25/26 Instructional Coach 455070 Position Available In Cumberland, North Carolina

25/26 Instructional Coach 455070 Cumberland County School District – 3.9 Fayetteville, NC Job Details Full-time $4,100 a month 12 hours ago Qualifications Teaching Certification Mid-level 3 years Master’s degree Bachelor’s degree Adult learning Communication skills

Teaching Full Job Description FLSA:

Exempt Qualifications:

Bachelor’s Degree (Master’s preferred) from an approved education program. Have three or more years of teaching experience and a valid teaching license. Show evidence of superior classroom teaching performance. Demonstrate a track record of high student outcomes. Documented track record of teacher leadership positions.

Reports To:

Principals and Curriculum & Instruction School Support Team Members

JOB DESCRIPTION AND RESPONSIBILITIES

To provide professional development and on-going support for teachers to promote school-wide initiatives, instructional excellence and improved academic achievement for all students. The Instructional Coach serves as a member of a building leadership team, working to align district and building goals and to evaluate student data in support of effective school improvement planning. The Instructional Coach facilitates collaborative groups of teachers in which issues related to implementing effective content instruction are considered, current research on effective practice is examined and discussed, and student work and data are reviewed. The Instructional Coach is a member of a professional coaching community, collaborating with other instructional leaders and participating in professional development and inquiry into his or her own instructional leadership practice. This position is for ten months. Instructional Coaches will work within their four defined areas of responsibility (Professional Development, The Coaching Cycle, Demo-Lessons/Co-Teaching, and Professional Learning Communities) to: Communicate the vision and requirements of an effective instructional program to include the use of digital resources to the appropriate stakeholders while utilizing relevant and current research and other data-informed performance measures and outcomes. Facilitate the use of accepted learning taxonomies, effective instructional design principles, and appropriate assessment methods. Facilitate and support instruction across the curriculum to promote engagement, creativity, critical thinking, problem-solving and student-owned exploration of information and ideas based on demographic and performance data, state and national guidelines and emerging trends. Model a variety of instructional strategies, Digital Age resources, and assessment tools to assist teachers in integrating digital-age learning in all content areas for all learners. Demonstrate comprehensive knowledge of a wide range of instructional strategies to include digital resources which support inquiry and student-centered learning, professional best practices and acquisition of Digital Age skills. Encourage the use of instructional tools and resources that support the diverse needs of students to improve creative and innovative student learning. Provide professional development addressing instructional theory, practice and resources that promote student owned learning, relevancy, Digital Age skills, collaboration, critical thinking and creativity, and varied student communication to authentic audiences. Demonstrate comprehensive knowledge of curriculum across grade levels and subject areas. Provide teachers with professional development, modeling the effective integration of information and technology skills, collaboration, critical thinking, and creativity. Participate in observations for professional growth and collaborate with other educators to mentor and support professional growth throughout the school learning community. Apply professional skills to investigate, apply, and share new research on digital tools, resources, pedagogy, curriculum, and other relevant topics to the professional learning community. Thorough understanding of child learning theory and knowledge of adult learning theory. Possess the competencies necessary to achieve results despite obstacles, lead and develop other adults, and effectively work with people who have differing cultural backgrounds and/or personal characteristics, including race, religion, gender, sexual orientation, or economic differences. Excellent presentation and facilitation skills. Exemplary interpersonal, planning, and organizational skills. Efficiency in meeting deadlines. Strong oral and written communication skills. Serves as team player and role model for other employees in the organization; demonstrates a commitment to continuous quality improvement; supports and exhibits organizational core values of caring, respect, integrity, responsibility, high expectations, being customer driven, and valuing fairness.

PHYSICAL REQUIREMENTS

Must possess the visual acuity to work with data and figures, operate a computer, do extensive reading and prepare and present written and oral reports and statistical data Must have finger dexterity and be able to physically perform the basic life operational functions of kneeling, sitting, walking, stooping, reaching, lifting, pushing, pulling, talking, seeing, hearing, and repetitive motion.

SPECIAL REQUIREMENTS

Background check with local and state law enforcement agencies required. REV 04/25