Job Description

Instructional Coach

Instructional Coach - Davenport Reports To: Regional Director of Teaching and Learning (DTL) Location: Horizon Science Academy Des Moines (2 FTEs), HSA Davenport (1 FTE), or HSA Cedar Rapids (1 FTE) Summary of Role: The Instructional Coach serves as a mentor and guide to support teachers at Horizon Science Academy. This role is integral to ensuring the successful implementation of Concept School's Academic Excellence Framework, with a focus on closing the achievement gap and accelerating learning for all students. Instructional Coaching in Concept Schools embodies a student-centered coaching mindset, with the primary objective of strengthening student achievement by supporting teachers in implementing effective instructional practices. The Instructional Coach will provide teachers with leadership in vertical alignment, data analysis, and coordination of intervention and enrichment support for students.

Qualifications and Education Requirements: - Possession of a current Iowa teaching license with elementary and middle school endorsements, Reading, Early Literacy, and/or Mathematics endorsements are preferred. - Master's degree in school administration, curriculum and instruction, or related fields is preferred - Minimum of five years of successful teaching experience, with a preference for experience in leadership roles - Experience in receiving or providing structured instructional coaching methodology? Ability to provide and receive constructive feedback. - Proven ability in using student-level data to guide instructional decisions. - Demonstrated teacher leadership and expertise in instruction and curriculum. - Strong pedagogical knowledge and content expertise. - Preferred past experience of curriculum implementation across multiple schools. - Ability to execute the school district's Mission, Vision, Core Values, and Goals. - Knowledge of governmental statutes, regulations, and rules relating to instruction, curriculum, and student learning. - Excellent verbal and written communication skills, with the ability to work harmoniously with diverse groups. - Strong facilitation skills in curriculum development, revisions, and evaluation. - Ability to work cooperatively with others, maintain confidentiality, and adapt to changing work priorities.

Essential Duties and Responsibilities Coaching & Feedback: - Engage teachers in coaching cycles to collaboratively set goals based on student data, implement targeted instructional strategies, and reflect on student growth results - Conduct non-evaluative observations and provide feedback/coaching on teachers' planning and delivery of instruction. - Provide clear and direct feedback to teachers based on analysis of practice. - Facilitates guidance and helps develop teachers according to the Danielson Framework. - Supports teachers' achievement of goals by using coaching strategies like co-planning, modeling, co-teaching, side-by-side coaching, and observing. Mentoring and Collaboration: - Serve as a mentor to teachers through co-planning, team teaching, sharing effective instructional strategies, and modeling lessons. - Collaborate with the Concept Academic Department Directors, the Director of Teaching and Learning, Assistant Principals of Academics, school-level Department Heads, and Regional Instructional Coaches. - Collaborate with teachers in designing instructional decisions informed by assessment data and culturally and linguistically responsive practices. - Communicate and demonstrate evidence-based instructional practices through collaborative co-planning, modeling, and co-teaching. - Participate in periodic meetings with the Director of Teaching and Learning and Coaching colleagues. Data Analysis and Instructional Improvement: - Analyze state and district assessment data to identify professional development needs. - Create and maintain data trackers and visualizations to inform of progress. - Consistently analyze teacher practice through classroom observations, data analysis, and examination of student work. - Track student and teacher progress to assess the effectiveness of coaching. - Develop teachers' capacity to collect and analyze multiple sources of data. Curriculum Support and Professional Development: - Support teachers in understanding and implementing the curriculum, Danielson's Framework for Teaching, and data analysis. - Develop, lead, and participate in ongoing and job-embedded professional learning. - Collaborate with the Director of Teaching and Learning and Concept Directors to get familiarized with curricular resources. - Assist in ensuring the implementation of the Concept Academic Framework with fidelity. Planning and Goal-Oriented Development: - Create detailed coaching plans with focused goals and measures of success. - Make recommendations for improvement and assist with goals related to the Personal Improvement Plan. - Partner with Principals and Directors to co-present/facilitate at Regional PDs/Institutes. Tiered Instructional Support: - Facilitate structured tier 2 and 3 academic interventions to small groups of students - Interventions to take place during structured intervention blocks when no Tier 1 instruction will occur

Conclusion: The Instructional Coach plays a crucial role in supporting teachers' professional growth and enhancing instructional practices to improve student learning outcomes. By engaging in coaching cycles and providing mentorship, feedback, and targeted professional development opportunities, the Instructional Coach contributes to Concept Schools' overall success in achieving academic excellence and closing the achievement gap.

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