SPLENDORA INDEPENDENT SCHOOL DISTRICT hiring Instructional Coach in Splendora, Texas, United States | LinkedIn (2024)

Primary PurposeProvide identified students with learning activities and experiences designed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Develop or modify curricula and prepare lessons and other instructional materials to match student ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

QualificationsEducation/Certification:

• Master's degree preferred
• Bachelor’s degree from accredited university with the appropriate teacher certification
• A minimum of 3 years of successful teaching

Special Knowledge/Skills

• Knowledge of how to adapt curriculum and instruction for students to improve student achievement.
• Capacity to lead content-area teaching teams for the purpose of improving instruction and student achievement.
• Knowledge of how to model teaching strategies and techniques to improve the quality of teacher instruction.
• Effective communication skills

Experience:

• 3 years successful teaching experience as a classroom teacher

Spanish Preferred

Major Responsibilities And DutiesInstructional Strategies

• Coordinate with district curriculum department to ensure the fidelity of curriculum and instruction.
• Coordinate the implementation of Differentiated Instruction into assigned content.
• Coordinate with the classroom teacher and administration to provide assistance in student achievement interventions within Tier 1 instruction including work stations and the Response to Intervention (RtI) model.
• Be an expert in the use of Tier 2 & 3 programs identified to support students who are struggling. Analysis and use the data from these programs to communicate progress and design action plans and lessons for these students with teachers, parents, and administration.
• Participate in selection of books, equipment, and other instructional media.
• Assist in guiding teams through data analysis to adjust first-time instruction and/or to focus re-teaching.

Student Growth and Staff Development

• Coach teachers to use a variety of current research-based instructional strategies, technology, and content-specific knowledge through participation in continuous professional development.
• Facilitate vertical alignment of instructional strategies among grade levels.
• Coach teachers on how to plan, design, and implement rigorous learning experiences that will increase student engagement and level of thinking within all classrooms.
• Model expert lessons, observe classroom instruction, and provide constructive feedback through follow-up coaching sessions.
• Support teachers in their classroom to ensure proper delivery and implementation of lessons.

Other

• Serve as a communication liaison between teachers, campus administration, and district curriculum staff so that information is disseminated in an accurate and effective way.
• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain professional relationships with parents, students, and colleagues.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for reading improvement/dyslexia teachers
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend district meetings as appropriate for the job. Attend and participate in faculty meetings and serve on staff committees as required.
• Meet regularly with the principal and director of instruction to share/discuss progress towards campus goals. Perform other duties as assigned by the principal.

Supervisory ResponsibilitiesDirect the work of instructional aide(s).

Mental Demands/Physical Demands/Environmental FactorsTools/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 and other classroom equipment; may work prolonged or irregular hours

Environment: Exposure to biological hazards

Mental Demands: Maintain emotional control under stress