SUMMARY

 

The Instructional Coach will provide oversight for the effective implementation of district-wide curriculum on TISD campuses.  The Instructional Coach will coach teachers using identified coaching models, support curriculum enhancements, assist in development of curriculum-based assessments, monitor program implementation, design and deliver campus and district professional development, teach demonstration lessons, lead data analysis, and model best practices to ensure that the curriculum guides and instructional resources are being implemented as written and in accordance with effective teaching strategies. 

 

The Instructional Coach will report to the campus Principal and the Executive Director of Secondary Education.

 

MAJOR RESPONSIBILITIES AND DUITIES:

 

Support to the Principal and Campus – Responsibilities:

         INSTRUCTION:

 

• Facilitate the evaluation of programs to ensure teachers implement research-based practices.
• Facilitate the implementation of district initiatives at the campus-level through planning and instructional processes
• Facilitate the use of district instructional resources in instructional delivery and provide input and feedback on additional resources used by teachers
• Train teachers on the characteristics of effective and efficient classroom environments and provide focus on content and learning strategies embedded in the programs being implemented.
• Debrief with site principal as appropriate about possible actions that could be taken to improve campus instruction and implementation.
• Train teachers and principals in critical components of instructional delivery.
• Co-teach with and/or demonstrates lessons for teachers to model best instructional practices and ensure the fidelity of specific program implementation and intervention support.
• Observe teachers teaching demonstration lessons and gives immediate feedback and support for instructional adjustments.
• Analyze assessment data and assist the campus principal and teachers with planning professional development to meet the specific needs of teachers on assigned campuses.
• Assist principal and grade/department chairs with planning and/or conducting grade level meetings to analyze assessments and plan for instruction.
• Attend school site professional development. The meetings may include: grade level meetings, district-wide professional development days, faculty meetings focused on instructional/pedagogical issues, professional development planning meetings.
• Work closely with principal to provide professional development and intervention support for teachers requiring additional assistance and support.
• Serve as a resource in identifying appropriate instructional strategies and interventions to improve student achievement for all students, including English language learners, students enrolled in Special Education Program and students with unique/diverse learning needs.
• Facilitate curriculum-based assessment administrations.
• Assist teachers in preparation for instruction and the pacing for instruction.
• Assist teachers in building an interactive classroom environment focused on the delivery of the core curriculum.
• Demonstrate researched-based instructional strategies to ensure that all teachers have been trained to an advanced level of delivery and are using the instructional materials as designed.
• Observe instruction and provide constructive feedback and ‘next-step’ teacher support.

 

Professional Development to Improve Instruction:

 

• Use identified coaching models to support teachers through coaching cycles in order to improve instructional practice at every level
• Design and deliver district professional development on a variety of topics and to teachers from a variety of content areas
• Provide on-site staff development to ensure that teachers are knowledgeable about program components, alignment of curriculum with TEKS and assessments.
• Engage in professional development opportunities offered in and outside of the district in order to grow as an instructional coach
• Attend meetings/training with the Executive Director of Secondary Education to increase knowledge of curriculum components and implementation.
• Participate in collaborative grade level meetings to help analyze and utilize assessment data to improve student achievement.
• Assist grade level teams in setting goals for improved instruction.
• Provide professional development on the use of assessments to guide classroom instruction.
• Provide focused professional development at each grade level on instructional delivery and intervention strategies.
• Works with Executive Director of Secondary Education and Campus Principal to provide support for teachers who require additional assistance.

 

 

ASSESSMENT:

 

• Make adjustments in program implementation and professional development by helping analyze data from screening, diagnostic, progress monitoring and outcome benchmark assessments.
• Create and submits Curriculum Based Assessments.
• Guide teachers in the administration and monitoring of assessments.
• Assist teachers in using data to identify students for intervention instruction.
• Assist teachers in implementing continuous progress monitoring.
• Assist teachers with monitoring and reporting student performance during the year.
• Assist teachers in assessments and placement of students throughout the year.
• Collect and organizes assessment data in an Assessment Report.

 

 

LEADERSHIP:

 

• Meet regularly to review assessment data and to assess outcomes of goals established by grade level teams.
• Articulate and oversee the implementation and curriculum scope and sequence.
• Assist teachers in using classroom data to plan classroom instruction.
• Establishes effective time period for instruction, grouping and intervention.
• Along with the Executive Director of Secondary Education and Campus Principal, determines campus and district needs for professional development.
• Establish and monitor pacing guidelines for the core curriculum guides.
• Establish guidelines for appropriate assessment administration.
• Use assessment data to plan professional development.
• Perform other tasks as may be assigned by Supervisor/Superintendent.

 

 

Support to Executive Director of Secondary Education

 

Responsibilities:

 

• Plan for regular meetings with other ICs and the Executive Director of Secondary Education to refine coaching skills and to provide focused, data-driven professional development regarding the full and skillful implementation of the curriculum guides, appropriate intervention support for students working below grade level and the analysis and use of assessment data to improve student achievement.
• Provide updates to ensure that all are knowledgeable about student achievement progress, program components, TEKS and diagnostic/progress monitoring tools.
• Meet regularly to discuss areas of strength and areas of need across the district and to strategize effective ways to meet these needs.
• Communicate results of implementation visits by providing a Campus Summary and other Accountability Reports.
• Assist with state assessment program, as needed.
• Facilitate the use of technology in the teaching-learning process.
• Facilitate the implementation of district initiatives in planning and instruction
• Implement policy established by federal and state law, SBOE rule and local board policy related to curriculum and instruction.
• Provide instructional leadership in the textbook selection process.
• Facilitate the textbook adoption process by assisting in the organization of textbook task forces and/or the planning of textbook hearings.
• Secure consultants, specialists and other community resources to assist instructional staff in attaining instructional objectives.
• Compile, maintains, and files all reports, records and documents as required.
• Support alternative campuses as assigned.
• Perform other tasks as may be assigned by Supervisor/Superintendent.

 

 

 

 

 

SUPERVISORY RESPONSIBILITES:

 

Works with teachers and principals to ensure appropriate delivery of curriculum and use of effective instructional strategies.

 

 

 

QUALIFICATIONS

 

• Must be a certified teacher who has expertise in curriculum assessment, best instructional practices including the use of digital tools, and the design and delivery of professional development.
• The Instructional Coach must possess a deep understanding of the scientific research base for instruction, extensive knowledge of program components and teaching experience with one or more mandated content areas.
• The IC is knowledgeable about proven scientific based research strategies, appropriate use of assessment and intervention strategies for struggling students. The IC will work directly with Executive Director of Secondary Education and support the Campus Principal. 

 

EDUCATION and/or EXPERIENCE

 

Bachelor’s degree, a valid Texas Teaching Certificate, and 5 years of teaching experience as a classroom teacher. Experience as an Instructional Coach and/or Teacher Leader preferred.

 

 

LANGUAGE SKILLS

 

Ability to read and interpret documents such as state and local rules and regulations, operating and

maintenance instructions and procedure manuals. Ability to write routine reports and correspondence.

Ability to speak effectively before the education board, superintendents, principals, teachers, students

and general public.

 

REASONING ABILITY

 

Ability to apply common sense understanding to carry out instructions furnished in written, oral, or

diagram form. Ability to deal with problems involving several concrete variables in standardized

situations.

 

PHYSICAL DEMANDS

 

The physical demands described here are representative of those that must be met by an employee to

successfully perform the essential functions of this job. Reasonable accommodations may be made

to enable individuals with disabilities to perform the essential functions.

 

WORK ENVIRONMENT

 

The work environment characteristics described here are representative of those an employee encounters

while performing the essential functions of this job. Reasonable accommodations may be made to

enable individuals with disabilities to perform the essential functions.

 

Frequent district-wide travel to multiple campuses as assigned.

 

 

TERMS OF EMPLOYMENT

Contract: 207 days