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Title: Instructional Coach

Calendar/Contract: 182 Days

Salary Schedule: Educator Salary Schedule

Hours: 8.0 hours/day | 40.0 hours/week

Benefits-Eligible: As outlined in the Benefits Guide

INTERESTED CURRENT EDUCATORS OF WEBER SCHOOL DISTRICT: ENSURE YOU ARE MARKED AS AN INTERNAL CANDIDATE TO HAVE ACCESS TO THE INTERNAL APPLICATION. CLICK HERE FOR A GUIDE (WSD SSO REQUIRED)

Application Note:

This position will remain open until filled after a minimum of five (5) working days. Applications will be reviewed prior to scheduling interviews.

Summary Job Description:

The instructional coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and to develop their understanding of highly effective instructional practices. The instructional coach will be a critical component in ensuring the success and growth of new teachers. An instructional coach is a learner who models continuous improvement and goes above and beyond to ensure student success. They are responsible for facilitating high quality instruction in classrooms through modeling, co-planning, co-teaching, and providing feedback to teachers. This is a teacher position with a 182-day contract.

The responsibilities of this position does not include evaluation of certified colleagues.

Regular attendance is an essential function of this position.

General Qualifications:

• Has at least a bachelor’s degree in education and a current Utah Teaching License
• Has five or more years of successful classroom teaching experience
• Has effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and furthering the mission of district and school leadership
• Is willing to earn the Instructional Coach Endorsement within five years of hire date
• Has completed the LETRS, Science of Reading training, or is willing to complete it within 3 years (Elementary Only)

Foundations of Instructional Coaching

• Utilizes the coaching model which includes, Pre-partnership, Collaborative Planning, Implementation, Reflection, and Follow-up
• Has a strong belief that each student and teacher can grow and learn at high levels
• Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices
• Effectively improves student outcomes through building the capacity of the educators to use best practices to meet student needs
• Builds trusting relationships through clear communication that is non-threatening and objective
• Effectively listens and communicates through asking probing and reflective questions
• Supports the Professional Learning Community (PLC) process within the school
• Helps teachers and teams analyze and utilize data to guide instructional decision making and practices
• Understands the differences between grade level student development and pedagogy
• Ensures that all related personnel are appropriately trained and assigned in order to facilitate high levels of learning for all students

Adult Learning Theory

• Applies the theories of adult learning effectively during coaching and professional learning
• Recognizes and supports the stages of educators’ development and helps identify and build their levels of self-efficacy to increase effectiveness
• Understands and applies theories of change that encourage growth mindset and professional progress
• Designs and facilitates professional learning using adult learning theory, effectively honors experience, and differentiates coaching and professional learning to meet the needs of educators
• Uses technology effectively to engage teachers in professional learning
• Employs reflection as a strategy to frequently self-evaluate instructional design, delivery and response

Instructional Design and Assessment

• Facilitates and guides alignment of instruction and assessment to state standards and competencies
• Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed
• Models effective instructional design theories such as backwards design, universal design for learning, explicit instruction, gradual release, inquiry, and/or collaborative learning
• Understands assessment designs and the different modalities of assessing students
• Facilitates data analysis of different formative and summative assessments to inform instruction
• Utilizes a strong knowledge of evidence-based resources to meet the needs of all students and identifies options for differentiation and tiered instruction

Strategies for Effective Instructional Delivery

• Shares current research on best and most effective strategies, including educational technology, supported by the District for delivery and engagement
• Collects data and shares strategies to help educators increase student engagement, motivation, and participation
• Promotes effective, positive classroom management, and restorative practices
• Has a deep knowledge of Utah’s Effective Teaching Standards

Effective Leadership and Collaboration

• Fosters positive, productive relationships with all stakeholders that allow for effective collaboration
• Effectively creates an alignment of state, district, school, team, and individual goals for educators
• Advocates for and models equity across all practices
• Promotes and models self-advocacy by educators and students
• Facilitates critical conversations and conflict resolution
• Engages in continued learning, growth, and reflection on instructional coaching practices

Attendance is an Essential Function of this Position

Physical presence at the worksite is an essential function of this position. The role requires in-person collaboration, direct interaction with team members, other staff, students, and/or guardians, and access to on-site equipment and resources.

Other Functions

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

Physical Requirements

• Remain in a stationary position 50% of the time.
• Move about inside and outside the school to access files, students and machinery.
• Constantly operate a computer and other office productivity machinery, such as a calculator, copy machine, computer, computer printer.
• Occasionally ascend/descend a ladder/stairs to access high objects or different levels of the building.
• Constantly positions self to maintain files, students, or objects.
• Have the ability to communicate information and ideas so others will understand. Must be able to exchange accurate information in these situations.
• Have the ability to observe details at close and far range.
• Frequently move items weighing up to 20 pounds across the classroom for various needs.
• Constantly work in outdoor weather conditions.
• Teachers in SpEd, P.E., CTE, Theatre and/or Art may be required to frequently lift up to 50 pounds.

Qualifications

• Has knowledge of State Core Curriculum and Board of Education adopted guides.
• Valid Utah Teaching/Educator License and relevant endorsement(s).
• Requires a Utah State Board of Education (USBE) approved cleared criminal background check.
• Requires a bachelor's degree from an accredited college or university.

Weber School District has the right to revise this position description at any time.

WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER