License and Certification Qualifications: Hold professional certification in content field specific to coaching assignment issued by the Georgia Professional Standards Commission. Hold coaching endorsement certification issued by the Georgia Professional Standards Commission.
Education Qualifications: Bachelor's degree in applicable field of education from a Professional Standards Commission (PSC) approved college of university required. Master's degree preferred.
Experience Qualifications: Minimum of five (5) years of teaching experience, with a record of successfully impacting student achievement required, proficient or above performance evaluations for the last five years of teaching, proven instructional leadership in the classroom required, proven ability in using student-level data to guide instructional decisions, strong pedagogical knowledge and content expertise, demonstrated expertise in oral and written communication, strong interpersonal skills, models continuous improvement, demonstrates lifelong learning and applies new learning to help all students achieve; demonstrates evidence of professional growth, including leadership and participation in a wide range of significant professional development activities.
Skills Qualifications: Comprehensive knowledge of Gwinnett County Public Schools (GCPS) Academic Knowledge and Skills (AKS) curriculum with in-depth knowledge of content and pedagogy in field of certification; knowledge of techniques for integrating curriculum, GCPS policies, and effective instructional practices; ability to understand the teaching/learning process; ability to infuse technology into instruction to increase student learning; ability to work effectively with administrators, colleagues, central office, and school based staff, students, parents, and community; excellent oral and written communication skills; and effective human relations skills. Ability to work and engage with adults and be a self-reflective practitioner for continuous quality improvement.
Primary Responsibilities: Provide support for teachers in the implementation of the Quality Plus Teaching Strategies (QPTS) to ensure high achievement of all students through the mastery of the Academic Knowledge and Skills (AKS). The Instructional Support Teacher is responsible for increasing individual and collective teacher capacity as defined in the Local School Plan for Improvement (LSPI).
1. Model the implementation of the QPTS and recommended instructional frameworks in classrooms.
a. Convene coaching sessions with teachers
2. Support the curriculum and instructional development of all teachers in understanding the AKS, aligned assessments (formative, common, and summative), recommended instructional frameworks, and how to use data to inform instruction.
3. Build strong relationships with teachers, administrators, and other instructional support teachers.
4. Provide direction and coordination for how the AKS is taught consistent with initiatives and recognized best instructional practices (QPTS).
5. Create and effectively implement an articulated coaching schedule with school leadership team that is inclusive of identified coaching cycles with identified teachers and teams.
6. Assist teachers in understanding GCPS mission and core values.
7. Facilitate planning with collaborative learning teams to analyze AKS, develop formative and common assessments, model use of instructional tools and resources in the eCLASS C&I Communication Centers, develop lesson plans, and provide technical support.
8. Assist teachers with instructional resources, materials, tools, information, etc. to support classroom instruction and planning.
9. Support teachers and administrators in using data to improve instruction on all levels; model how to analyze data using protocols to identify next steps.
10. Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
11. Support teachers by modeling multiple instructional strategies/processes (QPTS) with teachers during both planning and instruction.
12. As a part of coaching cycles, informally observe (non-evaluative) teachers and provide non-evaluative effective feedback designed to improve a teacher’s professional growth and students’ success.
13. Develop knowledge, skills, attitudes, and behaviors of teachers and administrators by facilitating professional learning as defined by the LSPI.
14. Develop and implement coaching plans for teachers to ensure student improvement which utilizes student data and goal setting to determine clear teacher actions.
15. Utilize Adult Learning Theory to motivate adult learners to improve professional practice.
16. Contribute to the development of systems and structures to improve teacher practice within the local school.
17. Lead and engage in ongoing professional learning and reflection to develop and improve personal coaching practices based on local school plan for improvement (LSPI) data.
18. Submit a weekly coaching log and any pertinent data requests/coaching documentation.
19. Attend summer training sessions developed for instructional coaches.
20. Attend administrative meetings and participate in instructional rounds with the leadership team.
21. Support literacy and mathematics vertically and across cluster.
22. Monitor and measure effectiveness of coaching work utilizing student data.
23. Perform other duties as assigned.
Physical Demands:
While performing the duties of this job, the employee is frequently required to sit for extended periods of time. Employee is also required to talk, hear, stand, and walk. The employee may be required to use hands to finger, handle, feel, and/or reach. Employee is occasionally required to stoop, kneel, or crouch. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, depth perception, and ability to adjust focus. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
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