ASSISTANT PRINCIPAL/INSTRUCTIONAL COACH

ASSISTANT PRINCIPAL/INSTRUCTIONAL COACH

Haywood County Schools Hazelwood Elementary - Waynesville, North Carolina This job is also posted in Haywood County Schools, and North Carolina School Jobs Job Details

Job ID:

5709885

Application Deadline:

Posted until filled

Posted:

Yesterday

Starting Date:

To Be Determined Job Description

JOB DESCRIPTION OF THE ASSISTANT PRINCIPAL

REPORTS TO:

Principal

SUPERVISES

Will supervise as assigned by the principal.

PURPOSE:

The assistant principal serves as a member of the administrative team to develop and implement the total school program.

DUTIES AND RESPONSIBILITIES

MAJOR

FUNCTION

Pre-Class Organization The assistant principal assists to implement student orientation and registration activities.

MAJOR FUNCTION

Planning the School Program The assistant principal assists in the development and establishing of the school's goals and objectives and the planning of the school's instructional program.

MAJOR FUNCTION

Implementing the School Program The assistant principal assists to provide direction to staff in implementing goals and objectives and interacts and meets with staff to assist in their development.

MAJOR FUNCTION

Evaluating and Remediation of the School Program The assistant principal assists in the evaluation of the school program and of staff and assists to initiate needed improvements.

MAJOR FUNCTION

Keeping Professionally Competent The assistant principal acts to upgrade own professional knowledge and skills.

MAJOR FUNCTION

Coordinating Budgets and Schedules The assistant principal assists in the preparation and management of budgets and schedules and in the coordination and implementation of the co-curricular program.

MAJOR FUNCTION

Handling Disciplinary Procedures The assistant principal assists to define and disseminate information about school discipline policy and procedures to parents, students, staff, and community.

MAJOR FUNCTION

Coordinating the School's Formal Structure The assistant principal communicates and carries out established policies, delegates and accepts responsibility for completion of tasks and communicates program goals, objectives, and policies to the community.

MAJOR FUNCTION

Coordinating School Services and Resources The assistant principal assists in supervising and maintaining auxiliary service and uses community resources to supplement the school program.

MAJOR FUNCTION

Facilitating Organizational Efficiency The assistant principal promotes and maintains open communications, positive student attitudes, respects dignity, worth of staff, students, and complies with established lines of authority.

MAJOR FUNCTION

Assisting in Record Keeping The assistant principal assists in completion of records and reports and in the supervision and inventory of necessary supplies, textbooks, equipment, and materials.

Job Description of Instructional Coach:

Purpose:

The Title I Instructional Coach is responsible for improving student achievement by supporting teachers in the implementation of evidence-based instructional strategies in literacy and/or mathematics. The coach provides job-embedded professional development, models effective teaching practices, analyzes student data to inform instruction, and collaborates with teachers to strengthen classroom instruction for all students, with a specific focus on students at risk of not performing on grade level. The Title I Instructional Coach plays a key role in building teacher capacity, supporting school improvement goals, and ensuring fidelity to evidence-based interventions and core instruction.

Primary Responsibilities and Duties:

Instructional Coaching and Support:

Provide individualized, small group, and school-wide coaching to support teachers in implementing evidence-based instructional strategies in reading, math, and/or intervention programs. Model effective teaching practices, co-teach, and observe lessons to provide actionable feedback that promotes instructional growth. Support teachers in differentiating instruction to meet the needs of diverse learners, including students receiving Title I services.

Professional Development:

Plan, deliver, and facilitate job-embedded professional development aligned with school improvement goals, Title I program requirements, and student achievement data. Support teachers in the use of data to inform instructional decisions and intervention strategies. Provide ongoing training and support for the implementation of evidence-based programs and resources.

Data Analysis and Progress Monitoring:

Collaborate with teachers and school leadership to analyze assessment data to identify trends, monitor student progress, and determine instructional next steps. Assist in the identification of students at risk and the development of targeted intervention plans.

Collaboration and Capacity Building:

Facilitate instructional planning meetings, data discussions, and professional learning communities (PLCs) focused on improving student outcomes. Serve as a liaison between school staff and Title I program leadership to ensure alignment with district expectations and Title I guidelines. Support and mentor Title I Teachers, Teacher Assistants, and intervention staff as applicable.

Documentation and Compliance:

Support the collection and organization of documentation required for Title I compliance and state/federal reporting. Assist in maintaining records related to professional development, coaching activities, and program implementation.

Family Engagement Support:

Assist with planning and implementing Title I family engagement initiatives that support student learning. Provide resources and strategies for families to support literacy and math development at home. Other Duties as

Assigned:

Perform additional duties that support the goals of the Title I program, school improvement efforts, and student achievement as directed by the school principal or the Director of Title I Services. Knowledge, Skills and Abilities Knowledge of current teaching methods and educational pedagogy, as well as differentiates instruction based upon student learning styles. Knowledge of high school curriculum and concepts. Knowledge of data information systems, data analysis and the formulation of action plans. Knowledge of applicable federal and state laws regarding education and students. Ability to use computer network system and software applications as needed. Ability to organize and coordinate work. Ability to communicate effectively with students and parents. Ability to engage in self-evaluation with regard to performance and professional growth. Ability to establish and maintain cooperative working relationships with others contacted in the course of work.

MINIMUM TRAINING AND EXPERIENCE

Master's degree in School Administration, 3 to 5 years of experience as a classroom teacher or any equivalent combination of training and experience which provides the required knowledge, skills and abilities.

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

Physical Requirements:

Must be physically able to operate a variety of equipment including computers, copiers, calculators, cellular phones, 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, charts, strategic plans, etc. Requires the ability to prepare correspondence, reports, forms, appraisals, charts, 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, statistical inference, and statistical theory.

Form/Spatial Aptitude:

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

Motor Coordination:

Requires the ability 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:

Requires 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.

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.

Position Type:

1 - Full-time Permanent