Elementary School Teacher Title I Academic Coach

SALARY
Salary will be commensurate with the level of education and experience of the recommended candidate.

Range:
Career Path I: $47000 - $66500
Career Path II: $48500 - $90500

Additional $2500 Stipend

BENEFITS
We continually strive to offer a high-quality comprehensive benefits package to our employees.

Insurance:

This position is eligible for medical dental and vision insurance coverage on the employee spouse and eligible dependents. The employees insurance will be effective on the first of month following the hire date. The EVSCalso offersemployees an opportunity for life insurance and long term disability coverage.
Click here for more information on:EVSCs Market Place Health Insurance Plan Options

Retirement:
As a contract teacher this position will automatically be enrolled in the Teacher Retirement Fund (TRF) through the state of Indiana which includes a defined benefit (Pension) as well as an Annuity Savings Account (ASA). In addition this position is eligible to enroll in a 401(a) retirement investment plan a 403(b) Match Program and a tax-free post-retirement medical expense account (VEBA).

Additional Benefits:
Employees enrolled in an EVSC medical insurance plan are eligible to use our Health & Wellness Centers conveniently located within the community. These areno-costhealth clinics that provide primary care treatment generic prescription medications (at no cost) physicals health screenings and labs. Accumulated sick leave days and personal business days will be provided under this position as employees have access to EVSC Wee Care our employee-only early learning centers. Wee Care provides a quality early learning experience for children as young as six weeks through age five.

SUMMARY:

The EVSC seeks exceptional individuals who have demonstrated capacity to serve as part of a school-based leadership team and provide job-embedded and on-going professional development for teachers and staff with a particular focus on providing intensive support for new and inexperienced teachers. The focus of the building coachs work is to collaborate mentor coach and model how to use data incorporate high level engagement strategies and implement effective curriculum and instructional best practice. This is a non-evaluative role focused entirely on confidential supportive partnerships to foster teacher growth. These teacher leaders may spend part of their day teaching implementing new strategies and providing a model classroom environment. Ideal candidates will be student centered collaborative and collegial and have the skills necessary to be a catalyst for change as an integral part of a high performing leadership team under the direction of the building principal.

Building coach positions may be grant funded and may vary from year to year. Individuals with successful classroom experience in Professional Learning Community implementation research based instructional strategies K-8 literacy and math and instructional technology are encouraged to apply.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

• Creates an environment of trust and respect through all interactions with staff to support growth oriented professional relationships.

• Facilitates structured coaching cycles (e.g. IMPACT Cycle) grounded in partnership principles to help teachers identify set and achieve student-focused PEERS goals.

• Establishes clear goals for working with teachers of all career stages and provides differentiated feedback coaching support and resources aligned to teacher need school and district goals.

• Assists in planning and facilitating interactive professional learning opportunities for individuals and groups in collaboration with administrators district support staff and teachers.

• Establishes clear objectives for all professional development and training lessons curricular units and projects and communicates these objectives to the students/participants.

• Supports teachers in the implementation of professional development aligned to district and school improvement goals.

• Primary support is to Title I served schools by providing additional technical support to Title I Schools to improve teacher effectiveness and increase student achievement.

• Provides supplemental resources and additional capacity for Title I Schools.

• Assists in the writing execution and management of grants including data collection and analysis.

• Directly supports Title I School staff with development management and execution of school improvements plans.

• Employs a variety of instructional techniques instructional media and performance assessments which guide the learning process toward academic achievement and curriculum goals.

• Actively participates in professional growth and development to stay abreast of current research through continuing education educational seminars workshops conferences membership in professional organizations of the subject taught and attendance at corporation-sponsored in-services.

• When assigned teaches corporation-approved curriculum while creating a classroom and total school environment that is conducive to learning and is appropriate to the maturity and interests of the students.

• When assigned assesses the accomplishments of students in a variety of ways on a regular basis and provides progress reports as required.

• When assigned administers and analyzes standardized. Benchmark and progress monitoring testing data and adjusts instructional strategies as needed to maximize probability of student success.

• Maintains accurate complete and correct records as required by law corporation policy and administrative regulations.

• Recognizes the special needs of students with learning disabilities seeks the assistance of corporation specialists as needed and/or required and makes appropriate individualized physical and instructional accommodations within the classroom.

• Assists the administration in implementing all policies and rules governing student life and conduct and develops and informs students of reasonable rules concerning classroom procedures and behavior and maintains a safe and orderly classroom environment.

• May serve on building-level and corporation-wide committees e.g. curriculum resource adoption curriculum writing test analysis.

• Builds effective relationships with parents and students through regular communication and is available to students and parents for education-related purposes e.g. open house conferences extra-curricular activities.

• Completes other duties as assigned.

• Maintains a strong regular personal attendance record.

SUCCESSFUL CANDIDATES MUST POSSESS THE FOLLOWING TRAITS:

• Student Focused: Experience working effectively with diverse population to build relationships and increase achievement.

• Teacher Leader: Strong instructional practitioner with a history of results able to analyze student needs and help others improve their practice through collaborative relationships feedback and modeling.

• Adult Learning: An understanding of how to facilitate growth in adults.

• Evidence-based and data driven: Uses data and other evidence to make decisions about research based practices high-yield strategies and student data that illustrates the ability to increase student achievement through utilizing specific instructional interventions.

• Instructional Specialist: Deep understanding of the relationships among content area knowledge pedagogy professional learning and school improvement.

• People-oriented: Establish positive and productive relationships through collaboration with administrators teachers students and families.

• Critical thinker and decision maker: Analyze information to solve problems and make decisions that are aligned with strategic goals.

• Communication: effective and articulate verbal and written communication skills

• Technical Ability: Model digital-age work and learning through effective use of current and emerging digital tools

• 21st Century Skills: Infuses learning experiences for students and adults with opportunities for communication collaboration problem-solving critical thinking and creativity.

JOB SPECIFIC SKILLS AND ABILITIES:

• Ability to apply knowledge of current research and theory in specific field.

• Ability to establish and maintain effective working relationships with staff and the school community.

• Ability to speak clearly and concisely both in oral and written communication.

• Ability to perform duties with awareness of all district requirements and Board of School Trustees policies.

SUPERVISORY RESPONSIBILITIES:

Mentoring/coaching for other staff completing informal observations/Learning walks supervises students student aides and parent volunteers.

QUALIFICATION REQUIREMENTS: To perform this job successfully an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE:

Bachelors degree from an accredited university

CERTIFICATES LICENSES REGISTRATIONS:

Indiana teaching certification in the relevant curriculum areas. Must be trained or able to attend required professional development. Instructional coaching training based on the work of Jim Knight is preferred.

LANGUAGE SKILLS:

• Ability to read analyze and interpret general business periodicals professional journals technical procedures and government regulations.
• Ability to write reports business correspondence and manuals.
• Ability to write proposals effectively to secure funds for the corporation.
• Ability to present information and respond to questions effectively from groups of administrators teachers school board members parents students and the general public.
• Ability to communicate using correct grammar.
• Ability to communicate clearly and concisely in both oral and written form.

MATHEMATICAL SKILLS:

• Ability to work with mathematical concepts such as probability and statistical inference.
• Ability to apply concepts such as fractions percentages ratios and proportions to practical situations.
• Ability to prepare project monitor and revise multiple budgets.

REASONING ABILITY:

• Ability to define problems collect and analyze data establish facts and draw valid conclusions.
• Ability to interpret an extensive variety of instructions in mathematical or diagram form and deal with several abstract and concrete variables.
• Ability to use available information and develop realistic long-term and short-term plans for curricular goals.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• While performing the duties of this job the employee is regularly required to stand walk sit talk hear and drive from one building to others.
• The employee is required to reach with hands and arms and frequently to stoop kneel crouch or crawl.
• The employee must occasionally lift and/or move objects which weigh fifty pounds or more.
• Specific vision abilities required by this job include close vision distance vision peripheral vision and ability to read small print.
• The employee is regularly required to perform the same hand arm and/or finger motion many times.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• The noise level in this environment ranges from very quiet to very loud depending upon the activity involved.
• The employee must often meet deadlines and must report to activities on time.
• Frequently the employee must work irregular and/or extended hours.
• The work environment includes inside and outside areas.
• The work environment includes exposure to sunlight; risk of being bitten by animals or insects; exposure to environmental allergens (grass weeds pollen and trees) and occasional exposure to solvents degreasers pesticides and/or herbicides.
• The employee may be exposed to CRTs.

Americans with Disabilities Act (ADA)

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA). The job description is not an exhaustive list of the duties performed for this position and it does not serve to proscribe or restrict the tasks that may be assigned or changed by management.

NONDISCRIMINATION AND EQUAL EMPLOYMENT OPPORTUNITY

It is the policy of the Evansville Vanderburgh School Corporation not to discriminate on the basis of race color religion gender sexual orientation veteran status genetic information national origin age limited English proficiency or disability in its programs or employment policies as required by the Indiana Civil Rights Law (I.C.22-9- 1) Title IV and Title VII (Civil Rights Act of 1964) the Equal Pay Act of 1973 Title IX (Educational Amendments) the Genetic Information Non-Discrimination Act and Section 504 (Rehabilitation Act of 1973).

Revised: 6/17/19