PRIMARY FUNCTION:  This position is designed to build teachers’ capacity in content and pedagogy by providing and supporting ongoing content-focused professional learning coupled with content-specific coaching and feedback plus monitoring and analyzing student learning as a means of deepening teachers’ content knowledge, improving practice, and elevating student achievement.  Additionally, the Academic Coach has the capacity and instructional leadership acumen to support differentiated groups of students that need additional support with closing academic learning gaps, providing enrichment, acceleration, and establishing high academic standards for all students.

 

REPORTS TO: Principal

SALARY SCHEDULE:  Teacher

WORK DAYS:  200

  

REQUIRED:   

• Master's Degree from an accredited college or university.
• GaPSC issued Professional, Clear-Renewable Teaching Certification in 
  • Elementary Ed. (P-5) and/or 
  • Middle Grades (4-8) Reading and/or Math 
  • MS Science and/or Social Studies
• A minimum of five years of successful teaching experience.
• A minimum of two years of Academic Coaching 

Preferred: Gifted Endorsement

 

 

Experience, Skill and Certification:

• Demonstrated knowledge of Georgia Standards of Excellence
• Experience delivering professional learning opportunities and research based instructional practices across curriculum areas, including STEM/STEAM, Advanced Placement and/or International Baccalaureate
• Experience with planning, implementing, and monitoring an instructional coaching cycle to support teachers
• Knowledge of successful techniques for classroom organization and experience planning for effective instruction.
• Knowledge of instructional strategies that connect the curriculum to the learner.
• Ability to organize and complete multiple tasks/projects concurrently; ability to create and deliver professional learning that supports the direction of the school’s instructional vision; strong communication skills, both in oral and written format; knowledge and application of research based instructional strategies; ability to work successfully with colleagues; ability to project and generate a positive attitude; and ability to effect change
• At least five years of successful performance working with students resulting in successful, value-added learning outcomes, evidenced by performance data.

 

DUTIES AND RESPONSIBILITIES:

 

1. Promotes district instructional priorities by providing support and demonstration for the following skills: training, modeling, coaching and instructional guidance necessary for the operation of the instructional program.
2. Support teachers with data driven instruction, analyzing student assessment data and assist with designing instructional decisions based on assessment data.
3. Provides professional learning to teachers and support staff.
4. Provide instructional coaching support to teachers with the integration of research- based instructional strategies and effective use of technology.
5. Assist in the development of lesson plans, instructional calendars, and assessments.
6. Ensures fidelity of implementation of the school’s strategic instructional and professional learning plans via modeling, monitoring, observation. and feedback.
7. Conducts informal classroom observations and provides feedback to teachers and assists with the development and professional growth of new teachers.
8. Participates in instructional rounds with the school leadership team and provide feedback to teachers.
9. Facilitates professional learning communities, data team meetings, and assists teachers with collaborative lesson planning.
10. Monitors students’ progress and arranges for academic interventions or acceleration based on formative and summative assessments.
11. Conducts analysis of formative and summative student data and recommends modifications to instruction.
12. Uses observation, achievement, and survey data to identify professional development needs and designs and delivers site based professional learning.
13. Assists with reviewing instructional lesson plans and provides lesson plan feedback to teachers.
14. Required to have prompt, regular attendance in-person and be available to work on-site, in-person during regular business hours and as needed.
15. Performs other duties as assigned by principal, immediate supervisor, and district-level administration.

 

Terms of Employment

Incumbents will receive an annual contract.  The work calendar will be 200 days.  Salary will be based on highest level of certification and allowable experience.                 

 

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

  

Physical and Sensory Demands

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section.  Check the box that is applicable for this position and complete any necessary information.

 

[ ] OFFICE     Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.

 

[X] CLASSROOM  Employees in this category spend at least most of the workday in a typical classroom or related educational environment. There will be prolonged periods of standing or walking, and there may be frequent bending, stooping, or stretching. There are occasions that require the lifting or pulling of equipment or supplies. Reading, listening, writing, and speaking are requirements. There are few exceptional physical or sensory demands, but there may be occasions that require the lifting or restraint of a student.

 

 EXCEPTIONAL  PHYSICAL  OR  SENSORY DEMANDS

(Check any that apply to this job and complete the required information)

[X]  Heavy lifting of up to             pounds.

[  ]  Frequent climbing up to         _ feet, and/or working on building roofs.

[  ]  Exposure to heavy dust, dirt, chemical or paint fumes, or other airborne matter.

[  ] Exposure to extreme heat, electric current, hazardous chemicals or other

      potential hazards. 

[X] Sitting or standing for extended periods with no control over rest periods.

[  ] Other: Incumbents must have valid driver’s license and reliable personal transportation due to frequent travel between school locations.