Elementary Instructional Coach Position Available In Stokes, North Carolina

Elementary Instructional Coach 4.2 4.2 out of 5 stars Walnut Cove, NC 27052 Shared between Walnut Cove and Germanton Starting 8/5/2025 for the 25-26 school year 10 month, 7.5 hours a day

POSITION

Elementary Instructional Coach Reports to: Elementary Curriculum Director

QUALIFICATIONS

Required:

Bachelors Degree in Elementary Education Minimum of 5 years successful elementary teaching experience Successful experience as a presenter/trainer of adult learners Demonstrated success in classroom instructional practices Knowledge of methods that support research-based classroom instruction

Desirable:

Advanced degrees and/or certifications AIG Certification

JOB DESCRIPTION

Under the general supervision of the Elementary Curriculum Director and the principal, the elementary instructional coach will work with K-5 teachers to implement the required curriculum, work with new teachers, support principals in monitoring the curriculum delivery, provide support for student interventions, and provide curriculum coaching for teachers. The elementary instructional coach supports teachers in developing strategies and techniques for assessing and increasing student achievement.

SPECIFIC DUTIES AND RESPONSIBILITIES ESSENTIAL JOB FUNCTIONS

Works with staff to implement a coherent curriculum aligned with state and national standards Promotes use of consistent instructional framework and research-based strategies Helps build assessment systems that are aligned with curriculum and instruction priorities Ensures that material resources are aligned to support coherence Leads district professional development for all content areas Provides and Supports school-based professional development in all content areas Designs, implements and evaluates school and district staff development in concert with other school leaders Assists the Beginning Teacher Director in developing and coaching new teachers Works with the Director of Testing and Accountability and Curriculum Director to develop a data profile for assigned schools Helps staff secure, analyze, and interpret data for promoting instructional improvement Supports principals and assistant principals, and teacher leaders in using data at the school level Instructional Coach Models instructional strategies with teachers and staff in classrooms. Makes regular classroom visits to support instructional improvement. Designs and Maintains instructional support documents such as pacing guides, assessments, scope and sequence, materials, and resources. Provides feedback to teachers and staff regarding implementation issues. Serves as coach working with staff to improve their practice. Works with staff and schools to address learning needs of all students. Assist and support schools by actively participating on school improvement teams, problem-solving teams, staff meetings, and intervention teams as needed. Provides customized professional development to meet unique student needs and support differentiated instruction. Facilitate/participate in Professional Learning Communities (PLC), Tier 2, Tier3, grade level, or curriculum team meetings. Participates in regular professional development to improve knowledge and skills. Attends and presents at local, state, and national conferences. Serves as a liaison with colleges, universities, and educational partners to build capacity. Perform other duties as assigned by the principal and the Elementary Curriculum Director.

SPECIAL REQUIREMENTS

Must possess a teaching certificate from the State of North Carolina. Must possess a valid North Carolina driver’s license.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS INSTRUCTIONAL COACHES

Physical Requirements:

Must be physically able to operate a variety of equipment including computers, copiers, calculators, etc. Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body. Light Work usually requires walking or standing to a significant degree.

Data Conception:

Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.

Interpersonal Communication:

Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.

Language Ability:

Requires the ability to read a variety of correspondence, reports, forms, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.

Intelligence:

Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.

Verbal Aptitude:

Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude:

Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of algebra, descriptive statistics and statistical inference.

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width and shape.

Motor Coordination:

Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity:

Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination:

Does not require the ability to differentiate between colors and shades of color.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.

Physical Communication:

Requires the ability to talk and hear: (

Talking:

expressing or exchanging ideas by means of spoken words.

Hearing:

perceiving nature of sounds by ear.) Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

Masterful knowledge of North Carolina Standard Course of Study instructional practices, current literature, trends, and developments in the field of education Possess basic knowledge of the science of reading and LETERS literacy professional development Highly developed presentation skills Knowledge of effective staff development models that lead to increased student achievement Excellent oral and written communication skills Considerable human relations and human development skills Demonstrated leadership ability Establish and maintain effective, confidential, and professional relationships with administration and school level personnel Good technical skills with technology and presentation tools Ability to use Google Suite Ability to collect and analyze statistical data Ability to maintain complete and accurate records and statistics and to develop meaningful reports from that information Ensure that appropriate intervention programs are available to students functioning below the proficient level Ability to plan and evaluate strategies for improving instruction Ability to exercise considerable tact and courtesy in frequent contact with the public Ability to establish and maintain effective working relationships as necessitated by work assignments

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.