Instructional Coach and Math/Literacy Interventionist

EFFECTIVE: 2024-2025
Position Type: Exempt
New teacher: 191 days/year
1.0 FTE
Benefits Eligible: Yes
Benefits Summary

POSITION SUMMARY:
This position will be primarily responsible to bring evidence-based practices and 21st Century skills into classrooms by working with teachers and other school leaders. The Instructional Coach will develop the proficiency of all teachers through a focus on individual and group professional learning that will expand and refine the understanding about research based effective instruction for teachers. Additionally, the instructional coach will align their practices to meet the vision of the school leader and will prepare school leaders to support and sustain these skills through focused observations, descriptive feedback and different forms of assessment and evaluation. Instructional Create a culture of learning that decreases disruptive behaviors and increases engagement of all students. Coach will leverage prior experience with similar student populations, deep knowledge of best practices for a rigorous academic culture, design thinking process, and acceleration rather than remediation. Support Response to Intervention and 21st Century Skills and Technology Integration Develop and promote good community relations among stakeholders. Work as a member of the leadership team that takes ownership of the creation and implementation of school-level systems in service of the school’s Big Rocks and 90 Day Plan.

In addition to the duties above, this position will also develop, implement, and assess intervention through the use of scientific, research, and evidence-based practices in instruction. This includes weekly progress monitoring and data analysis of students’ progress in order to adjust instruction to ensure student growth. The interventionist will work in small groups or one-on-one with students to meet Tier 2 and 3 intervention needs as well as serve as a Tier 1 resource. On-going collaboration with classroom teachers and all support staff is inherent to this position in an effort to build instructional capacity in the area of literacy and math. The interventionist will work with district content coordinators and school stakeholders to increase achievement. Encourage parent/guardian involvement in student learning through ongoing communication, school back-to-school nights, and parent/teacher conferences.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Improve teachers' level of rigor through use of the instructional cycle and authentic student engagement by developing instructional delivery through modeling, co-teaching, regular observation, one-on-one coaching, co-planning and feedback to teachers.
• Cultivate strong, purposeful relationships with all school stakeholders, including teachers, school leaders, and other instructional staff to better leverage influence and support.
• Facilitate school-wide data collection in a variety of metrics, using formative assessment data to provide differentiated, targeted support to struggling teachers and to support tracking and evaluation of program implementation.
• Establish the trust and credibility necessary to build leadership’s capacity to observe, support, and encourage staff to reflect on and improve their practices.
• Cultivate communities of adult learners in the process of deep thinking, intentional planning and pedagogy, and the deliberate use of data to enhance instructional practices and student achievement.
• Coordinate and deliver professional development designed to develop deeper understanding of Research Based Instructional Strategies.
• Use professional Code of Ethics and standards of practice to guide ethical decision-making.
• Performs other related duties as assigned or requested.

KEY QUALITIES:

• Skilled multi-tasker, able to remain detail-oriented and prioritize in a climate of uncertainty.
• Deep understanding of adult learning theory.
• Data-driven and results-oriented; steadfastly focused on the goal at hand.
• Strong strategic thinker who can analyze situations, quickly arrive at root causes, and develop workable solutions to complex problems.
• Exceptional relationship builder able to forge connections and gain trust from a wide range of stakeholders and personality types and motivate others to meet ambitious goals.
• Balances confidence with humility; able to develop trust in others in their skill and ability to support them.
• Flexible, adaptable and willing to change course as needed to support the team in reaching goals.
• Remains positive despite seemingly intractable problems; inspires other with their optimism.
• Skillful communicator adept at motivating, inspiring, and conveying key points both verbally and in writing.
• Prioritize and schedule work tasks independently.
• Create and implement effective and efficient process management strategies (e.g., procedures, equipment, materials and supplies).

SUPERVISION/TECHNICAL RESPONSIBILITIES:
None

BUDGET AND/OR RESOURCE RESPONSIBILITIES:
Maintain accurate records in accordance with professional standards, state guidelines, and school system policy.

The education/training/experience, license/certification, general expectations, physical demands, and work environment factors described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION/TRAINING/EXPERIENCE:
Master’s degree with emphasis in curriculum, instruction, leadership and administration (preferred).
Bilingual (preferred).
Four (4) years successful teaching experience.
Experience working in secondary schools.
Demonstrated experience in the areas of investigation, suspension, and expulsion.
Demonstrated experience in the evaluation of performance.
Demonstrated experience with Professional Learning Communities.
Demonstrated skill in human relations, communication, and leadership.
English fluency will be determined through the application and interview process.

LICENSES OR CERTIFICATIONS:
Valid Colorado Driver’s License.
Valid CPR and First Aid Certification.
Valid Colorado Teaching License.

GENERAL EXPECTATIONS:
Is flexible and adaptable to change.
Has computer/technology skills.
Has the ability to work with students with at-risk students with diverse backgrounds and abilities.
Has the ability to work cooperatively with supervisors and co-workers.
Has the ability to understand and follow complex oral and written instructions.
Has the ability to perform responsibilities without the necessity of close supervision.
Has the ability to effectively communicate with the School District community.
Has the ability to analyze, instruct, negotiate, coordinate, communicate, problem solve and use interpersonal skills.
Has the ability to compare, compute, synthesize and evaluate.
Has the ability to meet attendance standards and work the hours necessary to perform the essential functions.
Maintain a generally positive attitude.
Maintain confidentiality.
Observe all District policies and procedures.
Adhere to federal and state legislation, regulation, and policies.

ESSENTIAL PHYSICAL REQUIREMENTS:
Frequent lifting 5 (five) to 10 (ten) pounds.
Occasional lifting of up to one hundred fifty (150) pounds.
Frequent sitting, bending, walking, and standing.
Occasional stooping, kneeling, squatting, and reaching.

WORK ENVIRONMENT:
The noise level in the work environment is usually moderate.
Mostly clean and comfortable.

REPORTS TO:
Principal or designee.

LOCATION:
Cherrelyn Elementary School

SALARY:
Salary placement from $51,140 - $98,548 based upon education, experience and Master Agreement. Current Salary Schedule posted at Salary Schedules - Englewood Schools.

ADDITIONAL INFORMATION:
New hires or rehires will be responsible for the fingerprint processing fee required for background checks through the Colorado Bureau of Investigation.

CLOSING DATE:
This position will close 5 days from the posting date. If vacancy is not filled within 5 days, the vacancy will remain posted until filled.

APPLICATION INSTRUCTIONS:
All interested and qualified applicants must complete an online application at https://www.englewoodschools.net/prospective-employees. Incomplete applications and resumes received in lieu of applications will not be considered. Selected applicants will be contacted for an interview.

This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act and Colorado law, Englewood Schools does not unlawfully discriminate on the basis of disability, race, creed, color, sex, gender identity, sexual orientation, marital status, religion, national origin, ancestry, age, or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access & Inclusion,4101 S. Bannock Street, Englewood, CO 80110, (303) 806-2029, or to the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, CO 80204.

EFFECTIVE: 2024-2025
Position Type: Exempt
New teacher: 191 days/year
1.0 FTE
Benefits Eligible: Yes
Benefits Summary

POSITION SUMMARY:
This position will be primarily responsible to bring evidence-based practices and 21st Century skills into classrooms by working with teachers and other school leaders. The Instructional Coach will develop the proficiency of all teachers through a focus on individual and group professional learning that will expand and refine the understanding about research based effective instruction for teachers. Additionally, the instructional coach will align their practices to meet the vision of the school leader and will prepare school leaders to support and sustain these skills through focused observations, descriptive feedback and different forms of assessment and evaluation. Instructional Create a culture of learning that decreases disruptive behaviors and increases engagement of all students. Coach will leverage prior experience with similar student populations, deep knowledge of best practices for a rigorous academic culture, design thinking process, and acceleration rather than remediation. Support Response to Intervention and 21st Century Skills and Technology Integration Develop and promote good community relations among stakeholders. Work as a member of the leadership team that takes ownership of the creation and implementation of school-level systems in service of the school’s Big Rocks and 90 Day Plan.

In addition to the duties above, this position will also develop, implement, and assess intervention through the use of scientific, research, and evidence-based practices in instruction. This includes weekly progress monitoring and data analysis of students’ progress in order to adjust instruction to ensure student growth. The interventionist will work in small groups or one-on-one with students to meet Tier 2 and 3 intervention needs as well as serve as a Tier 1 resource. On-going collaboration with classroom teachers and all support staff is inherent to this position in an effort to build instructional capacity in the area of literacy and math. The interventionist will work with district content coordinators and school stakeholders to increase achievement. Encourage parent/guardian involvement in student learning through ongoing communication, school back-to-school nights, and parent/teacher conferences.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Improve teachers' level of rigor through use of the instructional cycle and authentic student engagement by developing instructional delivery through modeling, co-teaching, regular observation, one-on-one coaching, co-planning and feedback to teachers.
• Cultivate strong, purposeful relationships with all school stakeholders, including teachers, school leaders, and other instructional staff to better leverage influence and support.
• Facilitate school-wide data collection in a variety of metrics, using formative assessment data to provide differentiated, targeted support to struggling teachers and to support tracking and evaluation of program implementation.
• Establish the trust and credibility necessary to build leadership’s capacity to observe, support, and encourage staff to reflect on and improve their practices.
• Cultivate communities of adult learners in the process of deep thinking, intentional planning and pedagogy, and the deliberate use of data to enhance instructional practices and student achievement.
• Coordinate and deliver professional development designed to develop deeper understanding of Research Based Instructional Strategies.
• Use professional Code of Ethics and standards of practice to guide ethical decision-making.
• Performs other related duties as assigned or requested.

KEY QUALITIES:

• Skilled multi-tasker, able to remain detail-oriented and prioritize in a climate of uncertainty.
• Deep understanding of adult learning theory.
• Data-driven and results-oriented; steadfastly focused on the goal at hand.
• Strong strategic thinker who can analyze situations, quickly arrive at root causes, and develop workable solutions to complex problems.
• Exceptional relationship builder able to forge connections and gain trust from a wide range of stakeholders and personality types and motivate others to meet ambitious goals.
• Balances confidence with humility; able to develop trust in others in their skill and ability to support them.
• Flexible, adaptable and willing to change course as needed to support the team in reaching goals.
• Remains positive despite seemingly intractable problems; inspires other with their optimism.
• Skillful communicator adept at motivating, inspiring, and conveying key points both verbally and in writing.
• Prioritize and schedule work tasks independently.
• Create and implement effective and efficient process management strategies (e.g., procedures, equipment, materials and supplies).

SUPERVISION/TECHNICAL RESPONSIBILITIES:
None

BUDGET AND/OR RESOURCE RESPONSIBILITIES:
Maintain accurate records in accordance with professional standards, state guidelines, and school system policy.

The education/training/experience, license/certification, general expectations, physical demands, and work environment factors described below are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION/TRAINING/EXPERIENCE:
Master’s degree with emphasis in curriculum, instruction, leadership and administration (preferred).
Bilingual (preferred).
Four (4) years successful teaching experience.
Experience working in secondary schools.
Demonstrated experience in the areas of investigation, suspension, and expulsion.
Demonstrated experience in the evaluation of performance.
Demonstrated experience with Professional Learning Communities.
Demonstrated skill in human relations, communication, and leadership.
English fluency will be determined through the application and interview process.

LICENSES OR CERTIFICATIONS:
Valid Colorado Driver’s License.
Valid CPR and First Aid Certification.
Valid Colorado Teaching License.

GENERAL EXPECTATIONS:
Is flexible and adaptable to change.
Has computer/technology skills.
Has the ability to work with students with at-risk students with diverse backgrounds and abilities.
Has the ability to work cooperatively with supervisors and co-workers.
Has the ability to understand and follow complex oral and written instructions.
Has the ability to perform responsibilities without the necessity of close supervision.
Has the ability to effectively communicate with the School District community.
Has the ability to analyze, instruct, negotiate, coordinate, communicate, problem solve and use interpersonal skills.
Has the ability to compare, compute, synthesize and evaluate.
Has the ability to meet attendance standards and work the hours necessary to perform the essential functions.
Maintain a generally positive attitude.
Maintain confidentiality.
Observe all District policies and procedures.
Adhere to federal and state legislation, regulation, and policies.

ESSENTIAL PHYSICAL REQUIREMENTS:
Frequent lifting 5 (five) to 10 (ten) pounds.
Occasional lifting of up to one hundred fifty (150) pounds.
Frequent sitting, bending, walking, and standing.
Occasional stooping, kneeling, squatting, and reaching.

WORK ENVIRONMENT:
The noise level in the work environment is usually moderate.
Mostly clean and comfortable.

REPORTS TO:
Principal or designee.

LOCATION:
Cherrelyn Elementary School

SALARY:
Salary placement from $51,140 - $98,548 based upon education, experience and Master Agreement. Current Salary Schedule posted at Salary Schedules - Englewood Schools.

ADDITIONAL INFORMATION:
New hires or rehires will be responsible for the fingerprint processing fee required for background checks through the Colorado Bureau of Investigation.

CLOSING DATE:
This position will close 5 days from the posting date. If vacancy is not filled within 5 days, the vacancy will remain posted until filled.

APPLICATION INSTRUCTIONS:
All interested and qualified applicants must complete an online application at https://www.englewoodschools.net/prospective-employees. Incomplete applications and resumes received in lieu of applications will not be considered. Selected applicants will be contacted for an interview.

This job description is not intended to create any express or implied contract of employment or expectancy of continued employment for any definite term.

In compliance with Titles VI & VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, the Americans with Disabilities Act and Colorado law, Englewood Schools does not unlawfully discriminate on the basis of disability, race, creed, color, sex, gender identity, sexual orientation, marital status, religion, national origin, ancestry, age, or need for special education services in admissions, access to, treatment, or employment in educational programs or activities which it operates. Inquiries or complaints may be referred to Dr. Rana Razzaque, Director of Opportunity, Access & Inclusion,4101 S. Bannock Street, Englewood, CO 80110, (303) 806-2029, or to the Office for Civil Rights, U.S. Department of Education, Region VIII, Federal Office Building, 1244 North Speer Blvd., Suite 310, Denver, CO 80204.