Instructional Coach for Math Science- High School

QUALIFICATIONS

Candidates must hold a Bachelors degree specific to Mathematics or Science from an accredited institution and must hold a Virginia teaching license with an endorsement in Mathematics and/or Science. A Masters in Math Science or Administration/ Supervision is preferred; and a minimum of five years of classroom teaching experience and at least two years in a coaching or supervisory role is required. The STEM Coach for Science and Math must be able to provide leadership for professional learning communities model lessons for teachers supervise the writing of aligned lessons create aligned assessments lead teachers in data analysis and collaborate with teachers and administrators to achieve school improvement goals to develop pedagogy and content knowledge around Math and Science instruction.

Strong knowledge of tier I instruction intervention supports and college and career readiness is essential. Excellent communication interpersonal and leadership skills are necessary to collaborate effectively with students parents staff and community partners. Candidates should demonstrate a commitment to fostering a positive school climate promoting student wellbeing and addressing the diverse needs of all students. The candidate should also exhibit excellent organizational and time management skills. A commitment to equity diversity and inclusion is paramount.

DESCRIPTION

The STEM Coach for Science and Math is responsible for supporting the professional growth and development of teachers to facilitate learning and independent application of researchbased instructional practices aligned to the Virginia Standards of Learning. Support of teachers includes leading content specific professional development lesson planning modeling teaching strategies coteaching conducting classroom visits creating assessments analyzing data and offering actionable feedback. This leadership position involves collaborating with division level directors school administrators counselors teachers and community resources to address student needs and promote academic success.

GENERAL DUTIES (May not include all duties performed)

• Monitor and analyze student assessment data to identify trends assess curriculum program effectiveness and make datainformed decisions to improve instructional delivery and student outcomes.
• Assist teachers in interpreting data and designing approaches to improve student achievement and instruction
• Promote teachers delivery and understanding of the curriculum through collaborative longrange and shortrange planning
• Facilitates teachers use of successful researchbased instructional strategies including differentiated instruction for diverse learners
• Arranges for professional development through collaborative investigations or discussion groups with teachers
• Conducts nonevaluative observations of teaching/ learning to improve instruction
• Engages in researchbased professional development and applies learned professional development practices
• Leads development of HHS curriculum and assessment resources
• Prepares and delivers staff development activities related to the Office of Curriculum and Instruction and/or the Office of Student Services
• Teaches classes on an asneeded basis as directed
• Collaborates with school administrators and stakeholders to develop and implement initiatives/opportunities to promote positive student experiences mastery of content and skills and create a safe and inclusive school climate.
• Participates in school leadership team meetings parent conferences and other schoolrelated activities as needed.
• Performs other related duties as assigned.

SUPERVISION

Work is performed under the direction of the School Principal.

WORK CONDITIONS

Duties performed are typically in the school setting. Professional work is performed by providing support and consultative services for the assigned department/ program. Work requires frequent standing sitting walking and light lifting. The work environment may involve occasional exposure to challenging behavior emotional situations and crisis incidents. Some assignments are subject to deadlines inherent in tailoring and delivering programs to meet the needs of diverse groups. Work requires assignments involving a great deal of interactions with people as well as meeting frequent deadlines. Employees may be required to perform emergency and nonemergency healthrelated services for students as needed.

LENGTH OFCONTRACT

210 day