Instructional Coach - Secondary

General:

• Support the vision of Learning Services and the Olathe Public Schools.
• Create positive relationships with teachers, administrators, students, and the Learning Services team.
• Support new educators in accordance with the negotiated agreement.
• Support educators on transition, building plans, assistance, and long-term subs as requested.
• Have a strong understanding of curricular standards.  At the elementary level, support teachers in the integration of core subjects.
• Have a strong understanding of the MTSS process, with specific focus on Tier One, Tier Two, and Tier 3 (intensification) instruction and use the data to problem solve and determine needs for each tier.
• Understand how to use data tools such as FastBridge, Mastery Connect, quarterly benchmark assessments (QBAs), and the Kansas Assessment Program to analyze data and address the four PLC questions.
• Be able to use ion to create data walls, interpret data, and enter data at various levels in order to support teachers in their use of ion.
• Support math and literacy data conversations with administrators, all content area teachers, PLCs, and building interventionists (secondary) to help determine appropriate tiered instruction including adjustments needed in Tier One to meet whole class needs, intervention and enrichment needs, intervention fidelity, intensification and dosage data. 
• Provide professional learning to individual teachers or PLCs by training, co-planning, supporting data-driven decision making, and modeling core instruction and interventions.
• Provide two-way communication and systems clarity between Learning Services and teachers and buildings.
• Have a strong understanding of adult learning, change theory, teaching phases, the coaching cycle, and differentiated mentoring and coaching.
• Engage in continued learning of best practices and research aligned with the District Strategic Plan.
• Collaborate with all stakeholders to support all learners.
• Other duties as assigned.

New Educator Support:

• Support new educators with effective instruction including lesson planning, use of curriculum standards and resources, engagement, assessment, and technology through consultations, co-planning, modeling, co-teaching, observations, data collection, and feedback.
• Support new educators with effective classroom management including climate, procedures & routines, and behavior management through consultations, co-planning, modeling, co-teaching, observations, data collection, and feedback.

Multi-Tiered System of Support:

• Have a strong understanding of ELA standards, Board-adopted literacy core and intervention resources, oral reading fluency assessments (ORF), PSI/PASI assessments, progress monitoring and other formative assessments for use in the literacy MTSS process. 
• Have a strong understanding of how to support the Science of Reading including phonics, phonemic awareness, fluency, and comprehension for Tier 1, Tier 2, and Tier 3 (intensification) instruction.
• Support all staff in understanding and implementation of math standards, progressions, pre-module (pre-mods)/placement assessments, progress monitoring (PMOPS), and other formative assessments for use in the math MTSS process. 
• Have a strong understanding of schema-based instruction, Board-adopted math core resources, math enrichment, math fluency, and math interventions.
• Be able to use and support teachers use of Mastery Connect to create intervention trackers from the curriculum maps to support teachers in their own use.

Building Administrator Support:

• Support building administrator knowledge of evidence-based instructional strategies and practices, assessment literacy, and various assessment platforms.
• Support administrators and Building Leadership Teams to align the building growth cycle with district outcomes, building goals, and PLC SMART goals.
• Support Building Leadership Teams with building growth cycles as connected to professional learning.
• Plan and deliver building professional learning as requested.
• Meet monthly with building administrators.

District Support

• Plan, deliver, and provide follow up for district professional learning.
• Plan, deliver, and provide follow up for New Educator Orientation and EPIC.
• Support content coordinators through professional learning and committee work. 
• Assist with creation/modification of supports necessary to meet the needs of all students. 
• Attend regular meetings including instructional coach, Learning Services, and others as requested.

Qualifications

• A minimum of 5 years of classroom experience with a record of successfully impacting student achievement and working successfully with students.
• Demonstrates teacher leadership: Minimum of one year of school leadership experience (Site Council, Building Leadership Team, Department Chair, Lead Teacher). 
• Demonstrates teacher mentorship through experience as a Cooperating Teacher, Collegial Mentor or Orientation Partner.
• Proven ability to work cooperatively and effectively with colleagues, including the ability to create and nurture a professional community of adult learners.
• Demonstrates leadership qualities and strong interpersonal skills, including giving and receiving constructive feedback.
• Strong pedagogical knowledge and content expertise. A willingness to learn content and pedagogy K-12.
• Demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.
• Excellent communication skills.
• Experience in development, preparation, and presentation of professional development preferred.
• Record of building strong community, staff, and student relationships.
• Exhibits a high degree of motivation, responsibility, and confidentiality.
• Able to work independently with minimal supervision in a fast-paced work environment.

PHYSICAL REQUIREMENTS: 

• This position requires the performance of light work. The position must be able to discern and prepare data to communicate information with parents, staff, and students. The position requires occasionally moving between buildings and at times remaining in a stationary position. 
• The position is performed in a generally hazard free environment and a clean atmosphere. 

IMPORTANT EMPLOYMENT STATEMENTS 

• The statements above are intended to describe the general nature of the work being performed and are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required. This document describes the position currently available. Olathe Public Schools reserves the right to modify job duties or job descriptions at any time. 
• Olathe Public Schools prohibit discrimination on the basis of race, color, ethnicity, national origin, sex, disability, age, religion, sexual orientation or gender identity in its programs, activities or employment as required by applicable federal and state laws. 

CLEARANCES REQUIRED: Background Clearance and TB Test.