With a common goal of increased student achievement, CCS curriculum coaches are change catalysts who develop and nurture high-quality teachers through data-driven decisions and instructional support.

DESCRIPTION:

Curriculum coaches are change catalyst in the school and district. Coaches exhibit the qualities of a model teacher by facilitating learning as well as by providing instructional support through resources and data analysis. Areas of responsibilities inherent in meeting these goals include:

• Professional support – coach and mentor teachers through non-evaluative observation and feedback, co-plan instructional strategies, and model lessons
• Learning facilitator – design collaborative, job-embeded, standards-based professional learning
• Resource facilitator – expand teacher’s use of a variety of resources to improve instruction
• Data coach – ensure that student achievement data is used to drive decisions at the classroom and school level
• School leader – work collaboratively (with formal and informal leaders) to plan, implement, and assess school change initiatives to ensure alignment with and focus on intended results, and to monitor transfer or practice from professional development into action.

MINIMUM TRAINING AND EXPERIENCE

Master’s degree with emphasis on the area of specialty, curriculum or administration preferred. Proven record of excellence as a classroom teacher with predictive characteristics of an outstanding administrator. Experience facilitating staff development programs. Must possess a teaching certificate from the State of North Carolina.

KNOWLEDGE, SKILLS, AND ABILITIES

• Thorough knowledge of the philosophies, principles, practices and procedures of school curriculum.
• Considerable knowledge of standard research techniques, methods and procedures.
• Considerable knowledge of modern office practices and procedures.
• Considerable knowledge of the ethical guidelines applicable to the position as outlined by professional organizations and/or federal, state and local laws, rules and regulations.
• Considerable knowledge of the principles of supervision, organization and administration.
• Considerable knowledge of standard bookkeeping practices as applied to governmental transactions.
• Considerable knowledge of the principles and practices of educational administration.
• Skill in writing effective correspondence, speeches and other documents representing the District.
• Skill in the operation of common office machines, including popular computer-driven word processing, spreadsheet and file maintenance programs.
• Ability to provide leadership and to supervise the planning, development and establishment of new, modified and/or improved programs, services and activities.
• Ability to analyze and interpret policy and procedural guidelines, and to formulate, develop and present recommendations to resolve problems and questions.
• Ability to organize work flow and coordinate activities.
• Ability to research program documents and narrative materials, and to compile reports from information gathered.
• Ability to maintain complex schedules, records and files.
• Ability to make administrative decisions in accordance with laws, ordinances, regulations and school system policies and procedures.
• Ability to plan and coordinate group activities and special events.
• Ability to effectively express ideas orally and in writing.
• Ability to make oral presentations before large groups of people.
• Ability to exercise considerable tact and courtesy in frequent contact with school officials and the general public.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description was 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

PERFORMANCE RESPONSIBILITIES

• Supports school-based, job embedded professional development.
• 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 instructional staff secure, analyze and interpret data for promoting instructional improvement.
• Engages in the coaching cycle: observes and conducts pre- and post-visit conferences with teachers to facilitate reflection.
• Models instructional strategies with teachers and staff in classrooms.
• Provides feedback to teachers and staff regarding implementation.
• Provides customized professional development to meet unique student needs and support differentiated instruction.
• Participates in regular professional development to improve knowledge and skills.
• Coordinates scheduling of district level assessments, manage instructional data computer programs, attend PLC meetings to empower teachers with analysis of data that drives instruction.
• Performs other related work as required.

MINIMUM STANDARDS REQUIRED TO PERFORM RESPONSIBILITIES

Physical Requirements: Must be physically able to operate a variety of automated office machines including computers, typewriters, copiers, facsimile machines, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. 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, articles, manuals, etc. Requires the ability to prepare correspondence, reports, forms, meeting minutes, speeches, 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 understand and apply the principles of 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 automated office equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as office equipment. 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 persons acting under stress.
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.

Curriculum coaches are change catalyst in the school and district. Coaches exhibit the qualities of a model teacher by facilitating learning as well as by providing instructional support through resources and data analysis. Areas of responsibilities inherent in meeting these goals include:

• Professional support – coach and mentor teachers through non-evaluative observation and feedback, co-plan instructional strategies, and model lessons
• Learning facilitator – design collaborative, job-embeded, standards-based professional learning
• Resource facilitator – expand teacher’s use of a variety of resources to improve instruction
• Data coach – ensure that student achievement data is used to drive decisions at the classroom and school level
• School leader – work collaboratively (with formal and informal leaders) to plan, implement, and assess school change initiatives to ensure alignment with and focus on intended results, and to monitor transfer or practice from professional development into action