Chesapeake Public Schools

JOB DESCRIPTION  

To perform this job successfully, an individual must be able to perform the essential job functions satisfactorily.  Reasonable accommodations may be made to enable individuals with disabilities to perform the primary job functions herein described. Since every duty associated with this position may not be described herein, employees may be required to perform duties not specifically spelled out in the job description, but which may be reasonably considered to be incidental in the performing of their duties just as though they were actually written out in this job description. 

INSTRUCTIONAL COACH – TITLE I

Department: Department of Academic Support

Pay Grade: TCH

FLSA Status: Exempt 

GENERAL PURPOSE

The purpose of the Title I Instructional Coach is to work directly with administrators, classroom teachers, support staff, and students to support tiered instruction. A Title I Instructional Coach is primarily responsible for student success which will be accomplished by completing coaching cycles with classroom teachers, analyzing data, and providing job-embedded professional development. The Title I Instructional Coach will report directly to the Title I Program Administrator for Instructional Programs and building principals. 

Notes: 

1. The coach is not responsible for the evaluation of teachers. 

2. The coach will work with multiple teachers across multiple grade levels. 

3. The coach is responsible for keeping a coaching tracker documenting coaching cycles and student achievement and submitting the tracker as required by the principal and Title I administrator. 

4. The coach will work primarily in Title I Schools as assigned by the Department of Academic Support.

ESSENTIAL JOB FUNCTIONS

• Collaborates with educators to set measurable goals and identify and implement evidence-based action steps for continuous improvement; 
  

• Assists teachers in incorporating the use of current technology into the instructional program; 

• Assists teachers with designing learning plans and determining appropriate assessments aligned to curriculum standards; 

• Facilitates the use of research and evidence- based teaching and coaching strategies to address the needs of teachers and students; 

• Maintains and utilizes knowledge of appropriate curriculum standards, content, materials, and resources to effectively plan, coach, and access; 

• Works cooperatively, accepts and adheres to guidance and input from district and school-based administrators; 

• Serves as a teacher-leader for Title-I elementary and middle school educators;

• Establishes and maintains positive, non-evaluative coaching relationships with teachers built on trust, respect, and reciprocal communication;

• Consistently prepares and monitors student data and identifies next steps for instruction; 

• Disaggregates and analyzes various sources of data; 

• Assists administrators, teachers, and support staff in data interpretation to measure student growth and identify instructional decisions; 

• Effectively implements the district-wide coaching model to build teacher capacity and self-efficacy and positively impact student learning; 

• Observes teachers in their classrooms and offers insight and actionable feedback for the enhancement of teaching-learning situations; 

• Models lessons for teachers and support staff that demonstrate instructional best practices for whole and small group learning; 

• Consistently researches innovative practices and resources to increase content and coaching knowledge through professional development (i.e. participate in educational conferences, read professional literature, etc.); 

• Participates in ongoing training for coaches; 

• Collaborates with various stakeholders to develop and deliver professional development at the school and/or district level; 

• Identifies and implements a system to ensure teachers and support staff are well-informed of evidence-based instructional practices, current curriculum standards, pacing, and district and school-based initiatives through the facilitation of professional learning communities (PLCs); 

• Performs other related duties as required/assigned
  

MINIMUM QUALIFICATIONS

• Bachelor’s Degree in Education or a related field; 

• A minimum of five years of elementary and/or secondary teaching experience; 

• Title I teaching experience preferred; 

• Possession of an appropriate driver’s license valid in the Commonwealth of Virginia;

• Possession of an ability to acquire appropriate license(s), certificate(s), and/or endorsements for position as required by the Commonwealth of Virginia and School Board. 

KNOWLEDGE, SKILLS, AND ABILITIES

• Knowledge of instructional content and curriculum. 

• Knowledge of the principles and methodologies of effective teaching. 

• Knowledge of technology applications, including Google Education Suite, word processing & multimedia software. 

• Skill in developing and presenting ideas effectively, in oral and written form.

• Skill in presenting material to a diverse educational audience. 

• Skill in taking the initiative to work independently and interdependently. 

• Skill in analyzing, interpreting, and solving problems. 

• Skill in organizing and planning. 

• Ability to establish positive and productive working relationships on multiple levels. 

• Ability to respect the confidential nature of professional information. 

• Ability to comply with administrative directives, individual school guidelines, and school board policy. 

• Ability to demonstrate good work habits to include punctual and regular attendance and efficient use of time. 

WORKING CONDITIONS & PHYSICAL REQUIREMENTS

• Work environment is primarily inside, where the noise and temperature levels are moderate; the worker is not subject to adverse environmental conditions. 

• This is partially sedentary work requiring the exertion of up to 10 pounds of force and a negligible amount of force frequently or constantly to move objects. 

• Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions.