DUTIES AND RESPONSIBILITIES

Weekly, provide in-person coaching services for 2 or 3 days/week (based on availability and need), engaging in the phases of a coaching cycle of inquiry:

• Identifying needs & determine a focus
• Setting goals
• Implementation & support, which can include any of the following: Conducting observations and provide feedback through instructional walkthroughs, or providing in-person modeling and/or co-teaching with teachersAnalyzing & discussing data

Weekly, engage in virtual support of teachers for 1-2 days a week (based on availability and need)

• Providing pre-conferences and post-conferences
• Supporting teachers to develop or internalize lesson plans

Monthly, design or adapt coaching content and then facilitate meetings with school-based coaches and leaders, including but not limited to: 

• Facilitating Problem of Instructional Practice protocol
• Identifying research-based instructional strategies to implement with teachers in professional learning community (PLC)
• Supporting school-based coaches and leaders to implement an action plan and monitor progress
• Communicating strategic plans and progress of PL goals

Ongoing, engage in project management and administrative responsibilities, including but not limited to:

• Supporting and monitoring timeline data collection to measure the impact and progress toward project goals
• Documenting and providing twice-a-month reports of coaching activities and progress to the school leadership team and school-based coaches
• Attending internal planning and work meetings.
• Completing other tasks assigned by the Project Leader to be responsive to the needs of educators

QUALIFICATIONS

• 2+ years of experience as an instructional coach to teachers or school leaders with evidence of impact in student learning outcomes
• Experience facilitating impactful professional learning and coaching for educators in virtual and in-person settings
• Experience building and managing relationships with diverse stakeholders in an education context
• Experience empowering teachers through trusting relationships and shifting mindsets/beliefs about students’ potential
• Deep understanding of the content standards (K-8) and the science of reading (K-2)
• Deep knowledge of at least one of the following curricula is preferred:

ELA: CKLA (grades K-2)

ELA: EL Education (grades K-8)

ELA: Fundations

ELA: HMH/In-2-readings

ELA: Orton Gillingham

Math: EngageNY/Eureka

Math (grades 6-8)

Math: Illustrative

Math (grades 6-8)

Math: Zearn

Math (grades 6-8)

Other HQIM