices, instructional strategies and instructional materials and resources

·       Implement appropriate avenues of professional communication, dialogue and feedback to support continual improvement in and assessment of the outcomes of various curricular strategies as they relate to student achievement and school and district goals

·       Collaborate with instructional specialists in buildings assigned and teachers to develop and analyze common assessments

·       Analyze data, formulate recommendations for change as appropriate and develop and disseminate related documentation and reports

·       Conduct training, needs analysis and determine training objectives

·       Facilitate professional development and support for teachers in assigned schools that is customized and relevant to ensure the success of the R/LA Curriculum implementation, new science curriculum, and math learning targets implementation

·       Collaborate with building principals on all of the above

B.     Induction and mentoring of NEW teachers

·       Provide 60 hours of face to face contact time of mentoring service per teacher who are new to the profession (years 1 & 2)

·       Plan and facilitate professional development for teachers new to the profession:

-       New teacher orientation

-       Monthly new teacher meetings for 1^st year teacher

-       Bi-monthly meetings for 2^nd year teachers

·       Support mentors in assigned buildings

·       Respond to new staff members’ developmental and contextual needs and promote the ongoing examination of classroom practice

·       Collect and share observation data aligned with state and district teaching standards to help new teachers improve their practice

·       Help beginning teachers identify student needs, plan for differentiated instruction, and ensure equitable learning outcomes

·       Coach strategically and find solutions to challenging situations

·       Create and facilitate meetings that promote mentor development

·       Consistently build capacity in new teachers for the consistent implementation of the Professional standards for the District (Danielson Framework for Teaching)

·       Collaborate with building principals on all of the above

C.     Responsibilities within assigned schoolS

·      Contributing member of assigned schools RtI and School Improvement Teams

·      Attend Building Council meetings (schedule will be determined by cluster principals, instructional coaches and Deputy Superintendent)

·      Attend PLC collaboration meetings (schedule will be determined by cluster principals, instructional coaches and Deputy Superintendent)

·      Facilitate professional development

·      Collaborate with principals on an ongoing basis

D.    DISTRICT Responsibilities

·      Attend Standing Committee meetings as appropriate

·      Facilitate professional development

·      Consistently build capacity of certified staff to gain awareness of the alignment of District strategic priorities (PLC, Strategic Plan, Constitution Principles, RtI, Danielson Framework for Teaching)

E.     Perform other duties as assigned by the Director of Curriculum/Deputy Superintendent

DELIVERABLES it is anticipated that the impact of the team’s work will result in:

·       Increase in building’s organizational health data;

·       Increase in building’s student achievement data and growth targets;

·       Increase in student ownership of learning due to support provided to teachers;

·       Increase of highly functioning teams in the schools;

·       Sustained high teacher retention rate;

·       Increased understanding and more consistent implementation of the Constitution;

·       Continued successful induction of new staff resulting in high student achievement;

·       Increase in the District’s leadership development;

·       Successful implementation of the Reading/Language Arts Curriculum and revised math learning targets and benchmark assessments.