Position Description: Instructional Coach (75%), Title I Data and Assessment (25%) Under the direction of the building principal, the Title I Instructional Coach, Data and Assessment Coordinator will work as a colleague with teachers to support student learning in all content areas (75%) and work with Professional Learning Communities, grade level teams to analyze and use individual and team student data to promote increased student learning and support building assessment (25%).

 

Minimum Job Qualifications: Bachelor's Degree in Education or related field 3-5 Years classroom or intervention teaching experience Michigan Teacher Certification - highly qualified in subject area for level Preference given to those with ESL Certification, Master’s Degree in Education Previous instructional coaching or educational leadership experience preferred Data Collection and Analysis experience Ability to work with Staff and Students Organized and efficient in required Federal grant documentation.

 

Our turnaround Title Instructional Coach, Data and Assessment Coordinator will skillfully demonstrate: Facilitate the professional development of teachers Create positive relationships with teachers and administrators Capacity to communicate and demonstrate research based instructional practices that result in increased student performance and improved classroom environment Communicate effectively with all members of the school district and community Aptitude to discuss subject specific content and encourage professional growth, provide organized, individual and/or group learning opportunities for teachers to try out new ideas to improve student learning Collaborate with teachers in designing instructional decisions based on assessment data Competence to collect and analyze data to provide support to inform instructional decisions Support, implement, and assess various instructional programs and program effects on student achievement Participates in goal/plan setting and evaluation Provide support for classroom motivation and management strategies Participates in building action planning working toward school goals Collaborates with building principal and Title I staff to conduct needs assessment and plan for and monitor Title I programs Model lessons when appropriate Work positively toward meeting identified district and building improvement goals Assist with development of district curriculum, instruction, and assessments Provide assistance in researching instructional/curriculum issues Ability to create and manage testing schedules and materials Schedule data meetings with teachers and grade level teams to review literacy and math data Page 2 of 3 Participate in the student support network to ensure that students’ social, emotional, nutritional and health needs are addressed Carry forward the vision of the Principal and Building Turnaround Network to increase student achievement and improve the daily instructional practice of all teachers Development of organized routines, communicate clear expectations, and grow a positive school culture Building a professional environment that is one of mutual respect, teamwork, and accountability.

 

A turnaround Title I Instructional Coach, Data and Assessment Coordinator has the confidence to lead and possesses the following competencies: Prioritize student-learning needs over the customs, routines, and established relationships that can stand in the way of necessary change Achieve results by taking initiative and reflecting and acting on lessons learned Maintain his/her drive for results by demonstrating persistence, directness, and the ability to monitor and plan ahead for increased student growth and efficient instruction for at risk students Commit to the relentless pursuit of increasing student learning for at risk students Skillfully challenging the status quo by thinking analytically and conceptually, as well as problem-solving as it pertains to ask risk students.

 

A note regarding Title I Programs While all students attending the Title I schoolwide program school are eligible to participate in all aspects of the school wide program, the federal statute requires schools to particularly address the needs of low-achieving children and those at risk of not meeting the state student academic achievement standards. In order to know how best to address the needs of these students, the school by necessity needs to know which children have special needs. Also, in order to appropriately disaggregate data on the state assessment (M-Step/MME) and to measure adequate yearly progress (AYP), school must further identify children by gender, ethnicity, and by their status as economically disadvantaged, disabled, and/or limited-English proficient. Grant funded program services supplement and support but do not supplant or replace the general education program of the school district.