SY 24-25 English Instructional Coach (Title I)

PRIMARY FUNCTION: This position is responsible for modeling best practices for other teachers, for analyzing student data, for determining the instructional plans to address student learning needs, and for effectively facilitating the professional development of teacher groups as well as individual teachers.

REPORTS TO: Principal

SALARY SCHEDULE: Teacher

WORK DAYS: 200

REQUIREMENTS:

1. Education Level: Bachelor’s Degree from an accredited college or university Preferred: Advanced degree(s)
2. Experience, Skill and Certification: Valid Georgia Teaching Certificate in the assigned teaching field English 6-12.

• Requires at least 3 years of teaching experience
• Evidence that Academic Coach expertise matches state target needs in school improvement plan.
• Evidence of mentoring and informal leadership activities with success in improving other teachers’ instructional skills to increase student learning.
• Evidence of the ability to effectively facilitate professional learning of teacher groups and individuals.
• Required professional learning relative to the teaching and learning needs set in the school improvement plan, and to the Academic Coach knowledge and skills
• Effective skills in both oral and written communication.

ESSENTIAL DUTIES: 

1. Participates in the school leadership team to:

• Analyze student data to identify student learning goals by grade level and content;
• Develop school improvement plan with measurable student achievement and focused professional development goals;
• Create a school assessment plan in the target areas; and
• Monitor goal-setting, activities, classroom follow-up and goal attainment for teacher groups and individual growth plans.

1. Participates in the development of individual growth plans by:

• Overseeing groups of teachers in the development of a professional growth plan that includes a specific student centered goal, instructional objectives to meet the goal, and strategies or interventions to meet the objectives;
• Providing support to each teacher in the group based on need;
• Facilitating teacher proficiency with the new strategies through classroom follow-up; and
• Ensuring that the progression of teacher skill development is aligned with changing student learning needs.

1. Meets regularly with teachers, both in groups and individually, to analyze student work and instructional practices to ensure that “best practice” methods are utilized.
2. Designs and implements a variety of job-embedded professional learning experiences aligned with the school improvement goals.
3. Facilitates the use of data in supporting teachers in the setting and measuring of achievement toward school goals.
4. Designs model lessons and presents them to coach individual teachers.
5. Assists in the assessment of individual teacher performance.
6. Models professional practice by engaging in individual growth plans and by participating in and/or facilitating professional learning sessions based on the specific needs of teachers for the implementation of school goals.
7. Performs other responsibilities as necessary for the effectiveness of the organization

Terms of Employment Incumbents will receive a regular annual teaching contract. The work calendar will be 200 days. Salary will be determined based on level of certification and allowable experience. This position is funded through Title I programs and is contingent on availability of funds. 

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

CLASSROOM Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.

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