Title: Elementary Instructional Coach

Salary Schedule Range: Depends on Experience (Highest placement would be at Class III, Step 13 of the Teachers TOSA Salary Schedule. Annual stipends for a Master’s and Doctorate degrees.

Reports to: Principals (Site Based) and Executive Director of Elementary Education (District Office Based)

Employment Status: Full-time, 200 days

Location: Santa Barbara Community Academy - Elementary * 850 Portesuello Ave., Santa Barbara, CA 93101

Description of Position:

Elementary Instructional Coaches will either be “site-based” at the direction of a school principal or will work at the“district-level” across multiple sites at the direction of the Executive Director of Elementary Education, supporting teachers in both informal and in more formalized coaching cycles around an identified aspect of instructional practice. Coaches will participate in coaching network meetings to develop protocols, professional learning modules, and role-alike training. Instructional Coaches report directly to the Executive Director of Elementary Education and work closely with elementary principals. In addition, coaches will teach at least one full instructional period (not less than 20 minutes) each school day with students and teachers. The purpose of this model is to improve Tier I instructional practices through coaching, such as co-teaching and modeling lessons.

Essential Functions:

Equity

Partake in the required ongoing professional learning necessary to promote Culturally and Linguistically Sustaining Pedagogies in all areas of work done for the district.
Assist with the implementation of practices that ensure equitable outcomes for all students.
Ensure that fiscal and classroom resources are utilized in a way that addresses the needs of historically underserved students.
Assist with professional learning that enhances the achievement of all students, and in particular students who are socio-economically disadvantaged, students with disabilities, emergent multilingual learners, and our Indigenous, Black, Latinx, and other students of color.
Develop and use instructional materials suitable for verbal, auditory, and visual instruction of students with a wide range of mental, physical, and emotional maturities.

Accountability

Must be highly qualified, linguistically aware, and committed to sustaining and nurturing the language resources of all students.
Be knowledgeable about and prepared to model effective use of differentiated instructional strategies.
Be familiar with and be able to articulate the essential components of effective reading, writing, listening, and oral development instruction.
Provide direct coaching and instructional guidance to classroom teachers.
Support staff awareness and working knowledge of the CA Common Core State Standards in ELA/Literacy, SBUSD core curriculum, and available instructional materials/resources.
Support TK-6 classroom teachers towards the full implementation of key components of a comprehensive (balanced) approach to literacy framework in Grades TK-6.
Monitor school and classroom implementation of curricular, instructional, and assessment system priorities, ensuring equitable access to learning and growth.

Communication

Lead, train, and coach with a focus on equity, accountability, communication, and culture and climate.
Assist in the design, development, and update of scope and sequence frameworks, as well as unit planning.
Provide and facilitate structures for peer coaching and student-centered lesson development support to increase teachers’ instructional knowledge and maximize student learning.
Collaborate with district departments to articulate coherent and comprehensive standards-based educational programs to ensure all students have access to the core curriculum.
Actively participate in the regular meetings of school-based Instructional Leadership Team(s) and district network of Literacy Coaches for additional training and support.
Attend and actively participate in Role-Alike meetings and Professional Development Sessions.
Contribute to the cultivation of strong and cohesive professional learning communities.

Culture and Climate

Develop and provide additional communication and engagement opportunities for parents/families to better understand shifts in school/ classroom instructional practices, and recommendations for supporting student learning outside of school.
Support the integration of educational technology to improve literacy outcomes.
Facilitate teacher work groups/common planning time or grade level team/department meetings, and incorporate looking at student work or data to plan and/or adjust instruction.
Provide leadership in establishing and/or better articulating the MTSS model Response to Intervention or Instruction (RtI2) model in the area of literacy, at either the site or district level.
Assist in the organization of academic interventions for students needing additional support across the school or district.

Desired Qualifications:

Successful experience working with a diverse adult and student population; track record of success in an elementary school setting.
Experience in coaching, mentoring, and modeling of lessons in subject matter.
Experience in group facilitation and conducting professional development in the subject matter.
Experience and knowledge in how to use programs and/or materials as instructional resources.
Demonstrates understanding of the Gradual Release of Responsibility
Demonstrated ability to collaborate with district and school-based administrators
Excellent interpersonal and communication skills; high degree of organization and effective time management.
History of successful instruction with traditionally underserved communities.
Skillful in analyzing student assessment data with a lens for equity, instructional planning, and professional development of teachers.

Minimum Requirements:

Possession of a valid Teaching Credential with English Learners authorization (Bilingual Authorization or BCLAD) in one of the following:

Multiple Subjects; Single Subject English; or any Single Subject Credential with a Specialist Credential in Reading and Language Arts, or the Reading Certificate, or National Board for Professionals Teaching Standards in the area of Early and Middle Childhood/Literacy: Reading – Language Arts.
Outstanding and /or Highly Satisfactory Summary Evaluations.
At least three years of classroom teaching experience with demonstrated effectiveness in the subject matter, use of standards-based curriculum, instruction, and assessment.
Bilingual Spanish speaking and writing preferred.

Working Conditions & Physical Demands:

Primarily inside work with little exposure to weather conditions.
Travel to school sites.
Hearing and speaking to exchange information in person or on the telephone.
Seeing to read a variety of documents.
Dexterity of hands and fingers to operate office equipment.
Sitting and standing for extended periods of time.

The District reserves the right to update, revise or change this job description and related duties at any time.