Campus Instructional Coach

Primary Purpose:
The Campus Instructional Coach will work directly with campus administrators and the Curriculum and Instruction Department to
help develop teacher capacity in both content and instructional pedagogy. They will be responsible for bringing evidence-based
practices into the classrooms by working with and supporting teachers in the areas of student engagement, instructional
planning, and delivery of effective instruction to improve student achievement. The Campus Instructional Coach will share their
instructional knowledge, model, co-teach, provide actionable feedback, and create coaching plans to accelerate the effectiveness
of teachers. The Campus Instructional Coach and teacher relationship should result in acquisition of knowledge, abilities, and
confidence to enhance overall teacher performance in the area of planning, instruction, and content knowledge. Group
professional learning would address tier 1 instructional gaps identified through learning walks, assessment data, PLC
observations, and coaching. The campus principals will conduct evaluations.
 

Qualifications:

Education/Certification:
Texas Teacher Certification
 

Special Knowledge/Skills:
Knowledge of curriculum and instruction
Strong organizational, communication, and interpersonal skills
 

Experience:
A minimum of five (5) years of teaching experience, required
A minimum of two (2) non-classroom years of experience coaching, preferred
 

Major Responsibilities and Duties:

Curriculum, Instruction, and Assessment
1. Keeps current in the areas of curriculum development and current research, teaching methodology, assessment, and
educational technology.
2. Collaborate with administrators to ensure success for teacher instructional and pedagogical growth.
3. Prioritize and successfully manage weekly coaching calendar for assigned campus.
4. Provide regular reports and work logs to the campus administrator and Curriculum and Instruction Department.
5. Build trusting relationships with campus teachers and maintain confidentiality.
6. Recognizes the developmental stages of students and supports teachers' appropriate instruction of these students.
7. Supports alignment between instructional materials, district curriculum, and state standards.
8. Role models for, and mentor teachers in the development of teaching exemplary lessons using a variety of teaching
strategies.
9. Models proficiency, shares expertise, and empowers teachers with validating and affirming feedback that evokes
confidence and resilience.
10. Guide teachers to use student-learning data for planning and differentiation of instruction.
11. Provides instruction and support in the use of formative assessments to support differentiated or tiered instruction.
12. Plan and use appropriate instructional strategies, activities, and materials that reflect
a. Understanding of the learning styles in accordance with guidelines established by the Texas Educational
Agency, board policies, and administrative regulations.
13. Be a positive role model for teachers and students; support the mission of the school district.
 

Professional Development
14. Enhances teachers' content knowledge and effective use of instructional strategies (i.e., in-services, workshops, classes,
modeling instruction).
15. Participates in ongoing training and projects related to job responsibilities, including departmental staff meetings and
professional learning opportunities.
 

Professionalism
16. Builds and fosters trusted relationships with colleagues and administration based on professional respect and
authenticity of liaison.
17. Maintains a positive and safe learning environment for teachers.
18. Acts in accordance with federal and state laws.
19. Maintain confidentiality.
20. Follow district safety protocols and emergency procedures.
 

Supervisory Responsibilities:
None
 

Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment
Posture: Prolonged sitting, frequent standing, kneeling/squatting, bending/stooping, pushing/pulling and twisting
Motion: Frequent walking
Lifting: Regular light lifting and carrying (less than 15 pounds); occasional physical restraint of students to control behavior
Environment: Work inside, may work outside
Mental Demands: Maintain emotional control under stress; may work prolonged or irregular hours