Description
At its core, instructional coaching involves two people: the classroom teacher and the coach. An
Instructional Coach works one-on-one and in small groups with teachers, providing guidance, training, and
other resources as needed. They focus on research-based strategies for engaging students and improving
their learning. An Instructional Coach is responsible for providing and/or arranging professional
development activities for all teachers in a school or district. They are experienced, highly accomplished,
and well-respected educators who must have credibility with teachers and administrators. This role requires
an ability to juggle several roles, and the skills needed to oversee a wider professional development effort
within the school.
Responsibilities
- Facilitate teacher's understanding and implementation of the Common Core State Standards, ACT
College Readiness Standards by developing and executing school-wide PLCs
- Facilitate the implementation of GCS GLOE and Curriculum Frameworks through training and
observational feedback
- Create learning plans for teams of teachers aligned to school academic goals
- Support teachers' AMO and personal goals by using coaching strategies that gradually release
responsibility for implementing instructional practices to the teacher (ex. co-planning, modeling,
co-teaching, side-by-side coaching, and observing)
- Consistently analyze teacher practice through ongoing classroom observations, data analysis, and
examination of student work
- Provide clear and direct feedback to teachers based on analysis of practice and data
- Delivers training for school and GCS professional development meetings
- Works with school principal and deans to create, develop and implement academic goals
- Attend Spring Training Sessions (March, April, May)
- Co-Present during New Teacher Seminar & GCS Educator's Conference
- Attends monthly Coaching Meeting
Instructional Coaches (IC) report to the Managing Director of Teacher Development (MDTD) and
work closely with the school principal
Requirements
Math background (Preferred)
4+ Years of teaching experience at Level 4-5 with demonstrated competency of gap closure;
- Ability to manage several projects and meet deadlines;
- Experience presenting and working with adult teachers;
- Knowledge of adult learning theory;
- Ability and desire to motivate adult learners to improve professional practices;
- Initiative to develop systems and structures to improve teacher practices within your school;
- Strong content knowledge and teaching pedagogy;
- Working knowledge, understanding, and belief in the GLOE & Curriculum Frameworks, Common
Core;
- State Standards and ACT College Readiness Standards;
- Effective written and oral communication skills;
- Demonstrates knowledge of iMAC and Google Drive Software, Digital Content, SchoolNet &
Schoology.