Academic Coach

MILAN SPECIAL SCHOOL DISTRICT

TITLE: ACADEMIC COACH

QUALIFICATIONS

1. Hold a valid teacher's license with appropriate endorsement(s);

2. Have strong written, verbal, presentation, and interpersonal skills; and

3. Meet health and physical qualifications.

JOB GOAL

The Middle School Teacher is responsible for teaching one or more subjects to students and leading them toward the fulfillment of their potential for intellectual, emotional and psychological growth, and maturation.

ORGANIZATIONAL RELATIONSHIP

The Academic Coach Staff Development Supervisor, the  Principal and Assistant Principals of the building to which assigned.

ESSENTIAL FUNCTIONS

1. The primary purpose of the Academic Coach is to assist the efforts of the school administration by supporting teachers and helping them to enhance their planning, instruction, assessment, and classroom management skills.
2. Assist the principals and supervisors to develop professional growth environments by helping to organize professional development activities based on the needs of the school/ district and goals in the TSIP/TCSPP.
3. Work with teachers and instructional assistants to identify professional development needs and modify differentiated support in response to those needs.
4. The academic coaches have been trained in the NTC Mentor Model through the University of Memphis and the Tennessee Framework for Evaluation model.
5. Serve as a Lead Mentor (mentor for the mentors).
6. Serve as a mentor to all teachers, especially new teachers and teachers who strive to enhance their effectiveness in the classroom.
7. Assist Academic Lead teachers, Grade Level Leads, and Department Chairs to organize academic/departmental meetings to enhance progress of the department.
   1. Assist each department to develop a departmental improvement plan
   2. Assist each department to “mine the data”
   3. Assist each department on curriculum alignment to TCAP/EOC standards as well as Explore, Plan, and ACT standards.
8. Provide curricular assistance – assist teacher with locating and selecting content, alignment with standards, pacing, mapping, selecting appropriate instructional and assessment strategies, etc.
9. Present best practices that teachers can use in their classrooms during the school day and during other professional development opportunities.
10. Provide demonstration lessons.
11. Team-teach to help teachers utilize a new strategy.
12. Set up (and accompany teachers) classroom visits among teachers to share strategies.
13. Set up classroom visits with teachers to observe specific areas and provide recommendations based on data to help the teacher enhance abilities.
14. Help teachers to develop, teach, and implement effective classroom management plans
15. Locate resources for teachers (instructional materials, training materials, lesson plan ideas, etc.).
16. Assist teachers in developing and implementing their Future Growth Plans.
17. Help teachers navigate through the evaluation process and to use the process for professional growth.
18. Assist teachers with organization and management issues – setting up classroom, establishing routines, managing student behavior, discipline, etc.
19. Assist the Human Resources Supervisor in implementing the New Teacher Academy.
20. Help design, plan, and implement content-specific Academic Academies

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

1. Pushing and/or pulling

2. Climbing

3. Stooping and/or kneeling

4. Reaching

5. Talking

6. Hearing

7. Seeing

TEMPERAMENT (Personal Traits)

1. Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure.

2. Adaptability to accepting responsibility for the direction, control, or planning of an activity.

3. Adaptability to dealing with students.

4. Adaptability to making generalizations, evaluations, or decisions based on sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty.

1. Intelligence: The ability to understand instructions and underlying principles. Ability to reason and make judgments

2. Verbal: Ability to understand meanings of words and the ideas associated with them.

3. Numerical: Ability to perform arithmetic operations quickly and accurately.

4. Manual Dexterity: Ability to move the hands easily and manipulate small objects with the fingers.

5. Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures.

6. Color Discrimination: Ability to perceive or recognize similarities or differences in colors, shades, or other values of the same color.

WORK CONDITIONS

Normal working environment

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.