Instructional Coach

POSITION TITLE: Elementary School Instructional Coach

CLASSIFICATION: Teacher Leadership

REPORTS TO: Building Principal

JOB GOAL: The Elementary School Instructional Coach will work collaboratively with teachers, administrators and staff of the Cedar Rapids Community School District to ensure that all students are equipped, empowered, and engaged. This role will involve supporting curriculum implementation, guiding instructional practices, and providing ongoing professional learning and coaching to teachers to enhance their instructional practices and strategies. The Elementary School Instructional Coach will also play a key role in supporting building Professional Learning Communities. Focus areas for the work will be determined by district and building level needs and data.

PERFORMANCE RESPONSIBILITIES: (The following are the essential fundamentals to include but not limited to the following job duties.)

• Complete inquiry cycles with designated teachers by having multiple interactions between a teacher/coachee that are (1) part of a cyclical, instructionally-focused process; (2) driven by the coachee's professional goals; (3) designed to guarantee effective instruction and equitable outcomes for all students.
• Engage individual teachers and/or PLCs in instructionally-focused inquiry cycles (plan, teach, reflect) to guarantee effective instruction and equitable outcomes for all students.
• Provide job-embedded professional development that is directly related to teacher instructional growth goals.
• Deepen and maintain own knowledge of equity principles and culturally responsive pedagogy to identify and address inequitable practices and engage coaches or teachers in using an equity lens to reflect on their practice. (ICPS 2.4)
• Coach teachers on the CRCSD Model of Instruction, providing individualized support to help improve instructional practices and outcomes.
• Conduct regular classroom observations, provide timely and constructive feedback, and support teachers in refining their teaching practices and strategies aligned to the Iowa Teaching Standards and the CRCSD Model of Instruction in a non-evaluative, confidential manner.
• Collaborate with and/or facilitate PLCs to foster peer support and collective problem-solving to address common issues regarding curriculum, assessment, instruction, and the achievement of all students.
• Cultivate relational trust, caring, mutual respect, and honesty with individuals and groups of teachers that is non-evaluative. (ICPS 3.1)
• Advance standards-aligned instruction and student learning of rigorous content by engaging teacher in ongoing teaching-coaching cycles to advance equitable learning for every student. (ICPS 5.1)
• Strengthen teacher capacity to equitably meet the diverse learning needs of student through the instructional use of technology. (ICPS 6.4)
• Set and reflect upon instructional coaching practice through goal setting, individual coaching cycles, coaching PLCs and job embedded professional learning.
• Serve on the building's leadership team.
• Embody and adhere to the instructional coaching practice standards.
• Other duties as assigned.

ESSENTIAL SKILLS/APTITUDES

• Reflective, growth-oriented, seeks and acts upon feedback, and willingness to be coached
• Adaptable mindset and skill set to respond to changing needs as indicated by system data
• Deepen and maintain own knowledge of equity principles and culturally responsible pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice
• Knowledge and experience with research-based strategies
• Knowledge of curriculum, instruction, and assessment
• Ability to design, present, and facilitate adult learning experiences and activities
• Knowledge and experience with data driven practices
• Knowledge and understanding of the Iowa Core Standards
• Knowledge of dispositions and skills needed for mentoring and coaching
• Knowledge of Professional Learning Community process and protocol

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skill and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions.

EDUCATION, LICENSE and/or EXPERIENCE:

• Bachelor's Degree from an accredited college or university required
• Standard Teaching License with a minimum of five years of teaching experience with at least three years of experience in the Cedar Rapids Community School District preferred (FTE release positions)

SALARY: Teacher Salary + 5 additional days at $3000

ESSENTIAL FUNCTIONS:

To perform this job successfully, an individual must be able to complete each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.

LANGUAGE SKILLS:

Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.

MATHEMATICAL SKILLS:

Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data.

REASONING ABILITY:

Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.

OTHER SKILLS and ABILITIES:

Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. 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 Education policies.

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 frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds feet and occasionally up to 20 feet, such as office materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while working with computers, written materials, reports, assessment data, etc.

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 the work environment is often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee to arrive and leave as directed and may require the employee to extend beyond a typical 7:30 a.m. to 4:30 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments.

AN EQUAL OPPORTUNITY EMPLOYER

The Cedar Rapids Community School district is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.

Federal law obligates an employer to provide reasonable accommodation for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources