GENERAL STATEMENT OF JOB

Under the supervision of the appropriate supervisor, a team of instructional coaches contributes to the development, coordination, implementation, and on-going evaluation of literacy, mathematics, and technology initiatives. They support the Instructional Improvement Officers, Principals, Curriculum Facilitators, and Teachers in all instructional initiatives. Also, the Instructional Coaches assist the curriculum team and school administration with staff development programming and work closely with first year teachers in the district.

SPECIFIC DUTIES AND RESPONSIBILITIES
ESSENTIAL JOB FUNCTIONS

Works with staff to implement a coherent curriculum aligned with state and national standards

Promotes use of consistent instructional framework and research-based strategies

Helps build assessment systems that are aligned with curriculum and instruction priorities

Ensures that human, financial, and material resources are aligned to support coherence

Leads professional development for math, literacy, and technology teachers

Supports school-based professional development led by math, literacy and technology specialists and teacher leaders

Designs, implements and evaluates school and district staff development in concert with other school leaders

Assists the curriculum team and school administrators in developing and coaching new teachers

Works with the curriculum team and school administrators to develop a data profile for assigned schools

Helps staff secure, analyze, and interpret data for promoting instructional improvement
Supports principals, reading specialists, and teacher leaders in using data at the school level

 

Instructional Coaches

Serves as liaison with the Assessment and Evaluation division and the schools in securing relevant data.

Models instructional strategies with teachers and staff in classrooms.

Makes regular classroom visits to support instructional improvement.

Provides feedback to teachers and staff regarding implementation issues.

Serves as coach working with staff to improve their practice.

Works with staff and schools to address learning needs of all students.

Coordinates with other departments, offices, and organizations to best serve student needs.

Provides customized professional development to meet unique student needs and support differentiated instruction.

Participates in regular professional development to improve knowledge and skills.

Joins curriculum team and school administrators in cross-functional training to build instructional capacity.

Attends and presents at local, state, and national conferences.

Serves as a liaison with colleges, universities, and educational partners to build capacity.

Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

preferred masters degree with emphasis on the area of specialty, curriculum, or administration.

 

Proven record of excellence as a classroom teacher with predictive characteristics of an outstanding administrator.

 

Experience as a presenter in staff development programs.

 

SPECIAL REQUIREMENTS

Must possess a teaching certificate from the State of North Carolina.

 

Must possess a valid North Carolina driver's license.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED
TO PERFORM ESSENTIAL JOB FUNCTIONS
ACADEMIC COACHES

 

Physical Requirements:

Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc.

 

Must be physically able to operate a motor vehicle.

 

Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body.

 

Light Work usually requires walking or standing to a significant degree.

Data Conception: 

Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication:

Requires the ability to speak and/or signal people to convey or exchange information.

 

Includes giving instructions, assignments or directions to subordinates or assistants.

Language Ability:

Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style.

 

Requires the ability to speak before groups of people with poise, voice control and confidence.

Intelligence:

Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude:

Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions.

 

Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude:

Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference.

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width and shape.

Motor Coordination:

Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity:

Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:

Does not require the ability to differentiate between colors and shades of color.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions.

 

Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication:

Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.)

 

Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Masterful knowledge of literacy, mathematics or technology curriculum and best practices.

Highly developed presentation skills

Knowledge of effective staff development models that lead to increased student achievement

Excellent oral and written communication skills

Considerable human relations and human development skills

Demonstrated leadership ability

Good technical skills with technology and presentation tools

Ability to use common office machines and popular computer-driven word processing, spreadsheet and file maintenance programs

Ability to collect and analyze statistical data

Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information

 

Ability to plan and evaluate strategies for improving instruction

Ability to exercise considerable tact and courtesy in frequent contact with the public

 

Ability to establish and maintain effective working relationships as necessitated by work assignments

DISCLAIMER

 

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.