Only approved for the 2024-2025 school year, extension contingent on grant funds.
Primary Purpose:
The Instructional Coach supports the construction and implementation of the school’s Math Instructional Framework by braiding academic standards with social and emotional learning. This includes supporting professional learning and coordinating services to support all students. Responsibilities include working with school administration and teachers to improve student achievement within the framework. The coach is responsible for supporting student achievement by providing coaching in mathematics and other content areas with high quality instructional practices. The Instructional Coach serves as part of the school leadership team and is responsible for providing evidence-based practices into classrooms by working with and supporting teachers and administration with the goal of increasing student engagement, improving student achievement, and building teacher capacity.
Qualifications:
Education/Certification:
Valid Texas teaching license at the appropriate developmental or grade levels of their students
Master’s degree in education preferred
Degree in mathematics or a related field preferred
Special Knowledge/Skills:
Willingness to engage in ongoing learning of mathematical practices
Demonstrates an understanding and use of equitable and culturally responsive practices
Excellent interpersonal and communication skills
Strong organizational skills
Knowledge of collaboration practices, team teaching practices, and special education
Knowledge in the areas of instructional methods, curriculum, and assessment
Ability to build and maintain effective relationships with school administrators, staff, students, & families
Ability to maintain curricular and industry knowledge
Ability to facilitate meetings and professional development opportunities
Knowledge in using a variety of assessment tools
Knowledge of research-based instructional strategies that will engage all students
Willingness and ability to assume a leadership position
Demonstrates an understanding and use of equitable and culturally responsive practices
Ability to provide encouragement and support to teachers
Experience:
3 years of successful teaching experience in math
Major Responsibilities and Duties:
Instructional and Program Management
- Model and braid best practices of the framework through an equity lens including but not limited to:\
- culturally responsive practices
- collaboration skills and protocols
- guaranteed and viable curriculum
- curricular learning targets
- high-quality instruction
- differentiation of instructional materials and practices
- technology integration
- classroom management
- data analysis
- balanced assessment system
- family engagement
- connections between academic and social and emotional learning
- Act as a coach to support the implementation and fidelity of the universal curriculum in mathematics.
- Support the district’s equity work.
- Participant on the school’s Tier II and Tier III teams.
- Assist with the review of interventions and monitor student progress.
- Support the selection of district approved interventions.
- Coach grade level teachers and grade level teams on how to strategically use time structures to meet the needs of students needing Tier II/III supports, including Gifted and Talented, as well as supports EL (English Language) and Special Education Teachers.
- Collaborate with classroom teachers, interventionists, and other relevant stakeholders to analyze achievement data and monitor individual student progress.
- Provide diagnostic assessments for students as needed.
- Develop coaching practices (student-centered, modeling, co-teaching, notice and name, etc.) to support teachers in/with the implementation of effective instructional practices.
- Provide input for program development for district-wide mathematics.
- Support and provide professional learning.
- Support and implement assessment tools and student achievement data management system at the building level.
- Collaborate with others to identify and meet the professional development needs of the school and district staff.
- Participate in ongoing professional learning.
- Collaborate with the directors and coordinators from Teaching and Learning, Student Services and Special Education, and other internal stakeholder departments.
- Promote and advocate for student-centered processes and asset-based language.
- Demonstrate strong content and pedagogical skills and content expertise.
- Effectively build a positive culture through relationships with students and adults, including families and other stakeholders.
- Provide ongoing, job-embedded coaching to teachers based on research around coaching cycles and cycles of professional learning including formal and informal professional learning.
- Assist teachers with designing and implementing instructional decisions and classroom management based on assessment data and culturally responsive practices.
- Contribute to the development of systems and structures to improve teacher practice within schools.
- Compile, maintain, and file all reports, records, and other documents required.
- Comply with policies established by federal and state law, State Board of Education rule, and the local board policy.
- Other duties as assigned.
Supervisory Responsibilities:
None.
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals, and other instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive equipment; may work prolonged or irregular hours
Environment: Exposure to biological hazards; may require districtwide travel
Mental Demands: Maintain emotional control under stress