Instructional coaches are dedicated to enhancing every student's academic progress by collaborating with classroom teachers to advance and refine instructional practices. This leadership position builds the capacity of diverse adult learners through ongoing, job-embedded professional learning, and will collaborate with both campus and district staff to support instructional goals.
Responsibilities
Prioritize, manage, and monitor the use of time to maximize the impact of coaching
Collect qualitative and quantitative data to measure and reflect on coaching effectiveness and attainment of goals
Remain current on high-yield evidence-based instructional methods and coaching practices
Commit to learning about and supporting the district-recommended pedagogy in each content area, district-approved instructional resources, and student support systems provided
Interact with colleagues in ways that result in productive and collegial relationships that honor teacher choice and voice
Listen, question, and balance telling with asking to encourage thinking and promote professional growth
Use effective verbal, non-verbal, and written communication
Operate in an emotionally intelligent way by recognizing one’s feelings, being cognizant of others’ emotions, and responding appropriately
Demonstrate behavior that is professional, ethical, and responsible
Model continuous improvement by reflecting on current reality, seeking feedback from stakeholders, engaging in professional learning, and consistently applying learning
Manifest the conviction that every learner, regardless of age or level of experience, has the capacity to acquire knowledge and skills
Promote, communicate, and support district and campus goals
Collaborate with the principal to identify instructional priorities; establish expectations of the coach; and review how coaching impact will be measured
Provide personalized instructional support for teachers and teams to achieve identified goals
Facilitate job-embedded professional learning for individuals and groups by utilizing data and stakeholder input to identify learning goals and student outcomes, planning research-based learning, supporting implementation and refinement of practices, and evaluating results
Support new teachers, new-to-campus teachers, and teacher mentors
Cultivate the skill sets of teams to function self-sufficiently and interdependently when engaging in collaborative processes to impact student learning
Support teachers in long-range planning using the backward design method to align written, taught, and tested curriculum
Develop teachers’ abilities in utilizing data to identify student needs, reflect on the effectiveness of instructional practices, and take action based on evidence
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Build teachers’ capacity to systematically plan coherent, high-quality, daily instruction using district curriculum to achieve identified student learning outcomes
Expand teachers’ knowledge of district-approved resources, specialized programs, and student support systems
Assist teachers with effectively incorporating one-to-one technology when designing instruction and assessment
Analyze teacher needs to differentiate between instructional and content support and leverage the district’s Curriculum and Instruction (C&I) support team to provide targeted assistance as needed
Collaborate with teachers to identify and meet the cognitive and behavioral needs of all students
Advocate for students by initiating and engaging in conversations with stakeholders that question status quo, shift perspectives, examine current practice, challenge restrictive mental models, and explore possibilities
Model for and co-teach with teachers in the classroom to refine the delivery of instruction and improve student learning
Partner with teachers in setting and achieving student-focused goals by capturing current reality, learning and refining strategies, and measuring progress toward goal through use of Impact Cycles
Requirements
Valid Texas teaching certificate in appropriate grade levels
Leadership experience working with adults (department chair, team lead, mentor, etc.)
Evidence of ongoing professional growth
Working knowledge of research-based instructional best practices
Ability to access and analyze state standards in any content area
Working knowledge of assessment and data analysis
Working knowledge of effective professional learning practices and characteristics
Organizational, communication, and interpersonal skills
Emotional intelligence to work cooperatively and effectively with colleagues
Growth mindset in the abilities of students, colleagues, and self
Proficiency in technology and adaptability to quickly acquire and master new tools
Nice to have:
Five years teaching experience in related grade band
Master’s degree in an education-related field
Important Details
Duty Days: 192 days
Equipment Used: Personal computer, printer, copier, and instructional technology tools identified for assigned curriculum content areas
Schedule: Occasional changes in working hours for professional development and other events
Travel: Travel within district necessary
Working Conditions
Ability to maintain a positive attitude and emotional control under stress
Frequent standing, stooping, bending, kneeling, pushing and pulling; prolonged use of computer and repetitive hand motions
