Instructional Coach-Decatur High School

About the role

The Instructional Coach's primary function is to build the capacity of CSD teachers to consistently deliver engaging, culturally responsive, relevant, and challenging instruction to students resulting in positive academic and social-emotional learning growth.

Responsibilities

• Develops deep mastery of academic standards and understands their implications for both students and teachers.
• Studies curriculum and assessment content, and develops understanding of how assessments map to content mastery.
• Studies culturally-responsive education and understands its influence on student outcomes.
• Develops own knowledge of best practices in instructional methods and teaches teachers how to apply these strategies.
• Manages personal calendar to plan for high-quality instructional coaching and professional learning.
• Measures and sets measurable goals with teachers for each coaching cycle.
• Provides ongoing content-specific coaching using a structured cycle.
• Identifies and models the highest-leverage teacher skills and action steps to focus coaching.
• Supports teachers in implementing components of the school's instructional framework.
• Utilizes a diverse range of culturally-responsive coaching strategies.
• Collaborates with the district Teaching and Learning Team and other Instructional Coaches.
• Collaborates with peers, administrators, and district leaders to plan, organize, manage, and evaluate culturally-responsive instructional materials.
• Participates in the planning of school budgets.
• Assists teachers in implementing modifications and accommodations.
• Interacts professionally with all Local Education Agency (LEA) stakeholders.
• Models use of oral and written language that matches professional expectations.
• Buils the capacity of teachers to plan for, gather, and utilize high-quality data to inform teaching and re-teaching during the lesson.
• Buils the capacity of teachers to gather, analyze, and utilize formative and summative data to inform teaching, scaffolding, and re-teaching after assessments.
• Buils the capacity of teachers to strategically prepare and plan for upcoming units/modules.
• Buils the capacity of teachers to intellectually prepare and plan for upcoming lessons.
• Facilitates grade-level/department PLC meetings.
• Supports the administrative staff by serving as a building resource in support of a culturally-responsive, standards-based learning environment.
• Supports teachers in planning effective differentiation for all students, including those in specific programs such as Special Education, ESOL, Gifted, EIP, Title 1.
• Builds the capacity of teachers to address racist comments, jokes, or actions of students and create learning opportunities from them.
• Builds the capacity of teachers to interrupt instructional practices that produce dependent learners.
• Works with building leaders and teachers to support testing and data collection for individual students in order to collaboratively plan future instruction.

Qualifications

• Demonstrated student achievement results in own classroom and from teachers that he/she supports.
• Demonstrated expertise in grade/department or school-wide academic standards and state assessments.
• Demonstrated understanding of appropriate application and differentiation of high-leverage instructional strategies.
• Demonstrated ability to translate student mastery requirements into instructional plans and strategies.
• Demonstrated expertise across a grade/department's standards and how student mastery will be assessed.
• Demonstrated ability to create inclusive environments that honor and support a diversity of backgrounds and perspectives.
• Demonstrated ability to develop teachers through providing helpful feedback and/or professional learning opportunities.
• Awareness of personal racial identity and implicit biases.