Coach, Restart- New Teacher Support/ MTSS Interventionist - Charlotte, United States - Charlotte-Mecklenburg Schools

Description

Instructional

Job Number

Start Date

Open Date 04/22/2024

Closing Date 06/30/2024

Summary:

The New Teacher Support Coach is a school-based teacher leader who helps foster the development and growth of new teachers for the purpose of improving teacher efficacy and student learning and achievement. This position provides vision and leadership for teacher growth by working in close collaboration with principals, school leadership teams, PLC's and new teachers. Supports the building of instructional capacity among new teachers to meet the goals outlined in the district's strategic plan and school improvement plans. Incorporates 21st century learning tools and methods outlined in the 21st Century learning framework.

The position assumes a variety of roles in supporting new teachers, including, but not limited to:

• Mentor: supports individual or groups of new teachers in determining the best course of action to carry out specific tasks and meet specific objectives
• Instructional Coach: helps new teachers close the learning and application gap by transferring skills and knowledge obtained in PD into practice and better utilize instructional resources to enhance teaching and learning
• Professional Developer: helps new teachers acquire new skills and knowledge through custom-designed, job-embedded learning activities based on needs assessments
• Data Reviewer: guides new teachers in interpreting and understanding formative and summative assessment data and modifying instructional practices to increase student mastery of learning objectives

As a result of the coach's leadership, new teachers improve their teaching practices as evidenced in their North Carolina Educator Evaluation System (NCEES) evaluations.

Essential Duties:

• Engages new teachers to collaborate with one another and fosters professional learning communities within the school
• Leads regular support meetings for new teachers using best practices of adult learning
• Supports new teachers in acquiring and building a repertoire of skills to meet the needs of every student
• Works with mentor teachers in using effective observation and feedback techniques to support new teachers
• Provides training and support for new teachers related to: evidence of student learning, data analysis, instructional best practices, collaborative team planning, individual professional growth, reflective practices, and effective technology integration.
• Assists new teachers to develop standards-based short and long term curriculum plans and student assessments.Assists new teachers with creating a positive and culturally proficient classroom environment
• Assists new teachers with understanding student diversity and differentiating instruction to personalize learning opportunities for students
• Supports new teachers in developing relationships between families and the school
• Collaborates with colleagues in other schools and departments to foster growth opportunities for new teachers
• Maintains records of observations, support and conferences with new teachers
• Performs related duties as assigned.

Knowledge / Skills / Abilities:

• Ability to advocate for new teachers and their professional growth
• Knowledge of Common Core and NC Essential Standards for all content areas and grade levels
• Knowledge of the North Carolina teacher evaluation process
• Knowledge of the North Carolina Beginning Teacher Support Program Standards
• Knowledge of the North Carolina Mentor Standards
• Knowledge of the North Carolina Teacher Leadership Specialist Standards
• Knowledge of best practices for effective teaching and student assessment
• Knowledge of the challenges facing staff, students and families in high poverty schools
• Knowledge of professional development techniques and adult learning theory
• Mastery of current teaching methodologies and best practices.
• Ability to use collaborative communication and coaching skills in diverse groups
• Ability to effectively discern the professional development needs of the new teacher and model effective strategies
• Ability to collaborate with school leaders and teachers to create change in classrooms
• Flexibility to adjust priorities and assume new responsibilities based on school needs
• Strong organizational and time management skills
• Proficient in 21st century technology teaching tools.

Education and Experience:

Minimum

• Master's degree in educational or a related field
• Three to five years of successful teaching experience including coaching teachers for student performance
• Technology proficiency and knowledge of digital learning

Desirable

• Master's degree in Education
• Three years of experience providing increasingly more responsible professional development for teachers
• evidence of highly effective teaching, teamwork and leadership achieving specific outcomes set and achieved a goal working with and through other adults

Licensing / Certification Requirements:
NC licensure in any teaching area (plus area 00074, with the exception of a restricted CTE or ROTC licensure).

# of Jobs 1.00

Teacher Scale Y

Minimum Educational Requirements Masters

Term 10 Month

Additional Job Information

1. Knowledgeable of MTSS Best Practices including implementation and progress monitoring
2. Ability to coach, support, and lead beginning teachers around best practices that result in positive outcomes

Physical Requirements:
The work is primarily sedentary. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work at times requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights. The work requires activities frequently involving driving automotive equipment.

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