Primary Purpose

Work collaboratively with teachers and administrators to provide job-embedded professional learning and opportunities for reflection to impact student learning. Work directly with teachers to plan and deliver highly effective first time instruction with the support of evidence based classroom management techniques. Work with campus and district administrators to support data informed instruction and to research, identify, and foster the use of best classroom management practices to meet the needs of learners.

Qualifications

Education/Certification

Bachelor’s degree in education from an accredited college or university

Valid Texas Teacher Certification, specific to assigned area

Special Knowledge/Skills

Excellent communication and interpersonal skills

Ability to work effectively with adult learners

Working knowledge of computer software and multimedia tools

Leadership and problem solving skills

Embrace CCISD core values

Demonstrated expertise in the following areas:

• Content knowledge
• Evidence based tier 1 classroom management systems
• Instructional strategies and best practices
• Effective instruction for diverse learners
• Observational data interpretation
• Professional learning creation and delivery
• Working with resistant leaners
• Integration of technology

Experience

• Minimum of 5 years of successful teaching experience
• Varied grade levels of instructional experience preferred
• Experience working with diverse student populations preferred
• Experience working with adult learners, planning and delivering professional learning
• Leadership experience (such as lead teacher, department head, curriculum writer, etc.) preferred
• Strong data analysis skills
• Experience working with a wide variety of tiered behavioral interventions

Major Duties and Responsibilities

Provide job-embedded professional learning for campus teachers in classrooms

1. Facilitating the instructional design process using district curriculum documents and existing assessment data

2. Meeting with individual and teams of teachers to support the planning and delivery of effective classroom management structures designed to meet the needs of all learners

3. Sharing theory, research, and resources to support best classroom management practices

4. Supporting teacher directed, or campus-wide, inquiry into problems of practice through observation, data collection, data analysis, and reflection

5. Providing opportunities for, and facilitating, reflection and self-assessment among teachers

6. Supporting novice teachers’ design and delivery of effective classroom management structures, techniques, and interventions

7. Demonstrating and co-teaching in classrooms to model effective classroom management procedures, formative assessment and student centered instruction

8. Supporting teachers in designing classroom management systems

9. Providing, or assisting with, other forms of job-embedded professional learning for CCISD staff, such as book studies, learning walks, PLCs, etc.

10. Providing documentation and evidence of improvements in the classroom to various stakeholders 

Provide instructional leadership and serve as a role model

11. Developing relationships and connections with campus staff and district support personnel

12. Supporting administration in their role as instructional leaders

13. Providing feedback and support to teachers and administrators as they implement CCISD and campus initiatives

14. Working with the Campus Administrative Team and campus teachers to enact positive instructional change

Model a positive behavioral focus and concern for the success of all learners

15. Remaining current in content and classroom management and social emotional pedagogy and model life-long learning by: attending professional learning sessions, referencing current professional literature, and engaging in personalized PL to support campus and district development

16. Consistently using district approved and preferred technology for campus work and meetings

17. Presenting topics of current classroom management and social emotional practices at district and regional professional learning events

Personal Growth and Work Habits

18. Actively pursue knowledge of professional literature and theory

19. Actively participate in all district supported professional learning for behavioral coaches

20. Actively support teachers in various grade levels, building increasing expertise about social emotional curriculum, engaging resistant learners, and tiered behavioral interventions systems and strategies.

21. Establish and pursue yearly goals for growth as a behavioral coach

22. Research district policy, precedent, and current practices prior to taking action.

23. Participate as an effective team member who contributes to district, department, and content goals

24. Demonstrate integrity and ethics

25. Respect the confidentiality of coaching relationships and of the campus administration

26. Utilize time wisely for effective management of job responsibilities

27. Maintain punctuality in daily work times, appointments, and meetings

28. Meet task completion deadlines established by teams and by supervisor

29. Maintain effective relationships with campus and district staff

30. Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department are met

31. Maintain a positive and professional tone in all communication (i.e. email, written, and verbal)

32. Perform other duties and accept other responsibilities as assigned

Working Conditions

Mental Demands

Effective verbal and written communication; concentration while performing duties;

ability to maintain emotional and professional control under stress

Physical Demands/Environmental Factors

Frequent district-wide travel; moderate standing, walking, bending, lifting

Terms: 198 Days