QUALIFICATIONS:

• Valid Washington Continuing Teacher Certification, Master’s degree strongly preferred.
• Minimum of 5 years successful teaching experience.
• Demonstrated knowledge of state and national standards.
• Deep knowledge of reading, writing, literacy development, math and/or science.
• Previous coaching experience (either as mentor, mentee or preferably both)
• Deep knowledge of and experience in:
• Content
• Instructional strategies
• Student centered instruction including workshop model
• Conditions of Learning
• Assessment driven instruction (teaching/learning process)
• Effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and conveying expectations.
• Ability to design and deliver quality professional development for administrators and teachers.
• Ability to model lessons demonstrating best practice instruction.
• Ability to support teachers in development of differentiated lessons.
• Knowledge of adult learning theory.
• Outstanding presentation and facilitation skills.
• Demonstrated ability to communicate in a professional manner both orally and in writing.
• Demonstrated strength in organization, communication skills and efficiency in meeting deadlines.
• Experience in analyzing data to plan for instruction.
• Demonstrated ability to function as a positive collaborative member of a team.
• Demonstrated interest and engagement in professional learning and reflection.
• Preferred experience in working with children and families who are culturally, linguistically and racially diverse.

KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
• Nurtures a positive school environment that celebrates, respects and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
• Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
• Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
• Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
• The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.
• Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.

Instructional Coaches are teachers who have both content and instructional expertise particularly in reading, writing, math and/or science. Instructional Coaches will facilitate a lab site professional development model by demonstrating lessons, observing classroom instruction, and coaching teachers one-on-one. Instructional Coaches will focus on enhancing teachers’ ability to provide instruction that: builds students’ understanding and skills, is academically rigorous, addresses the curriculum standards and frameworks, and enhances students’ sense of engagement in and ownership of their learning. Together, administrators, classroom teachers, and Instructional Coaches will look at student work and design standards-based, high-quality instruction. The Instructional Coaches will serve as members of building Instructional Leadership Teams working to align district and building goals and evaluate student data to inform school improvement planning. They will work collaboratively with other building coaches to design and deliver professional development as directed. As members of a professional coaching community, the Instructional Coaches will participate in professional development and inquiry into their own practice.

• Implement a collaborative coaching and learning approach.
• Model effective, differentiated instruction.
• Provide individualized, classroom-based coaching with participants to support them in implementing best instructional practices.
• Facilitate professional collaborative groups (PLC) among teachers in which issues related to implementing effective content instruction are considered, current research and writing on effective practice is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.
• Provide comprehensive study of classroom-based instruction using a follow-up lab site model to support participants in implementing the work practiced in the lab site.
• Facilitate inquiry groups among teachers in which issues related to implementing effective content, skills and problem solving instruction are considered, current research and writing on effective practice is read and discussed, and student work and data are reviewed.
• Provide comprehensive/balanced training in and across given subject areas and curricular areas.
• Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions.
• Assist teachers in aligning their teaching with appropriate standards, curriculum and assessments.
• Work collaboratively and collegially with other Instructional Coaches, curriculum specialists and district specialists.
• Cultivate teacher leadership

Instructional Coaches are teachers who have both content and instructional expertise particularly in reading, writing, math and/or science. Instructional Coaches will facilitate a lab site professional development model by demonstrating lessons, observing classroom instruction, and coaching teachers one-on-one. Instructional Coaches will focus on enhancing teachers’ ability to provide instruction that: builds students’ understanding and skills, is academically rigorous, addresses the curriculum standards and frameworks, and enhances students’ sense of engagement in and ownership of their learning. Together, administrators, classroom teachers, and Instructional Coaches will look at student work and design standards-based, high-quality instruction. The Instructional Coaches will serve as members of building Instructional Leadership Teams working to align district and building goals and evaluate student data to inform school improvement planning. They will work collaboratively with other building coaches to design and deliver professional development as directed. As members of a professional coaching community, the Instructional Coaches will participate in professional development and inquiry into their own practice.

• Implement a collaborative coaching and learning approach.
• Model effective, differentiated instruction.
• Provide individualized, classroom-based coaching with participants to support them in implementing best instructional practices.
• Facilitate professional collaborative groups (PLC) among teachers in which issues related to implementing effective content instruction are considered, current research and writing on effective practice is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.
• Provide comprehensive study of classroom-based instruction using a follow-up lab site model to support participants in implementing the work practiced in the lab site.
• Facilitate inquiry groups among teachers in which issues related to implementing effective content, skills and problem solving instruction are considered, current research and writing on effective practice is read and discussed, and student work and data are reviewed.
• Provide comprehensive/balanced training in and across given subject areas and curricular areas.
• Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions.
• Assist teachers in aligning their teaching with appropriate standards, curriculum and assessments.
• Work collaboratively and collegially with other Instructional Coaches, curriculum specialists and district specialists.
• Cultivate teacher leadership.