This Position is responsible for coaching, supporting, and guiding teachers in best practices for secondary Math instruction. Overall, the job of the instructional coach is to build the intellectual capacity of school staffs to meet the learning needs of all students. The Instructional Coach serves as part of a leadership team providing job-embedded and ongoing professional reflection and learning for teachers. Coaches provide support to principals and teacher leaders as they work with the Professional Learning Community model to analyze student work and data, and plan formative professional development. Coaches provide professional development and guidance for teachers to enhance their content knowledge and instructional strategies. The coach's support of the team's student learning data informs ongoing school-based professional development, meeting individual teachers' unique needs over time. The effective coach is seen as an equal partner with both novice and experienced teachers, spending the majority of the time working in classrooms (i.e., modeling, observing, co-teaching, debriefing).
Duties and Responsibilities
- Coaches and supports teachers in planning, delivering, and assessing quality Math instruction.
- Plans, models, and co-teaches effectives lessons with teachers.
- Support includes frequent classroom visits, observing Math instruction to assess need, planning for instruction, modeling, co-teaching, consulting, guided reflection, and supportive and specific feedback as needed.
- Participates and observes the planning process and the instruction that follows, and provides supportive and specific feedback and suggestions.
- Collaborates regularly with Math Coordinators, Secondary Math Team, Math Lead, and building administrators to address areas of greatest need.
- Analyzes data to determine benchmarks, establish goals, and monitor improvement in identified schools and develops concrete steps within the school, content area, or classroom to address identified needs.
- Assists Math Lead in developing and implementing remediation plans and targeted interventions, as necessary.
- Assists curriculum writing teams and Secondary Math Coordinator in the revision and development of curriculum and assessments.
- Attends and participates in professional development to improve and maintain knowledge of content, instructional strategies, coaching skills, and adult learning theory.
- Develops and conducts professional development for teachers regarding instructional strategies, best practices, and specific instructional topics at school and district level.
- Keeps abreast of developments, research, and technology in the areas of instructional best practices in mathematics instruction.
- Builds and maintains relationships with teachers.
- Collaborates across school staffs to identify student learning needs and barriers as schools organize and implement problem-solving actions;
- Facilitating school-based, high-quality professional development, working with teachers (in teams or individually) to enhance their knowledge and skills
- Collaborating with teachers by listening and questioning to formulate next steps and solutions; and
- Engaging in reflective conversations in which coach and teacher think collaboratively. The instructional coach is non-supervisory and non-evaluative. The coach advocates for, facilitates, and co-constructs formative feedback exchanges among teachers, but never supervises.
- Models the WJCC Strategic Plan Values: Individualism, Integrity, Innovation, Accountability and Collaboration.
- Performs other duties as assigned.
Minimum Qualifications (Knowledge, Skills and/or Abilities Required)
- Must possess a Bachelor’s degree with an endorsement in Secondary Math; Master’s degree and Administrative endorsement preferred. Must be eligible for, or possess an appropriate Virginia teaching license and have a minimum of 3-5 years of teaching experience with demonstrated success in the area of secondary math.
- Must demonstrate evidence of involvement in school activities and committees involving leadership responsibilities beyond those required in the classroom.
- Must possess an in-depth knowledge of math curriculum and instructional best practices.
- Must possess effective instructional delivery techniques and the ability to guide and train teachers in effective techniques and strategies.
- Must possess excellent organizational and communication skills as well as strong analytical and problem-solving skills.
- Must have proven expertise in the planning and implementing instructional technology systems and professional development; knowledge and understanding of equity issues, at-risk groups, and school culture.
- Must possess technical expertise with computer systems and complex networking equipment and the ability to perform instructional technology systems analysis and needs assessments.
- Demonstrated deep expertise in one or more of the following areas: Small Group Instruction how students learn and process literacy and numeracy, pedagogy, and content knowledge.
- Demonstrated knowledge and use of a rich array of instructional approaches, resources, and technologies;
- Demonstrated commitment to understanding action research and inquiry for building instructional capacity;
- Demonstrated skills in analyzing and using data for instructional decision-making
- Demonstrated interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development;
- Knowledge and skills to support teachers in implementing the Framework for Quality Learning, the Teacher Performance Appraisal domains/standards, and protocols and purpose of the Professional Learning Community.
Performs duties under the supervision of the Assistant Superintendent for Secondary Schools and Secondary Mathematics Coordinator.
Working Conditions and Physical Requirements
Must have the ability to sit and stand; to enter data into a computer; hear and understand speech at normal levels; speak in audible tones so that others may understand clearly; physical agility to lift up to 25 pounds; to bend, to stoop, to sit on the floor, to climb stairs, to walk and to reach overhead. Frequent travel to school sites throughout the County and occasional statewide or regional travel is required. Attendance to meetings outside the normal duty hours is sometimes required. Regular involvement made with principals and teachers throughout the School Division. Occasional debate is often characteristic of the contact and may require considerable skill in diplomacy, tact and, discretion.