The coach serves as part of their school's leadership team, providing job-embedded and ongoing professional development for teachers, staff, and administration. He/she provides support to the principal in data analysis and professional development decision-making. He/she provides professional development and guidance for teachers to improve their content knowledge and instructional strategies. Overall, the job of the coach is to build the capacity of the school and its teachers to meet the learning needs of all students. The coach's goal is to ensure that school staff acquires the understanding and skills to enhance instructional practices at the classroom level and raise the level of student achievement. The majority of time should be spent working in classrooms with teachers involved in tasks such as modeling, observing and co-teaching, as well as, facilitating study groups/PLCs which include the analysis of student work and lesson plans in order to assist in making instructional decisions to enhance classroom practices.
Participating in all required coach professional development. The coach is charged with acquiring the knowledge, skills, technology skills, and instructional strategies necessary to effectively impact the instructional practices of the teachers that are coached. He/she must remain knowledgeable about current and past research in the specific content area and other pedagogical content relevant to the coaching role.
Identifying school teaching and learning needs, barriers and weaknesses by analyzing student data, and organizing and implementing problem-solving actions with teachers.
Facilitating school-based high-quality professional development, working with teachers (in teams or individually) to refine their knowledge and skills. Professional development could include, but not be limited to, in-class coaching, observing, modeling of instructional strategies, guiding teachers in looking at student work, developing lesson plans with teachers based on student needs, supporting data analysis, supporting the integration of technology, co-planning with teachers, etc.
Monitoring instructional effectiveness and student progress using tools and strategies gained through professional development.
Building and maintaining confidential relationships with teachers. The conversations and interactions that the coach has with teachers must always remain confidential so that a high level of trust is created and maintained between the teacher and the coach. Exceptions to this include imminent physical or psychological danger to the students.
Assisting, as requested, in the development and implementation of professional development programs for staff including designing and facilitating district-approved workshops, summer institutes, after school programs, conferences, and induction sessions.
Assisting, as requested, in the K-12 curriculum process which could include: selection of instructional materials; and creation, review, and curation of high-quality and rigorous curriculum, instruction, and assessment documents aligned to appropriate standards.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Bachelors Degree X Masters Degree X
Track record/evidence of improving student achievement in classroom. X Demonstrated deep knowledge of relevant content area(s).
Demonstrated knowledge of the use of a rich array of instructional approaches, resources and technologies in relevant content area(s).
Demonstrated skills in analyzing and using data for instructional decision-making.
Interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development.
Ability to design and/or broker (individually or in collaboration with others) high quality professional development for teachers/school staff.
Knowledge of equity issues in current education reform.
Knowledge and skills to implement a standards-based education system and familiarity with the Pennsylvania Assessment Anchors.
PA Instructional II Teaching Certificate X Instructional Coach Endorsement X
Est. Amount Brief Description 30% Travel to schools and/or central office
Standard ADA Selection X Office Classroom Other(to include Physically Demanding Positions) This factor measures the strength and stamina required in areas such as lifting, standing, and the frequency of doing these as necessary to perform the particular duties of the job.
The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Physical Demand Rarely Occasionally Frequently Constantly Weight Sitting X Standing X Walking X Talking: On the phone; person-to- X person, and in groups Hearing: On the phone; person-to- X person, and in groups Vision: Near, midrange, far, X peripheral, depth and color Driving Requirements (personal X vehicle, and/or company vehicle): Machines or tools used: Computer: X Machines or tools used: Telephone X Pushing/Pulling/Lifting(Enter X 20lbs Weight) The school recognizes that reasonable accommodations must be made to enable a qualified individual with a disability or disabilities to perform the essential duties and responsibilities of this job.
Typical Office Environment
Subject to inside environmental conditions Subject to outside environmental conditions May be exposed to hazardous materials, body fluids, or disease Typical classroom environment
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