Verizon Innovative Learning Schools Instructional Coach

Job Title: Verizon Innovative Learning Schools Instructional Coach

Position Function: The Verizon Innovative Learning schools (VILS) instructional coach is a full-time position with the primary responsibility for the implementation of the VILS program at the school level. The VILS coach provides teachers with pedagogical support to effectively leverage technology in the classroom. The coach challenges teachers and leaders to fulfill their vision, and advocates to improve student achievement by engaging students in the learning process, personalizing learning, etc. The coach works to ensure that every teacher in the building has the opportunity to become proficient in leveraging technology in the classroom to access deeper learning through rigorous and relevant lessons. By being versatile, the coach provides opportunities for the school to innovate and explore enhancements to current practice.

In addition to building capacity within professional learning communities, the coach creates and leads a culture of teacher leaders who are comfortable with using data for continuous improvement, collaboration, and facilitating professional learning. Lastly, the coach helps to expose students to compelling careers and the technical skills necessary to be successful in those careers.

This position requires a student-centered learning philosophy, creative problem-solving abilities, strong interpersonal and communication skills, and an eagerness to take a leadership role.

Essential Performance Responsibilities:

• Collaborates with Digital Promise staff and school leadership to develop and execute strategic plans that illustrate the integration of the VILS program and school goals.
• Collaborates with Digital Promise staff on weekly tracking and reporting of progress on VILs program implementation
• Keeps district leadership and principal abreast of progress
• Leads and supports the faculty in the integration of effective uses of digital technology through a consistent pattern of strategic outreach and informal support
• Collaborates with teachers in composing effective technology-infused, content-based lessons, and support teachers as they implement these lessons in their classrooms. In addition, helping teachers reflect upon and improve lessons
• Promotes a strong learning culture among all project participants
• Participates in ongoing professional development related to job responsibilities and maintaining expertise in the field
• Promotes model instructional practices and the role of technology integration
• Collaboratively develops engaging lessons with faculty and provides support through classroom observations, modeling, and co-teaching
• Provides assistance and training to instructional staff in the integration of technology to support student achievement. This includes planning and implementing job-embedded professional development and workshops for individuals, small groups, and large groups
• Nurtures and grows student opportunities for leadership in technology and STEM
• Documents innovative learning strategies for ongoing assessment and publication purposes
• Periodically collects data on levels of technology integration via classroom observations to inform professional learning supports.

Additional Duties: Assists with additional duties as assigned by supervisor.

Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259’s guidelines for equipment use.

Travel: Limited travel between schools and central offices may be required.

Physical and Mental Demands:

• Work in standard office environments
• Occasional overtime
• Attendance at required meetings
• Additional demands upon request of supervisor

Knowledge, Skills, and Abilities:

• Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information
• Ability to communicate effectively with a Supervisor when their discretion is needed

• Ability to perform as an effective team player
• Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building
• Exhibit a professional manner and a positive attitude

• Use good judgment to make decisions on recurring assignments
• Display a significant degree of professionalism and confidentiality
• Ability to conform to proper standards of professional dress and appearance
• Knowledge of company’s mission, purpose, goals and the role of every employee in achieving each of them

Interrelations:

• Contact with personnel within the district and with customers and vendors
• Will be working under the direct supervision of the department supervisor in order to complete day to day tasks
• Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy
• Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues
• Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service

Employee Punctuality and Appearance:

• In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave
• Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator
• All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position

Qualification Profile:

• Prior teaching and coaching experience required
• Strong history of innovative teaching practices and building student aspirations
• Strong understanding of adult learning andragogy and pedagogy and their relation to technology integration

FLSA Status: Exempt

Position Specifics:

• Supports school leaders in developing a school culture oriented towards growth and improvement.
• Builds relationships proactively and inspires teachers toward success.
• Understands that professional growth comes from reflecting on what one is learning.
• Reviews completed work and the work process at regular intervals to consider how one can improve.
• Learns from the experiences of others.
• Designs adult learning systems that provide teachers with the skills and knowledge they need to advance their teaching practice and student learning.
• Acknowledges that whole school progress requires buy-in from both school leaders and teachers.
• Engages in active listening.
• Assumes responsibility for the professional learning and growth of the teachers.
• Shares responsibility for the learning of students taught by those teachers.
• Encourages the use of student evidence to co-plan instruction.
• Encourages student agency.
• Encourages personalized learning.
• Considers school culture and relationships before planning implementation.
• Collaborates with school leaders to ensure the school culture is oriented towards growth and improvement.
• Integrates coaching within other learning structures such as inquiry teams or professional learning communities that are guided and rigorous.
• Approaches difficulties with a solution mindset, and backward-designs from the initiative and school goals.
• Develops strategies and processes for all facets of the work including outreach, collaboration, documentation, replication, and sharing.