Elementary Instructional Coach

This role within Mount Vernon School District is designed to support a shared understanding of student-centered instructional practices and create responsive teacher-learning opportunities affording all students equitable access to high-quality instructional opportunities. MVSD Instructional Coaches foster safe encouraging and resourceful learning environments that reflect educators strengths and needs. They work toward establishing teacher self- and collective efficacy as they support them in reaching their full potential and developing confidence in their abilities and skills to teach each of their students. Instructional coaching is rooted in relational trust and effective communication and is supported by a learning culture. Instructional coaching which is most effective in coaching cycles is focused on supporting students learning growth and achievement toward engaging in productive social change and is linked to the districts action priorities equity policy and each schools improvement plans.

EXPERIENCE AND TRAINING REQUIRED:

• Valid Washington State Teaching Certificate with an elementary education endorsement and EL endorsement or comparable experience
• Demonstrated instructional experience including:
• Experience teaching in a dual language educational model
• Effective use of various instructional methods and strategies to support learners with varying needs.
• Application of current research in elementary education academic-area instruction dual language education positive behavior supports Universal Design for Learning (UDL) Understanding by Design (UbD) and Culturally Responsive Teaching (CRT).
• Effective use of data for decision-making and instructional purposes
• Required: Bilingual (Competency in English and Spanish). Candidates must have ACTFL certification in Spanish at the Advanced-Low proficiency level in each assessment section or they must take and pass the ACTFL assessment achieving at least the Advanced-Low proficiency level in each assessment section.
• Required: Demonstrated experience teaching in a dual language educational model
• Preferred: Experience with economically culturally and linguistically diverse students.
• Preferred: Additional endorsements in Special Education and/or literacy
• Preferred: Previous training in an instructional coaching model.

REQUIRES KNOWLEDGE OF:

• Dual language programming and educational models
• Multi-tiered System of Support Frameworks and Tiers of Instruction.
• Effective instructional strategies for multilingual learners (MLs).
• Positive behavior support in a classroom setting language acquisition biliteracy literacy and mathematics at the elementary level; expertise in science and social studies preferred
• Culturally and linguistically responsive teaching.
• Universal Design for Learning principles.
• Best practices for providing grade-level instruction and tiered intervention.
• Practical experience integrating content area instruction (i.e. literacy and science/social studies).
• Practical experience in developing units of instruction utilizing common classroom assessments (formative and summative) and implementing technology as an instructional and communication tool
• Innovative teaching strategies manipulatives and technology to enhance student engagement and understanding.
• Effective collaboration and mentoring techniques.
• Continuous Improvement cycles and their impact on professional development and student outcomes.
• Proficiency in computer software applications for academic data and work management.

QUALIFICATIONS:

• Demonstrated commitment to equity inclusion and civil rights.
• Ability to effectively address academic and social needs across diverse student populations including MLs and special education students among other groups.
• At least five years of experience teaching at the elementary level and in a dual language instructional setting.
• Strong background knowledge of concepts taught in the Common Core and Washington State Learning Standards with experience using those standards in the classroom and/or in professional development with staff.
• Documented successful experience in mentoring and leadership roles.
• Demonstrated expertise in differentiation and MTSS.
• Proficient in planning and implementing lessons aligned with state standards district curriculum and student needs.
• Ability to provide ongoing support and guidance to teachers in implementing effective behavioral and instructional strategies and interventions.
• Skilled in reflective practices for improvement including responsiveness to feedback from various stakeholders.
• Competent in managing and promoting positive student behavior.
• Capable of providing equitable access and opportunities for all students.
• Committed to fostering a diverse and inclusive working and learning environment with an understanding of equity issues related to race language gender and disability.
• Effective collaboration and communication skills both verbal and written with parents students staff and administrators.
• Ability and willingness to organize family events to promote family involvement in education.
• Ability and willingness to work collaboratively on interdisciplinary teams to develop school-wide goals and initiatives for improving instruction and student outcomes.
• Ability and willingness to coordinate with teachers and administrators to identify students requiring Tier 2 and Tier 3 interventions ensuring timely and appropriate support.
• Ability and willingness to serve as a resource and leader in elementary instructional practices within the school and district community and work with colleagues to analyze and plan using student data.
• Ability and willingness to plan and facilitate school and district professional development.
• Ability and willingness to work independently using effective project management and organizational skills including time management task prioritization record keeping and organization.
• Commitment to maintaining confidentiality.
• Dedication to continuous professional development and strengthening job-related competencies.
• Proficiency in operating technology and relevant software programs including Skyward Microsoft Office and Google Products.
  
  

PERFORMANCE RESPONSIBILITIES AND ESSENTIAL FUNCTIONS:

• Support elementary instruction for assigned building(s) including:
• Supporting teachers in aligning their instructional choices with the outcomes for students particularly students learning within dual language settings.
• Supporting teachers in collecting data to inform goal-setting coaching conversations coaching cycles feedback and reflection.
• Supporting teachers in providing all students access engagement and achievement in grade-level content.
• Observing classroom teachers providing effective feedback and coaching for instructional improvement and student achievement.
• Ensuring compliance with all Federal and State grant and data reporting requirements (ie. LAP data etc.) as well as District program requirements.
• Modeling effective leadership and decision-making techniques.
• Utilizing the districts TPEP framework as the language of instruction and as a tool to guide instructional goals.
• Supporting teachers in understanding and creating a learning environment relative to and reflective of students experiences backgrounds and contributions.
• Collaborating with all other Instructional Coaches to organize and implement an effective instructional coaching model across the District with assistance from the District Coaching Support Specialist and the Director of Elementary Teaching Learning and Leadership.
• Planning and facilitating workshops synchronous and asynchronous training and professional development sessions in one-on-one small-group or large-group configurations.
• Participating in reviewing selecting and implementing core and supplemental elementary curriculum and curricular resources.
• Assisting in the training and support of new teachers in conjunction with the Director of Elementary Teaching Learning and Leadership the District Coaching Support Specialist and the Dual Language TOSA.
• Participate actively on various teams including:
• Building Leadership Team membership.
• Interdisciplinary Teams
• Attendance and engagement in all Instructional Coaches meetings
• Involvement in district and building equity initiatives.
• Maintain professionalism and a learner stance by:
• Attending all relevant professional development and training opportunities to accomplish the positions objectives.
• Complying with supervision and evaluation procedures.
• Complying with District policies and the Code of Professional Conduct.
• Maintaining consistent attendance and conforming to regular work hours specified under contract.
• Fulfilling other duties as assigned by the supervisor.

BENEFITS

Mount Vernon School District employees are eligible for SEBB medical dental vision life insurance AD&D and long-term disability (LTD) coverage if they are anticipated to work 630 hours or more during the school year. Eligibility for retirement benefits applies to employees working 3.5 hours per day or more for five or more consecutive months.

We also offer optional tax-sheltered annuities including the Omni 403(b) and the Deferred Compensation Plan. Personal leave vacation leave (for 260-day employees only) and sick leave are prorated based on full-time employment status.

PHYSICAL REQUIREMENTS

Occasionally

1%-33% of the time

Frequently

34%-66% of the time

Continually

67%-100% of the time

Sitting

X

Standing

X

Walking

X

Crouching

X

Kneeling/Crawling

X

Stooping

X

Twisting Knees

X

Twisting Waist

X

Twisting Neck

X

Climbing

X

Balancing

X

Leg/Foot Use

X

Reaching

X

Handling/Grasping

X

Fingering/Feeling

X

Pushing/Pulling

X

Lifting/Carrying

X

Talking

X

Hearing

X

Vision

X