Elementary School Instructional Coach K-2

NOTE

This position is a two year appointment with a guaranteed return to a classroom position if the role is restructured to support future work at ISB. JOB GOAL / PURPOSE:

• As ISB implements new programs and supports more diverse learners, in order to best support teachers with implementation and teaching strategies, this position is intended to focus on early intervention for our youngest learners and support reading remediation for UES students.
• To collaborate with lower elementary teachers, the ES Principal, the Office of Learning (OOL) and other curriculum support positions to support implementation of new programs with a focus on Balanced Literacy instruction, MTSS systems of support, early intervention, differentiation and use of data to drive instruction via coaching, mentoring, modeling and coteaching.
• To collaborate with classroom teachers to create and implement relevant, authentic learning experiences around curriculum, instruction and assessment by providing support through research, resources and professional development
• To support strong reading across the K-5 curriculum.
• To support the development of a vision and process around Instructional Coaching at ISB
• To support the development and establishment of a culture of coaching and workshop models at ISB

Supports:

• K-2 Homeroom teachers
• Curricular alignment and articulation through continuous communication and work with vertical curricular teams, team facilitators, grade level teams, and individual teachers 
• Teachers in the development, administration, interpretation and analysis of assessments, including facilitation of data protocols that result in program evaluation, instructional shifts and improved student achievement
• The Literacy Coordinator with coaching support to K-2 teachers and 3-5 teachers for specific reading support.

Professional Learning by:

• Providing training for teachers and school leaders with a focus on sound pedagogy, aligned with school based instructional initiatives/practices, with the goal of moving individuals across a continuum of pedagogical competence towards independence and exemplary practice
• Conducting workshops for teachers in identified areas of learning related to Balanced Literacy instruction, phonics instruction, SIOP planning and instruction, and differentiation.
• Identifying areas of growth for teachers in order to further develop and strengthen teaching and assessment methods and practices
• Researching, selecting, procuring, creating and managing effective instructional resources and high quality exemplars for teachers
• Promoting Initiatives in collaboration with the Office of Learning and ES Principal
• Offering new teacher orientation workshops and transition activities in order to develop a shared understanding of key curriculum, instructional resources and assessment practices
• Any other school identified areas for growth or development

Develops:

• A shared understanding of key curriculum, instructional resources and assessment practices among the faculty, in conjunction with the Office of Learning and the ES Principal
• Plans that will support the growth, confidence and professional competence of teachers in the delivery of curriculum units 
• Use of documentation tools, such as photo, video, articles or blog posts, to document instructional practices with the goal of communicating to stakeholders and facilitate future professional development

Attends:

• Grade level team meetings
• Faculty meetings 
• ES leadership team meetings as needed 
• Curriculum and Professional Learning meetings as needed 

Collaborates with:

• ES vertical curriculum area leaders
• ES team facilitators
• ES Literacy Coordinator
• Office of Learning on schoolwide initiatives and professional learning for faculty and staff
• ES Principal and Assistant Principals

Engages:

• In professional learning to support their own learning and the various initiatives of the school
• In positive relationships to continue the development, implementation, and assessment of the ISB curriculum and schoolwide teaching and learning priorities