Secondary Instructional Coach

Rochester Academy Charter School is currently seeking a Secondary Instructional Coach to support teachers in grades 6-12. 

Instructional Coaches play a pivotal role in the development of high quality instruction in classrooms to which they are assigned. Coaches provide instructional support to teachers using a goal-setting process, regular classroom visits and coaching strategies that align with best practices. Coaches build trusting relationships with teachers and keep student achievement at the center of their work. 

Instructional Coaches must have strengths in relationship building, and have a growth mindset. Use of student achievement data is required and training will be provided. Deep understanding of good teaching practice and the requirements of RACS teachers is required. Instructional coaches do not evaluate their colleagues but may be invited to share input during the observation process. The coaching relationship should be confidential and safe for the teacher. The teacher may invite a coach into meetings with leaders but this is not required. 

Instructional Coaches report directly to the Chief Academic Officer, who assigns coaching cycles with the building principals. 

Key Responsibilities 

• Scheduling- Coaches will be assigned teachers for coaching cycles based on the recommendation of the building-level administrative team. Once a cycle is assigned the coach will work with the teacher to set a schedule to include a minimum of one individual planning meeting, and two class visits per week. Class visits may be a mix of observation and feedback and support. The coach should expect to spend a minimum of 2 hours per week with each assigned teacher. The schedule must be shared with the CAO and the building Principal. As a general rule around 50% of the coach’s time will be spent in classrooms and working directly with teachers. 
• Lead Goal Setting- At the beginning of each coaching cycle the Instructional coach will set goals based on classroom observations, student achievement data, and instructional best practices. Coaching cycles will run between 6-10 weeks, and teachers may be assigned more than one cycle. Review of goals should happen in the middle and end of the cycle. 
• Co-plan, co-teach, co-grade- the Instructional Coach acts as a mentor teacher to teachers assigned to the caseload. The coach and teacher will work on techniques to address the goals and improve student outcomes. This should include assuring proper planning, delivery of instruction and assessment. The Instructional Coach should help the teacher meet planning requirements including for annual and weekly plans. 
• Using Data to Improve Instruction- The instructional coach should be familiar with school wide instructional and record keeping programs which are required of teachers. The coach and teachers should regularly navigate these programs to review student achievement data as a means to reflect on instructional effectiveness. 
• Assist in Preparation for the New York State Testing Program- Charter Schools in New York State are highly dependent on NYS tests scores and graduation rates. Instructional coaches will play a role in assisting teachers to prepare students for NYS State assessments. Student proficiency rates can be used as part of the teacher and

instructional coach evaluation process. Instructional Coaches should view proficiency rates as something over which they have direct control. 

• Classroom and School Community- We believe that all students can learn and that all members of our school community (no matter their age) should be treated with respect. RACS Instructional Coaches should employ restorative practices and create a culture of care as part of their work with students and teachers. There may be times when teachers are reluctant to engage with Instructional Coaches, the Instructional Coach should make every effort to build relationships with teachers assigned to their caseload. 
• Maintain a safe and orderly classroom- Instructional coaches should ensure that there is a productive classroom environment (Danielson’s Domain 2) before addressing instructional concerns. Instructional coaches may be employed at the beginning of the year to assist with setting classroom, grade-level, or building-wide behavioral and procedural practices. 
• Encourage and support the use of technology- Instructional Coaches should promote and support the integration of technology and innovative practices in the classroom. 
• Supporting students with disabilities- the Instructional Coach should keep special education practices in mind including differentiation for students (classified or not) and support learning for all students. The coach should learn and help develop effective co-teaching strategies and provide guidance for supporting diverse learners. 
• Participation in school-wide initiatives- Participation in training programs and school-wide training is required. Instructional coaches should attend meetings and training along with the teachers to which they are assigned, so that they can reinforce important concepts. In some cases, Instructional Coaches may be asked to participate in train-the-trainer programs or to become super users or experts in a program. Coaches are encouraged to seek out and attend professional development offered by outside providers that speak to their interests and areas for growth. RACS supports and encourages lifelong learning. 
• Provide training to teachers and staff- Instructional coaches are a key part of the professional development plan and may be asked to design and deliver training to large and small groups of staff members. 
• Participate in the curriculum development and review process- Working alongside the teachers, building administration and Chief Academic Officer to review or develop curriculum for classes or grade levels. 
• Participation in the Evaluation Process, including self-reflection- Coaches will be regularly observed both formally and informally and should engage with the growth process. Teachers will be asked to evaluate the effectiveness of their instructional coaching experience at the end of each cycle. Results will be shared with the Instructional Coach as part of the professional growth process. 
• Maintain current understanding of educational trends- the coach should stay current with educational trends, research and best practices in both teaching and coaching. 
• Other duties as assigned- all Instructional Coaches must comply with job-related requests made by a member of the administrative team.

Additional Requirements- Consistency of professional requirements is important to maintain a productive learning environment. Frequent failure to meet these expectations will result in progressive disciplinary action. 

• Daily working hours- The instructional coach is expected to work an 8.5 hour work day based on the daily class schedule. 
• Working days- this is a 10 months 10 days (200 days) position. During the school year the Instructional Coach follows the teachers’ work schedule. Ten summer days are scheduled during the month of August with the Chief Academic Officer. 
• Timeliness- All members of the school community are expected to be on time to school and to all meetings and work assignments during the school day. When issues arise that affect timeliness, the staff members are required to communicate proactively. 
• Dress expectations- Dress expectations for staff members are outlined in the staff handbook, but in general, staff should plan for a business-casual work environment.
• Duties- Coaches may be assigned additional duties during the school day to assure student safety, this may include arrival/ dismissal duty, lunch duty, and/or accompanying students during transitions. Every effort will be made to avoid assigning sub teaching to the Instructional Coach. 
• Travel- this position may require travel or working between two building locations based on a regular schedule. 

Qualifications 

• Minimum of five years of successful teaching experience 
• NYS Certification in a relevant content area to which the coach is assigned or equivalent. Equivalent expired, out-of-state, or international certification will be considered.
• Strong sense of teamwork 
• Passion for working with adults and understanding of adult learning processes.
• If the Instructional Coach does not meet the degree, experience or certification requirements, they must be actively and continuously enrolled in a professional development, or a post secondary program designed to prepare the coach for training adults. 

RACS is a public charter school, primarily serving students from the city of Rochester. Over 90% of our students identify as an individual of color.  We are a college preparatory school and use data to determine how best to foster student growth.  RACS seeks to prepare all graduates for active citizenship.

Ideal candidates share in the beliefs that all students have the right to a high quality education, and that restorative practices apply to all members of the school community.  We are seeking a coach who is self-directed, committed and independent.  

RACS offers full benefits to employees including New York State Teachers' Retirement (NYSTRS), health and dental benefits.  Enhanced benefits include life insurance and short term disability coverage at no cost to the employee.  Options to contribute to a 403(b) are available.  RACS is a Title I school which qualifies teachers for student loan forgiveness.

At RACS we offer families a chance to decide the best course for their child’s educational journey.  Apply today!  

Applications are reviewed regularly, and fully completed packets will be reviewed first.

Salary : $63,500