APPLICATIONS SUBMITTED FOR THIS POSITION WILL REQUIRE THE SUBMISSION OF A PORTFOLIO. SEE PORTFOLIO REQUIREMENTS FOLLOWING THE TERMS OF EMPLOYMENT BELOW.

Primary Purpose:
The Content Instructional Coach will report daily to their assigned campus. The Content Instructional Coach provides job-imbedded and ongoing professional development for teachers, staff, and administration, and interfaces with the principals to work towards the vision of high quality teaching and learning. He/she provides support to the principal in data analysis and professional development decision-making. The Content Instructional Coach will provide professional development and guidance to teachers to deepen their content knowledge and pedagogical practices on literacy across the content areas to include differentiated instruction for at-risk students inclusive of special education and English language learners. Overall, the job of the Content Instructional coach is to build the capacity of the staff to meet the literacy needs of all students. The goal is to ensure that staff acquires the understanding and skills to: 1) enhance instructional practices at the classroom level and 2) raise the level of student achievement. The role of an instructional coach is a peer relationship, is non-supervisory, and apart from the evaluative role of the principal or supervisor. Building and maintaining respectful relationships with teachers and all staff is essential for the position. This position reports to The Office of Curriculum, Leadership, and Innovation.

MINIMUM QUALIFICATIONS:
Education/Certification:

• Bachelor’s Degree from an accredited four year college or university
• Valid Texas Teacher’s Certification 

Experience:

• Three years teaching experience
• With evaluation and analysis of assessment and accountability data

Special Knowledge/Skills:

• Communicate effectively in written and oral form using positive interpersonal skills 
• Utilize effective data-based problem-solving skills 
• Knowledge of urban methodology and effective practices
• Knowledge of theories and research to learning and literacy for both children and adults
• Lead and facilitate Professional Learning Communities 
• Demonstrate effective collaboration skills 
• Employ effective coaching skills 
• Coach teachers in effective literacy strategies in a variety of content areas 
• Use effective strategies for differentiating instruction 
• Exhibit knowledge of standards-based curriculum 
• Exhibit knowledge of special education, dyslexia, RtI, 504, and ESL services to students
• Integrate technology in classroom instruction using 21st century fluencies
• Use effective adult learning practices and theories for active engagement 
• Transfer learning from workshops, seminars, conferences and/or advanced coursework to build leadership and instructional capacity through-out our district 

MAJOR RESPONSIBILITIES & DUTIES:
Instructional Program

• Work collaboratively with teachers to design model classrooms throughout the campus.
• Co-plan with teachers to design rigorous lessons that include effective literacy strategies, rich content, and varied assessment.
• Video record model lessons that will serve as district exemplars of instructional excellence.
• Demonstrate (model) effective literacy strategies in the context of the content. 
• Observe classroom instruction and provide relevant and timely feedback to teachers.
• Provide direct instructional services to students through small group instruction for intervention and enrichment support.
• Provide direct instructional services to at-risk students to include ESL and special education services through small group instruction for intervention and enrichment support.
• Evaluate core content needs within various subject areas and collaborate with teachers and administrators to interpret, use assessment data to improve instruction, and problem solve. 
• Analyze situations accurately and adopt an effective course of action as they pertain to working with adults in the coaching process and professional development.
• Use assessment data to assist administrators with placement of students in appropriate instructional or intervention programs. 
• Lead faculty in the selection and use of a range of assessment tools as a means to make sound instructional decisions that will improve student learning outcomes. 
• Conduct regular meetings with classroom teachers to examine student work and monitor progress in order to support teacher reflection and action. 
• Assist classroom teachers with analysis of formal and informal assessment data on their students to determine student response to instruction. 
• Assist the school's curriculum personnel in planning for and implementing the accountability goals associated with the School Improvement Plan. 
• Work with the school’s leadership team, and other constituent groups to determine the school’s strengths and needs to improve performance in all content areas to include advanced course work. 
• Participate in campus walks with campus leadership teams and district team members.
• Ensure compliance with federal, state, local, and district policies, rules and regulations.
• Share and implement effective strategies on current trends and research in literacy, pedagogy, professional learning communities, and urban education.
• Encourage teacher participation in workshops and conferences.
• Demonstrate a collaborative approach to community and family partnership.
• Assist teachers with planning, sequencing, and scaffolding of instruction.
• Participate in team reviews concerning academic progress of at-risk students who are not responding to intervention.
• Work with feeder pattern staff to assure articulation from elementary to middle and from middle to high school. 
• Attend scheduled meetings and parent conferences.
• Assist the school's curriculum personnel in providing services to special populations. 

Professional Development

• Provide job-embedded training and follow-up coaching to assist classroom teachers in deepening their content knowledge and use of reading/learning strategies in their classrooms. 
• Work with teachers individually, in collaborative teams, and/or with departments, providing instructional support on a full range of reading, writing, and communication strategies. 
• Participate in district-level training, meetings, and assisting in the coordination of district- level training offerings. 
• Continue professional growth and strengthen professional teaching knowledge, skills, and strategies through workshops, seminars, conferences, and/or advanced course work. 
• Provide staff development for teachers, volunteers, parents, paraprofessionals, administrators, and other appropriate personnel as needed.

Professional Responsibilities

• Encourage literacy and life-long learning. 
• Maintain and promptly submitting accurate, complete, and correct records and reports as required by law, by grant regulations, by district policy, and by administrative directives. 
• Facilitate or serve as a member on school literacy groups and committees. 
• Establish rapport with faculty and staff. 
• Communicate/meet with the Principal or designee on a weekly basis to plan, reflect, and problem solve around effective levels of implementation. 
• Work to promote productive relationships with and among school staff. 
• Attend and participating in all required meetings. 
• Uphold school rules, administrative regulations, and Board policies. 
• Take all reasonable and necessary precautions to protect students, equipment, and facilities. 
• Provide quarterly school-wide progress to staff, district administrators, and school board.

Public Relations

• Interpret the school's reading/learning program for staff, parents, and members of the community. 
• Publicize the school's reading/learning program.

Supervisory Responsibilities:
None

EQUIPMENT USED:
Office equipment – personal computer, printer, calculator, multi-line telephone
Communication equipment – Radio communication equipment, cellular telephone
Video monitoring equipment

WORKING CONDITIONS:
Mental Demands
Maintain emotional control under stress
Work with frequent interruptions
Work with frequent deadlines

Physical Demands
Frequent: Sitting, standing, walking, climbing stairs and/or ramps, balancing, stooping, kneeling, crouching, crawling, pulling, pushing, reaching, repetitive hand motions, hearing, speaking clearly, visual acuity, distinguishing colors, driving, traveling
Occasional: Lifting, moderate, 15-44 pounds; carrying, moderate, 15-44 pounds

Environmental Factors:
Frequent exposure to: temperature extremes (hot and cold), humidity extremes, noise, low or intense illumination, vibration
Occasional exposure to: biological hazards (communicable diseases, bacteria, insects, mold, fungi, etc.), work outside, work around moving objects or vehicles, work on uneven surfaces, work alone, work prolonged or irregular hours

Terms of Employment: 11 months/ 202 days per year. Salary is at Administrative Program AP4 on the EISD Compensation Plan on a term or probationary contract, as applicable. Annual salary range is $59,998– $71,427 based upon directly related experience with an additional stipend of $7,000.00 for Instructional Coaching duties.

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“The completion of this portfolio is not a prerequisite to submitting your application.  Please submit your application first, then provide your completed portfolio using onedrive or google docs following the instructions below.  There is no deadline for submission of your portfolio; however, individuals who do not complete the portfilio will not move forward in the selection process.”

 PORTFOLIO REQUIREMENTS

Literacy/Content Literacy Instructional Coach

1. Read and Reflect on the job description.
1. Highlight the top three areas you excel in from the list of knowledge and skills and put a check mark next to any major responsibilities listed that you have direct experience in.
2. Circle any area you would like more training and support in.
3. Comment on any aspect of the job description by annotating your thinking.

1. Create a video introducing yourself.
1. Share highlights from your resume and provide specific examples of the experiences you bring aligned to the position.
2. Close your video by telling us why you should be considered for the position.

• Provide evidence of your learning. Submit the following artifacts with the appropriate written reflection requested.
1. A model lesson plan –Why do you believe this is a model lesson plan? What do you believe is most challenging about developing rigorous lessons?
2. A fifteen – twenty minute, unedited video of you leading, teaching, or coaching adults or students – What reflections do you have about the video? What is an area of strength? What area will you continue to refine?
3. A strategy/activity you recommend –What indicators did you use to determine this strategy/activity was effective?

1. Submit a list of articles or websites you would recommend to improve instruction in the following areas.
1. Literacy
2. Innovation
3. ESL/Special Education
4. Adult Learning
5. Classroom Management
6. Differentiation
7. Coaching
8. Assessment
9. Other (you can add any additional topic)

All documents must be uploaded and shared digitally through onedrive or google docs.  Create a digital folder and be sure your first and last name is on all the documents you submit.

Share your digital folder with Theresa.salinas@eisd.net

And Travis.Mckelvain@eisd.net