Chesapeake Public Schools is seeking qualified applicants for the following position(s):
Title I - Instructional Coach (Grant)
Employment Location: Chesapeake Public Schools
General Definition and Conditions of Work: The primary role of the Title I Instructional Coach is to have a positive impact on student achievement in the areas of reading, writing, and/or mathematics. This will be accomplished by facilitating instructional practices that enable teachers to diagnose student needs more analytically, plan for instruction more productively, and teach more effectively. The Title I Instructional Coach reports directly to the principal of the assigned school and also works closely with the Program Administrator for Federal Programs in the Department of Curriculum and Instruction. (Note: The role does not include evaluation of teachers.)
This is partially sedentary work requiring the exertion of up to 10 pounds of force and a negligible amount of force frequently or constantly to move objects; vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the worker is not subject to adverse environmental conditions.
Essential Functions / Typical Tasks: Disaggregates and analyzes data and assists administrators and teachers in its interpretation to measure and improve student achievement and/or program effectiveness;
Assists teachers in developing effective lesson plans based on assessment data;
Provides knowledge of appropriate curriculum standards, content, materials, and resources;
Facilitates the use of research-based teaching strategies and best practices to address the needs of teachers and the goals of the school;
Collaborates with the various departments of Curriculum and Instruction to provide staff development needed in order to implement the schoolís Student Achievement Improvement Plan;
Establishes, maintains, and enhances effective communication with administrators and teachers
Establishes positive peer mentoring relationships with teachers;
Observes teachers in their classrooms and offers insights for enhancement of teaching-learning situations;
Models lessons for teachers to demonstrate instructional best practices, including differentiation;
Models continuous learning and keeps current on research-based strategies, curriculum, and content;
Assists teachers in incorporating the use of technology into the instructional program;
Works cooperatively with administrators in the schools and central office, accepting guidance and input;
Participates in ongoing training for coaches;
Maintains data and submits required reports with accuracy;
Provides other services as determined by the Superintendent, Department of Staff Development, and Department of Curriculum and Instruction;
Performs other duties as assigned;
Knowledge, Skills and Abilities: Thorough knowledge of instructional content and curriculum; considerable knowledge of the principles and methodologies of effective teaching; ability to develop and present ideas effectively in oral and written form; ability to present material to a diverse educational audience; ability to take the initiative to work independently and interdependently; ability to analyze, interpret, and solve problems; ability to organize and plan; establishes positive and productive working relationships on multiple levels; working knowledge of technology applications, including word processing & multimedia software; respects the confidential nature of professional information; complies with administrative directives, individual school guidelines, and school board policy; demonstrates good work habits to include punctual and regular attendance and efficient use of time.
Education and Experience: Masterís degree (preferred) in areas such as early childhood, elementary education, reading, or educational leadership and supervision; experience in providing training for adults preferred; minimum of five years of elementary teaching experience, with three years of successful teaching in a Title I school preferred.
Special Requirements: Possession of an appropriate driverís license valid in the Commonwealth of Virginia
Possession of an ability to acquire appropriate license(s), certificate(s), and/or endorsements for position as required by the Commonwealth of Virginia and School Board.
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