CAMPUS INSTRUCTIONAL COACH-ENGLISH LANGUAGE ARTS & READINGJob DescriptionJOB GOAL:Campus Instructional Coaches work with teachers on their assigned campuses to provide instructional support, lead data-driven instruction efforts, disseminate curricular information and practices, design and facilitate professional learning, and provide interventions to students throughout the year. They primarily work with teachers running regular data meetings and coaching cycles following Harmony-endorsed instructional coaching models. In addition, they assist campus leaders in the implementation and tracking of other academic programs including mentorship, instructional rounds, professional learning communities (PLCs), micro-credentials, Student Learning Objectives (SLOs), and Arc of the Year. The goal of this position is to provide comprehensive support for all teachers to ensure their success with instruction and enhance their professional growth to positively impact student achievement. Campus Instructional Coaches can be assigned to work with any teacher groups according to campus needs and principal's discretion.
POSITION QUALIFICATIONS: REQUIRED:Bachelor's Degree from an accredited college or university
Minimum 2 years of full-time teaching experience in the subject area (i.e. Math, ELA, or PK-2)
PREFERRED: Hold a valid professional teaching certificate
Accomplish "Proficient" rating in teacher evaluation system for two consecutive years (equivalent to 3.0 out of 4.0 in H-TESS) Minimum 2 years of combined experience in teacher leader roles (Mentor, SCL, Department Chair, PLC Leader, etc.)Micro-credentials earned from any Harmony Teacher Leader role cards Demonstrate student achievement/growth in STAAR and NWEA MAP that exceeds campus/district average, if applicable Professional development in the areas of classroom management, student engagement, instructional planning, andinstructional coaching Hold a valid Reading Specialist certification (PK-2 Literacy Coach Only)
DUTIES AND RESPONSIBILITIES:
Understands and supports the mission, vision and values of Harmony Public Schools. Models and instills a love of learning Provides 15 hours of weekly interventions to students Leads biweekly data meetings with teachers Runs coaching cycles with teachers Uses video or other data collection methods to identify current reality for teachers Assists teachers in setting SMART/PEERS goals to improve student outcomes Uses Harmony Instructional Playbook (HIP) to help teachers implement high-impact strategies Co-plans / co-teaches lessons with teachers when needed Models effective classroom management and instructional strategies for teachers Follows up with teachers after closing a coaching cycle to ensure transfer of learning Documents evidence of coaching cycles by submitting a brief coaching report to principal bi-weekly for each cycle Supports teachers in earning micro-credentials Assists teachers with evidence/artifact collection to submit their micro-credentials Works with campus and district leaders to design/deliver PD for teachers Trains teachers on Teach Like a Champion (TLAC) strategies aligned with Arc of the Year data Supports non-tested teachers in creating SLOs and assessments aligned with their curriculum Assists campus/district leaders with implementation and tracking of Instructional RoundsWorks with campus instructional leadership team (ILT) to plan and execute campus PLs and grade level/departmental PLCs during weekly early release days Trains and supports PLC leaders on Harmony's PLC model Works with campus leaders to implement and track teacher mentorship program on campus Trains mentor teachers on Harmony's mentorship program Participates in annual curriculum writing/revision camps at the Central Office Performs other duties as assigned.
SKILLS AND ABILITIES: Knowledge of curriculum and instruction
Ability to communicate effectively in both written and oral forms with all levels of management, both internal and external to the district. Ability to establish and maintain effective working relationships both internal and external to the district. Ability to use effective organizational, interpersonal, and communication skills Ability to use computer including software, database used by the district, spreadsheet and word processing software, calculator, copy machine and telephone. Ability to analyze data.
WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS:
Light Work: may require the occasional light lifting. Nights and weekend activities will be occasionally required. Position is in classroom setting and intermittent speaking, standing, walking and writing. Moderate travel is required.
