Job Title: Science Instructional Coach Job Description

 

Supervision: Principal

 

POSITION SUMMARY: Under the supervision of the Principal the Science Instructional Coach supports all 6th- 12th-grade staff in the implementation of the site science plan and program.  Responsible for planning, coordinating, and implementing a comprehensive school-wide science program that facilitates learning; for modeling of best practices lessons which inquiry-based learning strategies; for coaching teachers in all curriculum areas on how to enhance students’ science skills.  Work directly with teachers to provide classroom-based demonstrations, collaborative planning sessions, one-on-one support, and facilitate teacher inquiry and related professional development. Focus on enhancing teachers’ ability to provide instruction that builds students’ sense of engagement in the ownership of learning. Collect and analyze scientific data, interpret, and use it to guide instructional decisions.

 

 

Qualifications:

• Master's degree in mathematics or science, Educational leadership, or a related field such as science 
• Minimum of five years of full-time classroom teaching experience in an urban setting
• Proven track record of raising student achievement scores in an urban environment
• Strong desire to work within an innovative, urban educational program
• Excellent oral and written communication/interpersonal skills as well as a desire to collaborate with various stakeholders to help develop a whole-school community
• Experience managing and developing family leadership
• Outstanding instructional skills, including the ability to motivate and challenge students
• Demonstrated ability to create and maintain a warm and orderly environment
• A strong sense of personal accountability for student achievement
• An unwavering conviction that all students can learn at a high level

 

 

Major Job Responsibilities:

• Hold weekly coaching sessions and regular observations of coachees and support coachees with clear feedback and actionable next steps.
• Guide teachers to collect and analyze science and mathematics data to develop action plans in response to determine student needs. ( NWEA, etc.) 
• Provide comprehensive instructional coaching in math/science: 
•  Observe math/science teachers and provide specific strategies for improved instructional delivery 
• Work with math/science teachers, school leaders, and regional leaders to create and improve aligned science curriculum resources 
• Support math/science teachers by providing feedback on lessons and assessments that align with college readiness standards 
• Serve as an expert in national trends and best practices in math/science curriculum development and instructional strategy for historically underachieving students 
• Secure external resources, professional development, and materials to support individual teachers and teams.
• Serve as a coach to math/science teachers by providing expert advice on improving and enhancing individual lessons and units based on ongoing analysis. 
• Reviewing lesson plans, unit plans, and assessments 
• Understanding scope and sequence models 
•  Observing classroom instruction and offering comprehensive analysis and feedback o Providing instructional strategy best practice training, as needed 
• Supporting the development of curriculum, using the backward design model and advising scope and sequence based on essential content knowledge that addresses state and national standards 
• Cultivating a standards-based, data and results-oriented culture
• Work with the principal to create a school-wide focus on goals for achievement.
• Work with the school’s Instructional Leadership Team and Core Administrative Team to determine the school’s strengths and needs for improvement in the area of science.
• Work with teachers to analyze student data, diagnose instructional needs, and identify research-based instructional strategies to close achievement gaps.
• Provide job-embedded professional development for teachers through modeling engaging, standards-based teaching as needed.
• Provide individual and/or group instructional coaching and mentoring to teachers to improve classroom instruction for all learners.
• Manage and distribute instructional resources to teachers and provide training on the use of those resources.
• Spend a minimum of 60% of his/her coaching time in classrooms and/or directly working with teachers or in indirect support of teachers. 20% of the time spent working with student intervention groups based on assessment data. Less than 20% of designated coaching time may be spent on curriculum enhancements, assessment work, or other related tasks to improve the BACPS science program.
• Conduct and lead team reviews concerning academic progress  (science) of at-risk students who are not responding to interventions.
• Use assessment data to assist administrators with the placement of students in appropriate instructional or intervention programs.