- Recognize the diverse needs of teachers and provide support for individuals and small groups.
- Implement a coaching cycle that emphasizes face-to-face time to coach, co-teach, and provide feedback to teachers in follow-up meetings.
- Actively listen to teachers to collaboratively identify needs and provide feedback that is individualized and focused on strengths and opportunities for growth.
- Provide clear and equitable procedures for teachers to access instructional supports.
- Support teachers in identifying, gathering and analyzing relevant classroom assessment data to determine the needs of all students.
- Support teachers in using data to design clear, logical, sequential standards-based instruction.
- Provide learning opportunities that connect coaching sessions to curriculum, instructional planning, the GPS instructional Framework and campus initiatives.
- Model the belief that participation in ongoing professional growth is essential to instructional success.
- Utilize current high-yield instructional strategies and appropriate technology when providing campus professional learning opportunities for staff.
- Model and support teacher implementation of high-yield strategies that focus on learning goals and daily learning targets to improve student growth and proficiency.
- Provide follow-up coaching sessions after new professional learning.
- Assist campus leadership in setting meaningful instructional goals, including success criteria.
- Provide frequent opportunities for teachers to reflect on goal setting, progress and the need for adjustments.
- Demonstrate flexibility in adapting the school culture to improve learning outcomes.
- Support reflective practices through the Professional Learning Communities (PLC) process.
- Provide a coaching environment of trust, safety and accessibility that allows teachers to take risks and learn.
- Solicit feedback from teachers and adjust coaching support as needed.
- Lead the implementation of the state's requirements for Mathematics Non Proficiency Notification to families of 6-8 grade students (K-8) and campus literacy plan (K-6).
- Work collaboratively with campus improvement and intervention teams.
- Attend district trainings and meetings as scheduled
- Communicate effectively in written and oral form.
- Demonstrate effective collaboration skills
- Employ effective coaching skills
- Exhibit knowledge of standards-based curriculum
- Use effective listening skills
- Excellent interpersonal skills
- Maintain confidentiality
- Collaborate with district and campus level personnel Experience
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Instructional Coach
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Connections Academy Gilbert, United States Full timePosition Summary · The Director of Special Education will oversee all aspects of educational service delivery for our students with special education needs. The Special Education Director will ensure that the school operates in compliance with all state and federal regulations, ...
Instructional Coach - Gilbert, United States - Gilbert Public Schools District
Description
JOB DESCRIPTION
Gilbert Unified School DistrictPurpose Statement:
The core role of the Campus Instructional Coach is to maximize classroom teacher efficacy, promote fidelity and effectiveness of standards-based core instruction, while strengthening quality interventions and differentiated instruction, resulting in high quality instruction for all students.Essential Functions
Knowledge, Skills, and Abilities
5+ years Teaching experience
Coaching experience is preferred Education
Bachelor's degree in job related area.
Master's degree (preferred)
Required Testing
None Specified
Continuing Educ. / Training
Current GPS Instructional Programs Certificates & Licenses
Arizona Teaching Certificate
Reading Endorsement (Preferred)
Math Endorsement (Preferred) Clearances
Criminal Justice Fingerprint/Background Clearance FLSA Status
Not Evaluated Approval Date
July 1, 2021 Salary Grade
Teacher- 9 Months