Teaching Learning Coach - Ward Traditional Academy - 25-26 SY

TITLE: Coach Teaching & Learning

About You:

You are a collaborative leader and relationshipdriven teaching and learning coach who thrives on working with educators and instructional assistants to improve teaching and learning. Your excellent interpersonal skills and ability to build genuine trusting connections allow you to support and challenge teachers effectively.

Youre not satisfied with the status quo and are committed to fostering a culture of continuous improvement. You engage in honest constructive conversations to support educators in refining their practices always balancing direct feedback with deep care and respect.

You have a talent for identifying instructional strengths and areas for growth guiding teachers to implement strategies that drive meaningful student outcomes. Your approach is grounded in empathy expertise and a commitment to keeping relationships intact even when addressing tough challenges.

About Us:
Established in 1874 we have grown to 23 schools serving over 11000 students with over 50 languages spoken by our students.

Our organization is centered around our values and beliefs that our students are confident selfadvocates with interpersonal and critical thinking skills who productively and innovatively make a positive impact in their current and future communities.

We are proud of the familylike culture that permeates our system. Our system boasts award winning faculty and principals high achieving students signature programs and unparalleled parental and community support.

We take our mission and vision seriously and we are committed to inspiring excellence in every child and every adult so that our students are prepared to embrace the opportunities of tomorrow. At TD3 you have an opportunity to change the world and life trajectory of more than 11000 students.

Who Were Looking For:

Qualifications

Education and Certification

• Bachelors degree in Education is required
• Masters degree in education curriculum and instruction educational leadership or a related area is preferred

Teaching Experience

• Minimum of 4 years of teaching experience demonstrating researchedbased instructional practices and classroom management.
• Literacy endorsement preferred
• Proven record of improving student achievement and fostering an inclusive and engaging learning environment.

Skills and Expertise

• Deep knowledge of highyield instructional strategies curriculum standards and assessment practices.
• Familiarity with current educational trends researchbased teaching practices and technology integration in education.
• Skill in providing constructive feedback to teachers that fosters improvements in their practices resulting in improved student outcomes.

Interpersonal Skills

• Excellent communication and collaboration skills to work effectively with teachers administrators and other stakeholders.
• Ability to build trust and maintain professional relationships.
• Strong problemsolving and conflictresolution abilities.

Leadership and Facilitation

• Experience in leading professional development sessions or workshops for teachers
• A history of creating processes for learning implementation after professional learning has taken place to ensure instructional shifts.
• Ability to model effective teaching practices in classroom settings.
• Capacity to support teachers in analyzing student data to inform instruction.
• Ability to create strong systems to ensure follow through and impact
• Ability to be part of a cooperative team in the form of an ILT or the like

Organizational Skills

• Strong organizational and timemanagement skills to handle multiple responsibilities independently.
• Ability to set goals develop action plans and track progress.

Additional Preferences

• Experience working in diverse educational settings
• Knowledge of adult learning principles to support teacher development.
• Ability to pull from a variety of resources to meet teachers individual needs.

ESSENTIAL FUNCTIONS:

(Essential functions as defined under the Americans with Disabilities Act may include any of the following tasks knowledge skills and other characteristics. This list is ILLUSTRATIVE ONLY and is not a comprehensive listing of all duties and responsibilities performed by the incumbents of this class.

About the Role:

Why the role exists:
The teaching and learning coach collaborates with site and district leadership to enhance teacher effectiveness and improve student achievement across content areas and grade levels. Using strategies such as modeling lessons coteaching inand out coaching planning and facilitating professional development and providing feedback the coach supports teachers in implementing evidencebased practices. This role includes analyzing student data to inform instruction mentoring educators to refine their craft and fostering a culture of continuous learning.

Duties & Responsibilities:

Instructional Support

• Collaborate with teachers to plan develop and implement effective teaching strategies that improve student engagement and learning outcomes.
• Model best practices in instruction by coteaching lessons and demonstrating innovative techniques in classrooms.
• Provide individualized coaching through observations constructive feedback and goalsetting with teachers.
• Support educators in differentiating instruction to meet the diverse needs of all students including those with special needs or English language learners.
• Fidelity to BLUEPRINT Core Instruction Implementation
• Implementation of BLUEPRINT with fidelity

Professional Development

• Design and facilitate professional learning sessions workshops and training programs for staff.
• Introduce and support the integration of evidencebased instructional strategies and resources.
• Foster a culture of continuous professional growth by encouraging reflective practice and peer collaboration.

Curriculum Alignment and Implementation

• Assist teachers in aligning lesson plans and instructional materials with state and district standards.
• Guide educators in implementing new curriculum initiatives instructional programs or technology tools.
• Provide resources tools and strategies to enhance the planning and delivery of instruction.

Data Analysis and Instructional Improvement

• Collaborate with teachers to analyze student assessment data to identify strengths gaps and opportunities for improvement.
• Help teachers develop actionable strategies to address achievement gaps and support student growth.
• Monitor and evaluate the impact of instructional changes on student performance and adjust strategies as needed.

Collaboration and Communication

• Build trusting supportive relationships with teachers administrators and other school staff.
• Serve as a liaison between educators and school leadership to align classroom practices with school improvement goals.
• Participate in school leadership meetings contributing insights and strategies for achieving academic success.

Leadership and Advocacy

• Proven dedication to the vision and mission of the districts strategic plan.
• Collaborate successfully with district personnel while supporting district initiatives.
• Advocate for and support equitable practices that foster inclusive learning environments.
• Encourage teacher leadership by mentoring educators to take on roles that enhance their professional influence.
• Stay informed about educational research trends and innovations to share with staff.

Other Responsibilities

• Assist with classroom management strategies and techniques as needed.
• Maintain records and documentation of coaching activities teacher progress and professional development sessions.
• Support schoolwide initiatives special projects and events related to teaching and learning.
• Performs other related duties as assigned to ensure the effective and efficient functioning of a school.

Deliverables

Student Achievement

• Improvement in Student Outcomes: Growth in student achievement metrics (e.g. standardized test scores formative assessments) linked to coaching interventions including but not limited to CTM facilitation sidebyside coaching modeling and coteaching.
• Reduction in Achievement Gaps: Improvements in the performance of historically underperforming student groups.

Teacher Support and Development

• Frequency of Coaching Sessions: Number of oneonone or group coaching sessions conducted with teachers per month.
• Implementation of Feedback: Percentage of teachers implementing evidencebased practices after receiving feedback/professional learning.
• Teacher Growth: Improvement in teacher performance as measured by classroom observations selfassessments or peer feedback.

DataDriven Instruction

• Data Utilization: Percentage of teachers using analyzed student data to inform lesson planning and instructional strategies through coplanning in CTMs and/or during coaching sessions.
• Instructional Adjustments: Evidence of teaching adjustments based on data analysis within a specified timeframe.

Professional Development

• Relevance of Training: Survey feedback from attendees on the relevance applicability and impact of training sessions.
• FollowThrough Support: Number of followup coaching sessions or resources provided posttraining.
• Differentiation of Adult Learning: Ability to deliver instruction for adult learners through varied models and differentiation.

Organizational and Administrative Effectiveness

• Completion of Coaching Cycles: Percentage of coaching cycles completed with documented goals and outcomes.
• Timely Reporting: Accuracy and timeliness of documentation such as coaching logs progress reports and meeting records.
• Action Plan Achievement: Percentage of action plan goals achieved within the specified timeframe.
• Active Participation in Team Meetings: Participation in instructional leadership team meetings (ILT) and facilitation of cooperative team meetings (CTMs).

DEPARTMENT:Student Success
SALARY:Certified
WORK YEAR:Coach Calendar 196 days)
REPORTS TO:Principal
EVALUATION:Certified Evaluation