Instructional Coach (Science and Math)

The Newington Public Schools is dedicated to recruiting, hiring, growing and retaining a culturally diverse workforce that represents the racial, ethnic, and linguistic diversity of our community to challenge student achievement and realize equity for all in our schools. We value and strive for the highest levels of family and community engagement, culturally relevant organizational practices, school climate, student-centered learning, a diverse staff of excellent educators, equitable student access, and fiscal equity. We seek candidates who are passionate about these values, represent the diversity of our community, and will engage fully in our continuous improvement efforts to achieve equity for all.

About the Role

The Instructional Coach works with teachers and administrators to develop, implement, and evaluate the instructional program in Science and Math. Serving as part of a school's leadership team, the coach provides job-embedded and ongoing professional development for teachers, staff, and administration, while supporting the principal in data analysis and professional development decision-making. The role focuses on building the capacity of the school and its teachers to meet the learning needs of all students, ensuring educators enhance instructional practices and raise student achievement.

Responsibilities

• Align the instructional program with district and school improvement efforts.
• Provide job-embedded and formal professional development.
• Gather and analyze student performance data to inform implementation planning.
• Support and empower teachers to identify areas for improvement and create professional goals.
• Focus on high-leverage practices that address teachers' most pressing concerns.
• Model teaching that demonstrates equity and fidelity to research-based instructional strategies.
• Facilitate effective instructional practices that change teachers' current habits.
• Engage staff and administration in equity-focused practices.
• Facilitate teachers' reflection about classroom practices and provide affirmative, honest feedback.
• Research and implement the most effective instructional practices.
• Collect, organize, and report on the impact of interventions, coaching practices, and student achievement.
• Act as a liaison with administrators and curriculum directors to coordinate curriculum and instructional planning.
• Identify and facilitate the use of new materials and methodologies.
• Plan, implement, and evaluate professional development programs for the district.
• Provide leadership in identifying and acquiring appropriate teaching materials, textbooks, and equipment.
• Facilitate cross-curricular sharing and planning to promote integrated content.
• Coordinate program improvements related to curriculum for the annual budget.
• Plan and articulate budgeting needs.

Requirements

• Minimum of 5 years of successful teaching experience.
• Connecticut State Department of Education Certification in one of the following:
  • 029 Mathematics, 7-12; OR
  • 034 General Science, 7-12.

Skills

• Establishes high expectations and demonstrates respect, patience, compassion, and honesty.
• Exhibits masterful teaching aligned with research-based practices, the Common Core of Teaching, and the CT Framework for Evaluation and Support.
• Engages in continual personal growth.
• Knowledge of curriculum design, instructional program rules and regulations, improvement planning, DDDM, SRBI, and Special Education.
• Familiarity with national, state, and local educational goals and objectives.
• Proficiency in word processing, database, and spreadsheet software applications.
• Strong oral, written, and interpersonal communication skills, with an ability to build trust.
• Ability to maintain strict confidentiality.
• Ability to develop and motivate staff.
• Ability to learn and implement new products and technologies.
• Ability to work effectively with others and independently with minimal supervision.

Physical and Environmental Conditions

• Daily exposure to video display terminals.
• Ability to hear normal sounds with some background noise and communicate effectively.
• Ability to concentrate on detailed and complex tasks with constant interruptions in a school setting.
• Ability to attend to tasks/functions for more than 60 minutes at a time.
• Ability to remember multiple tasks/assignments over long periods.