Primary Purpose:
The Math Instructional Coach reports directly to the Dean of instruction (direct supervisor) and forms part of the support provided by the Math department to the teacher. The Math Instructional Coach is responsible for ensuring quality instruction is being delivered at their assigned campuses, following the ILTexas curriculum and program model. They support teachers in the design and implementation of quality lessons. An effective Math Instructional Coach will spend the majority of their time on classroom coaching with teachers (planning, demonstration, observation, co-teaching and study of lessons) while also supporting related professional development and data to action plans.
Qualifications:
Education/Certification:
Bachelor’s Degree in Education or related field
Master’s degree preferred
Valid Texas teaching certificate in content endorsement preferred
Special Knowledge/Skills:
Knowledge of curriculum design and implementation
Ability to interpret data and evaluate instruction and teaching effectiveness
Ability to develop and deliver training to adult learners
Strong organizational, communication, and interpersonal skills
Demonstrated evidence of leadership responsibilities beyond those required in the classroom. Demonstrated knowledge of DLI programs, curriculum, instructional best practices, and adult learning theories.
Knowledge of second language acquisition theories preferred.
Must possess effective instructional delivery techniques and the ability to guide and develop teachers.
Must possess the ability to establish and maintain effective working relationships with teachers, administrators, community members, students and others.
Experience:
Three years of teaching experience
Experience in coaching teachers on the use of best practices as it relates to math curriculum and instruction
Major Responsibilities and Duties:
Staff Development
1. Work cooperatively with all dean, area academic director and subject matter experts to mutually support the common mission of ILTexas.
2. Assist all teachers in the assigned campuses/content area.
3. Advances teacher’s deep understanding and use of content knowledge and research-based instructional strategies to help students meet rigorous academic standards.
4. Provides classroom-based support for implementation of new and/or refined instructional practices.
5. Facilitates vertical alignment and planning across grade level PLCs.
6. In conjunction with District Area Academic Coordinator, create structures and processes for collaborative work that promote collegiality and shared responsibility.
7. Models use of effective collaboration skills.
8. Assures that time available for professional learning and collaboration is used to enhance quality teaching and student learning.
9. Engages teachers in data analysis and interpretation of data from multiple sources to determine student and teacher needs.
10. Assist in the structure and design for high-quality, school- and team-based professional learning that supports teacher and student learning.
11. Articulates the intended results of professional learning on teacher practice and student achievement.
12. Facilitates the analysis of student achievement and teacher professional development data to determine the impact on student learning and teacher practice.
13. Increases teachers’ capacity to monitor student learning (in first and second languages).
14. Advances teachers’ understanding and use of various strategies to assess student progress toward established goals (content and language) and to improve teaching practice within our curriculum and program model.
15. Acts as a resource to support job-embedded professional learning and improved academic achievement in the school.
Other
16. Compile, maintain, and support campuses with the execution of the data to action plan.
17. Comply with policies established by federal and state law, State Board of Education rule, and local board policy.
18. Follow safety protocols and emergency procedures.
19. Keeps stakeholders aware of activities, progress, obstacles and successes in student achievement and improved teacher practice.
20. Extensive travel (i.e., will require weekly visits to assigned campuses, possible travel to professional conferences/PD.)
21. Any and all additional duties as assigned by your immediate supervisor.
Supervisory Responsibilities:
None.
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Standard office equipment including personal computer and peripherals Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting
Motion: Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching Lifting: Occasional light lifting and carrying (less than 15 pounds) Environment: Work inside; frequent districtwide travel; occasional statewide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under stress
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required
