Instructional Coach for K-8 Gifted Services - 0.6 FTE
Instructional Coach for K-8 Gifted Services - 0.6 FTE
Employer Active
Job Alert
You will be updated with latest job alerts via email
Share
Job Alert
You will be updated with latest job alerts via email
Not Disclosed
Salary Not Disclosed
1 Vacancy
Job Description
Instructional Coach for K-8 Gifted Services - 0.6 FTE
District
Reports To:Director of Elementary Instructional Services
Salary: Per the FHEA Master Agreement Salary Schedule
Job Summary: The job of the Instructional Coach for K-8 Gifted Services is to build the capacity of teachers to meet the learning needs of all students. With the support of the Instruction Office and building principals the coach will work as a colleague with classroom teachers and support staff to advance student learning. By focusing on individual and group professional learning that will expand and refine district personnels understanding of how data is used to guide instruction and ensure equitable learning experiences. The Instructional Coach for K-8 Gifted Services will coordinate and provide personalized support for teachers by serving in the following capacities:
- Work in conjunction with the Director of Instructional Services Assessment Accountability and Grants Specialist and principals to provide them with data that can be used to guide individual student instruction.
- Work with the Director of Student Success to ensure an equitable learning experience for all students.
- Lead job-embedded and ongoing professional learning for teachers.
- Model and reference effective resources as a means to help teachers expand their ability to teach the curriculum implement effective instructional strategies and use assessment data.
- Provide support and guidance for teachers to refine and reflect upon ongoing methods of measuring student growth.
- Provide support and guidance for teachers to use measurements of student growth to report student learning (standards-based reporting at K-6 effective grading practices at 7-8).
- Support school-level data analysis and data dialogue conversations with instructional teams.
Minimum Qualifications:
- A valid Michigan teaching certificate
- Masters degree
- Advanced coursework and/or Masters degree in GT
- Five (5) or more years of successful classroom teaching experience
Preferred Qualifications:
- Demonstrated leadership of highly effective team collaboration processes and results
- Successful record of planning and leading adult learning around evidence-based practices
- Strong record of helping students achieve academic success
- Evidence of continuous learning and professional growth
- Completion of Adaptive Schools and Cognitive Coaching training
- Experience in curriculum staff development and instructional methodology
Skills Knowledge & Abilities:
- Building relationships and communicating effectively verbally and in writing with many different stakeholders (e.g. teachers principals paraeducators families and the broader community)
- Supporting adult learning to embrace equitable culturally responsive teaching and learning for all
- Fostering an environment of collaboration reflection and professional growth
- Facilitating professional learning sessions with adult learners
- Deep knowledge of gifted services and advanced differentiation
- Deep knowledge of content area standards
- Knowledge of standards-based education
- Current research on how students learn and understand at various stages of growth and development
- Data acquisition analysis interpretation and application of academic data at the course school and district level
- Knowledge of district Tier 2 and 3 programs and services
- Demonstrated skills in facilitation conflict resolution and adult learning
- Ability to make appropriate data-based decisions
- Excellent oral written and public speaking communication skills
- High level of interpersonal skills
- Ability to keep up-to-date technically and apply new knowledge. Includes adapting to and mastering new system applications and processes as implemented by the district or department
- Ability to promote and follow Board of Education policies District policies building and department procedures
- Ability to communicate interact and work effectively and cooperatively with all people including those from diverse ethnic and educational backgrounds. Willingness to contribute to cultural diversity for educational enrichment
Essential Job Functions:
- Provide organized individual and/or group learning for staff
- Develop and coordinate necessary changes to identification process at all levels in collaboration with principals and teacher leaders
- Provide oversight for the identification process for gifted services
- Support teachers in the use of a variety of assessment tolls and differentiation strategies through ongoing job-embedded professional learning opportunities
- Support teachers in the implementation of differentiated strategies through the Schoolwide Cluster Grouping Model for students full access to the FHPS K-8 curriculum
- Provide support in helping to collect analyze and use student assessment data for instructional decision making
- Provide leadership for the continued implementation of a Multi-Tiered System of Support (MTSS)
- Collaborate with district staff to develop district curriculum instructional resources and assessments especially as related to advanced learners
- Provides job-embedded coaching support by planning modeling co-teaching and reflecting with teachers principals counselors professional learning communities (PLC) and support staff
- Prioritizes building equity in the classroom providing instructional practices that support all students
- Maintains effective lines of communication with staff
- Maintains effective working relationships with the community
- Participates in appropriate professional growth activities
- Ability to maintain the confidentiality of schools teachers and classrooms
- Consistent and reliable attendance and availability
- Perform other duties as assigned job functions may vary depending on the specific needs and expectations of each school
Physical Requirements:
While performing the duties of this job the employee is required to stand walk sit use hands to finger handle or feel reach with hands and arms climb or balance stoop kneel crouch or crawl talk hear (in a quiet or noisy environment). The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision distance vision and ability to adjust/focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment:
The noise level in the work environment is usually loud to moderate. Work may be performed indoors and/or outdoors. The employee is directly responsible for the safety well-being and work output of students. Travel may be required.
Mental Functions:
While performing the duties of this job the employee is required to compare analyze communicate both orally and in writing copy coordinate instruct compute synthesize evaluate use interpersonal skills compile and negotiate.
Terms of Employment:
The employee shall remain free of any alcohol or non-prescribed controlled substance abuse in the workplace throughout his/her employment in the District.
Employment Type
Full-Time
