Curriculum Coach

With a common goal of increased student achievement, CCS curriculum coaches are change catalysts who develop and nurture high-quality teachers through data-driven decisions, instructional support and regular and frequent coaching cycles.
Rationale:
 
Having a high quality teacher is paramount to every student’s success; as such, curriculum coaches can be the catalyst for change by motivating and supporting teachers to improve the quality and implementation of their lessons and instruction. 
 
Description:
 
Under the direction of school and district level leaders, curriculum coaches support, model, and uphold practices that have a direct impact on student learning. The primary goal of a coaching program is to improve student outcomes through coaching cycles.



This includes: 

• curriculum analysis
• data analysis
• instructional changes and continuous improvement
• conversations about beliefs and how they influence practice
• collaboration
• coaching cycles (providing continuous feedback to teacher)

 
NATURE OF WORK
 
Under the supervision of the principal(s) at the respective school(s) and district level leaders, curriculum coaches contribute to the development, coordination and implementation of instructional initiatives. Curriculum coaches are a non-evaluative role.  Coaches support School Improvement, Professional Learning Communities, engage in implementation & cognitive coaching cycles, and collaborate with school teams to ensure integrated data based problem solving is occurring at all tiers of instruction.



MINIMUM TRAINING AND EXPERIENCE
 
Master's degree with emphasis on the area of specialty, curriculum or administration preferred.  Experience facilitating staff development programs.  Must possess a teaching certificate from the State of North Carolina.  Proven record of excellence as a classroom teacher who is committed to collaboration, familiar with high yield instructional strategies, and fluent with data based problem solving.
 
PERFORMANCE RESPONSIBILITIES


 

1. Engages in the coaching cycle: observes and conducts pre- and post-visit conferences with teachers to facilitate reflection.
2. Supports school-based and district level, job embedded professional development.
3. Support teachers and facilitate PLCs to use student and teacher data to guide decision making and enhance instruction.
4. Support grade levels with backwards planning of a unit and creating common assessments that are coherent with state and standards and aligned to curriculum materials.
5. Collaborate with school administrators to determine professional development needs of the school and individual teachers.
6. Incorporates cognitive coaching practices and implementation coaching in all aspects of daily work
7. Build teachers’ capacity to read, analyze, discuss, and use data from district assessments and platforms.
8. Creating and presenting PD to district, school, or individual teachers based on needs. 
9. Support culturally responsible practices and district equity initiatives.
10. Provides guidance and implementation support for instructional technologies and NCDPI Digital Learning competencies for teachers and familiarization of the NCDPI Digital Learning competencies for Coaches.
11. Performs other related work as required

 
MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES
 
Physical Requirements: Must be physically able to operate a variety of automated office machines including computers, typewriters, copiers, facsimile machines, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Light Work usually requires walking or standing to a significant degree.
Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, manuals, etc. Requires the ability to prepare correspondence, reports, forms, meeting minutes, speeches, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to understand and apply the principles of descriptive statistics and statistical inference.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment. Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors and shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.
Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
 




KNOWLEDGE, SKILLS, AND ABILITIES


 

1. Thorough knowledge of the philosophies, principles, practices and procedures of school curriculum.
2. Considerable knowledge of standard research techniques, methods and procedures.
3. Considerable knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
4. Ability to provide leadership and to supervise the planning, development and establishment of new, modified and/or improved programs, services and activities.
5. Ability to analyze and interpret policy and procedural guidelines, and to formulate, develop and present recommendations to resolve problems and questions.
6. Ability to exercise considerable tact and courtesy in frequent contact with school officials and the general public.
7. Masterful knowledge of curriculum and best practices.
8. Highly developed presentation skills.
9. Knowledge of effective staff development models that lead to the successful development of effective teachers.
10. Excellent oral and written communication skills.
11. Demonstrated leadership ability.
12. Ability to plan and implement strategies for new teacher development.
13. Masterful knowledge of curriculum and best practices, especially in alignment with technology frameworks.
14. Thorough knowledge and experience related to project management and program implementation best practices.
15. Ability to coordinate and manage multiple projects and tasks simultaneously.
16. Highly developed professional development and presentation skills.
17. Excellent oral and written communication skills.
18. Familiar with adult learning theory.
19. Excellent technical skills with technology, digital platforms, presentation, and assessment tools.
20. Ability to exercise considerable tact and courtesy in frequent contact with stakeholders.
21. Ability to establish and maintain effective working relationships.
22. Ability to work without close supervision and is self-motivated.

 


TERMS OF EMPLOYMENT
 
Full-time for ten (10) months
Salary based on state and local salary schedules
 
DISCLAIMER                
 
The preceding job description was designed to indicate the general nature and level of work performed by employees within this classification.  It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities and qualifications required of employees to this job.