Instructional Coach (Bartlett Network)

Position Type:
Elementary Teacher/Instructional Coach

Date Posted:
6/6/2024

Location:
Bartlett Network

Date Available:
08/07/2024

Closing Date:
Until Filled
Position / Title: Network Instructional Coach

Bargaining Unit: ETA

Department/Location: Office of the Assistant Superintendent of Schools

Calendar Days: 184

Reports To: Executive Director

JD Revision Date: 01/24/2024

Supervises: N/A

Function / Position Summary
The Network Instructional Coach will provide professional development services in the areas of rigor, equity, and academic teaming to teachers in an assigned network. The primary goal of this position is to lead and support educators to develop every student's capacity to take on greater responsibilities for their own learning and function at the highest learning levels possible. The Network Instructional Coach will support classroom-based demonstrations, grade level, vertical, and department team articulation and engage in one-on-one coaching cycles to facilitate teacher inquiry and related job-embedded professional development to meet this goal. This is not a supervisory position and does not include evaluation of colleagues. The responsibilities and goals of this position will be reviewed on an annual basis and updated to continue to align to the strategic plan and growth needs of students at the site and across the system.

Job Duties / Responsibilities

• Provide individualized and classroom-based support to assigned teachers in implementing instructional strategies in alignment with the Danielson framework, U-46 Rising and the Instructional Clarity Framework.
• Plan and facilitate session(s) during New Teacher Orientation (NTO) and NTO extension.
• Support professional learning communities inclusive of teacher teams during and/or outside of the school day in alignment with the U-46 and school mission and vision.
• Provide support for collaborative planning of rigor and equity related professional development.
• Become a subject-matter expert in Professional Learning Communities, Literacy, Numeracy, Academic Teaming, the School Instructional Maturity Model, Rigor and Equity, and the Continuous Improvement Cycle
• Implement research-based model of school support that includes root cause analysis, strategic planning, and coaching to action
• Participate fully in required professional development/training, stay current with professional research and literacy publications, and attend job-related workshops and conferences.
• Plan, coordinate, and implement professional development activities (including sessions after school and during the summer as needed). Document and archive these activities into a knowledge database/library.
• Communicate progress of implementation to internal and external stakeholders through multiple means of communication including written data reports, onsite and virtual discussions and presentations.
• Lead, facilitate, and/or assist during professional development days, present workshops, and support Central Office-sponsored professional initiatives upon request.
• Establish a cooperative working relationship with staff, principals, teachers, and central office departments.
• Attend and actively participate in Community Practice Meetings and collaboration sessions with other instructional coaches and central office administrators
• Serve as a peer consulting teacher if/when matched with a potential Participating Teacher to discuss the Peer Assistance Review (PAR) Program, to establish mutually agreed upon performance goals, to develop a Professional Development Plan (PDP), and to develop a process for the successful completion of the PAR program. The process will be confidential and non-evaluative.
• As a potential Peer Consulting Teacher (PCT), conduct a minimum of 5 observations per semester of the Participating Teacher during classroom instruction and provide specific, immediate feedback after each visit, including maintaining a written log of contacts and specific support given to each Participating Teacher as well as monitoring progress and providing periodic written and/or oral reports to the Participating Teacher for discussion and review.
• Participate in meetings and prepare and discuss reports to share with the PAR panel upon request.
• Maintain and respect confidentiality.
• Perform related duties as assigned by the Executive Director

Education

• Illinois Professional Educator License (required) with reading endorsement (preferred)
• Performance Evaluation Qualifications (Teacher) required
• Bilingual Endorsement preferred
• Master's Degree preferred; minimum of 3 years of successful teaching experience
• Evidence of experience and leading colleagues in improving instructional practices
• Have expertise in modeling, observing, and providing feedback about instruction for classroom teachers and building literacy coaches.
• Have proven experience and training in best practice instruction for English Language Learners, gifted/talented students, and students at risk of school failure.

Experience / Knowledge

• Demonstrate a willingness to work in a team that is collaborative, student-centered, and results-driven.
• Demonstrate a strong knowledge in fundamental principles of teaching and learning.
• Demonstrate in-depth knowledge of reading and writing processes, assessment and instruction at the elementary level.
• Demonstrate outstanding communication, presentation and facilitation skills in English and Spanish (preferred).
• Demonstrate knowledge of progress monitoring and analyzing formative and summative assessments.
• Demonstrate computer literacy.
• Demonstrate the ability to research online resources and to synthesize and present information from those resources to enrich teachers' instructional practices.
• Demonstrate expertise in selecting and implementing instructional materials for students.
• Demonstrate the ability to provide training for analyzing student work to modify and scaffold instruction in order to improve achievement.
• Demonstrate strong organizational skills and efficiency in meeting deadlines.
• Demonstrate professionalism by managing time effectively, working with different stakeholders (administrative staff, teachers, other coaches and students) and engaging in continuous learning.

Physical Demands

• Ability to stand and/or sit for prolonged periods of time
• Occasional physical exertions to manually move, lift, carry, pull, or push heavy objects or materials.

Terms of Employment

• 7.5 hours per day per The Elgin Agreement.
• Salary and benefits as established by the Board of Education.

Attachment(s):

• Enter file description