INSTRUCTIONAL/ INTERVENTION COACH 2016 – 2017

GLEDHILL STREET ELEMENTARY

GLEDHILL ELEMENTARY MATH/SCIENCE/TECHNOLOGY MAGNET The role of the Instructional/Intervention Coach, Elementary is to build teacher capacity and provide support to both teachers and administrators. Under the direction of the school-site principal, the instructional coach will work collaboratively with general and special education teachers and administrators, program coordinators, and other staff to promote standards-based literacy and numeracy across the content areas, using a multi-tiered approach to instruction, including the problem solving model and appropriate evidence-based strategies to provide access to core instruction and intervention for all students including English Learners, Standard English Learners, socioeconomically disadvantaged, students with disabilities, and GATE students. The content area focus of work for the Instructional/Intervention Coach, Elementary will be based on student data and the academic goals of the school. The Instructional/Intervention Coach, Elementary is a support position and does not include the evaluation of teachers. "Employees assigned to school-based, non-classroom teacher positions (including, but not limited to Coordinators, Instructional Coaches, Intervention Teacher Coordinators, TSP, Teacher Advisors, etc.) are required to provide direct instruction to students as part of their assignment. Direct instruction may include, but is not limited to, small group intervention, counseling, tutoring, demonstration lessons, curriculum development, peer coaching and mentoring.”

The Instructional Coach Position will be on C Basis, 7 hr a day on-site. The position will begin on October 10, 2016.

Work hours will be 7:30 a.m.- 3:30 p.m.

ROLES AND RESPONSIBILITIES

Demonstration Teacher/Co-Teacher Collaboratively plan and conduct demonstration lessons with the classroom teacher that emphasizes good first teaching

which includes: Standards-based instruction The use of effective evidence-based instruction, access strategies (Academic Vocabulary, Instructional Conversations,

Graphic Organizers, and Cooperative Grouping), Academic Engaged Time, and checking for understanding aligned to grade-level Common Core Standards and content

Differentiation of instruction The multi-tiered approach to support academic achievement and intervention as well as assist with the SSPT Use of pre and post conferences for planning and debriefing lessons Use of technology tools Facilitate the use of Interim and Summative assessments such as SBAC

MENTOR Provide opportunities for teachers to reflect on their teaching practice Assist and support teachers in the implementation of district-adopted textbooks and support materials Assist and support teachers with instructional strategies that support the delivery of grade-level content to all students,

including ELs, SELs, SWDs and GATE students Promote standards-based literacy and numeracy through:

o demonstration lessons through modeling collaboration and co-teaching focused observation Work with teachers to manage, interpret, use formative and summative assessment data, systematically examine student

work, plan and deliver appropriate instruction, intervention and accommodation strategies for all students (SBAC Interim and Summative Assessments)

FACILITATOR

Support collaborative work that contextualizes teaching and learning on evidence-based practices and identified needs Facilitate the analysis of data and student work that reflects a problem-solving approach Foster improved communication and collaboration among staff by working with teachers to identify and address areas of

need Support the academic achievement of all student populations/facilitating on-site professional development Meet regularly with site administrators, teachers, and support personnel to analyze data and further communicate and

strengthen instructional support to school staff

Attend, as needed, central, local, and school-site professional development related to expanding coaching expertise, pedagogical repertoire, content knowledge, and systematic analysis of student work data within the multi-tiered framework

REQUIRED QUALIFICATIONS Permanent status in LAUSD or another school district Meet Standards performance ratings on performance evaluation in the immediately preceding four proceeding years

(Must not have received any Notices of Unsatisfactory Service and no more than one Notice of Unsatisfactory Act.) At least 5 years of classroom teaching experience at the elementary school level Appropriate certification to teach English learners (CLAD, BCLAD, SB395 or SB 1969 certificate) Possess a valid California elementary teaching credential Required multicultural coursework Ability to use technology and access data to inform instruction Ability to travel to other sites/locations

DESIRABLE QUALIFICATIONS

Excellent interpersonal skills to build trust and relationships with all stakeholders Positive attitude and demeanor A Team player; available to help other members of the Instructional Leadership Team as needed Flexible with daily schedule and tasks as needed Effective oral and written communication skills Completion of any relevant professional development Experience in collaborative planning, delivery of instruction, and differentiated professional development Knowledge of Response to Instruction and Intervention/problem-solving model and MTSS Collaborative team building skills Teaching experience at more than one grade level Strong organizational, computer, and oral and written communication skills Experience with Common Core Standards (ELA & MATH) Instructional Design and Implementation Strong background in an interdisciplinary approach to teaching (across the content areas) Experience with Differentiating Instruction (Universal Access, Culturally Relevant Pedagogy Strategies etc.)

Experience in designing, leading, implementing and analyzing Tier II and Tier III academic interventions (e.g. Intervention/Learning Lab)

Deep knowledge of Common Core Standards/Math Practices, Early Literacy Skill Development Knowledgeable about Project Based Learning Design and Implementation Experience in leading differentiated Professional Development Able to provide teachers with Actionable Feedback after Lesson Observations Experience with Data Analysis and LAUSD Data systems MiSiS, My Data, etc. Experience in leading Instructional Rounds, Lesson Study, etc. Technology literate (able to integrate technology into instruction) Flexible (Available during the Summer for planning) Excellent organizational skills Perform other duties as assigned

Application Procedures Letter of Intent indicating qualifications and experience

Resume

Letter of Recommendation from current administrator and/or previous administrator

DUE: Friday, September 30th by 4pm

If you have any questions or concerns, please email the Principal, Mrs. Bueno at Linda.Bueno@lausd.net