INTERNAL ONLY: TOSA - Literacy Instructional Coach (REPOST)(Hawthorne)

The Centinela Valley Union High School District is committed to providing a safe school and working environment where all individuals in education are afforded equal access and opportunities. The Districts academic and other educational support programs services and activities shall be free from discrimination harassment intimidation and bullying of any individual based on the persons actual race color ancestry national origin ethnic group identification age religion marital or parental status physical or mental disability sex sexual orientation gender gender identity or gender expression; the perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. For more information regarding complaints please click here to access the Districts Complaints Webpage: or contact: Dr. Pamela Brown Assistant Superintendent Diversity Equity and Inclusion Centinela Valley Union High School District 14901 Inglewood Avenue Lawndale CA 90260 .

The District reserves the right to reopen readvertise delay or cancel filling this position.

TEACHER ON SPECIAL ASSIGNMENT (TOSA)
INSTRUCTIONAL COACH LITERACY
JOB DESCRIPTION

PRIMARY PURPOSE:

The Literacy Instructional Coach provides instructional curricular and assessment support for all English teachers both general and special education at his/her school site. This support role focuses on the implementation of Common Core State Standards (CCSS) in English Language Arts and Literacy through rigorous research-based instructional strategies guided by the Cognitive Coaching model of professional learning. This support position does not include the evaluation of teachers. Key roles are that of a facilitator demonstration teacher coach and mentor/co-teacher.

REPORTS TO:
Assistant Superintendent EducationalServices (or designee)

COMPENSATION:
Salary Schedule D

WORK CALENDAR:
Teacher Work Calendar

HOURS OF EMPLOYMENT:

• 420 minutes exclusive of 35 minutes for a duty-free lunch (daily schedule to be determined by supervisor)
• Flex hours by up to 7 hours per month to accommodate after-school evening and weekend events (additional flex hours may be scheduled by mutual agreement)

WORK LOCATION:
School Sites

TEACHING RESPONSIBILITIES:

• One (1) period teaching
• Five (5) periods release

EVALUATION FORM:
Non-Classroom Teacher Evaluation Form

CORE DUTIES:

The following CVUHSD Instructional Coach responsibilities are aligned to each of the seven domains of the Teacher Leader Model Standards.

1. Use knowledge and understanding of the different backgrounds ethnicities cultures and languages in the school community to promote effective interactions among colleagues families and the larger community.

2. Understand and provide support for district and site initiatives;

3. Publicize and encourage peers to engage in summer professional learning opportunities.

4. Proactively inform department teachers of professional learning opportunities related to technology curriculum and instruction;

5. Model the teacher-level district data protocol to analyze reflect upon and adjust subsequent instruction based upon the results of Common Formative Assessments (CFAs) when needed;

6. Meet on a quarterly basis with fellow Leadership within the District facilitated by a member of the District Instructional Support Team to: analyze Common Summative Assessment (CSA) data make revisions to course curriculum share best practices collaboratively address challenges related to course curriculum and assessments;

7. Attend districtwide instructional strategies workshops and facilitate demonstration lessons for colleagues when necessary;

8. Facilitate the sharing of best practices amongst course-alike colleagues;

9. Collaborate with colleagues to develop comprehensive strategies including the use of technology for engaging families and community members as partners in the educational process;

10. Support the development of new hires by reaching out to them frequently identifying needs and providing opportunities for professional learning;

11. Attend professional learning relative to technology and programs/courses offered within the department within the work day;

12. Attend district department chair meetings district instructional leadership meetings site departmental instructional leadership meetings and site leadership meetings as scheduled;

13. Assist in determining colleagues learning needs and works with site and district administrators to ensure professional learning is collaborative relevant meaningful differentiated and aligned with school and district improvement goals;

14. Advocate for sufficient time for colleagues to work in teams to engage in job-embedded professional learning in which teachers collaboratively design instruction develop new teaching strategies utilize common assessments and analyze student work;

15. Meet weekly with the District Instructional Support Team;

16. Meet regularly with site administration to advocate for the needs of site and district English teachers.

17. Assist site administration with English teacher assignments and interviewing of new hires. Provide input regarding the hiring of new teachers within the department and participates in the interview process when possible;

18. Facilitate professional learning workshops within the work day focused on identified needs of District English teachers;

19. Plan sessions for the Summer Professional Learning Week Districtwide Professional Learning Days and New Hire Orientation; facilitate if available;

20. Collaborate with the Coordinator of Educational Technology and Special Programs to co -facilitate professional development for English teachers to increase implementation of blended learning environments;

21. Support the design and implementation of interdisciplinary units to achieve the goals of Linked Learning certification;

22. Gather and analyze data regarding the effectiveness of English programs/courses and student progress therein in order to inform instructional decision-making at both the site and district level;

23. Contribute to English articulation meetings between CVUHSD and partner districts;

24. Support instructional partnerships e.g. Scholastic and CSUDH Expository Reading and Writing Course and LACOE;

25. Conduct demonstration lessons modeling effective implementation of the Districtwide Common Core Learning Strategies in English;

26. Assist Course Leads as they support English teachers in utilizing District adopted instructional technology (e.g. Google Drive Online Assessment PlatformDigital Courseware Platform Learning Management System etc.) to create and manage assessments curriculum and instructional resources;

27. Consistently observe teachers and provide formative feedback utilizing District-approved observation and feedback tools;

28. Support teachers to successfully implement the English portion of the SBAC and model the consistent use of common core assessment types and performance tasks;

29. Support the use of the technical aspects of English intervention programs utilized at the school site e.g. Read 180 and System 44;

30. Collaborate with the English Department Chairperson to support the areas of strength and growth within the department;

31. Support teachers in the implementation of Response to Instruction and Intervention (RTI2) plans for each student grouping (standards not met standards nearly met met standards standards exceeded) as developed by site Course Teams during collaboration;

32. Support English Course Leads in facilitating the CVUHSD Common Assessment Collaborative Data Analysis Protocol;

33. Support teachers in the effective implementation and monitoring of Common Core curriculum ELD standards and assessment in all CVUHSD English courses;