JOB DESCRIPTION:

The Teaching and Learning Coach Facilitates significant changes in teaching practices and school culture by providing continuous support to teachers, administrators, and staff, focusing on evidence-based strategies to improve student learning outcomes. Cultivates growth and change in teachers, helping them to identify and challenge current beliefs and address underlying issues and patterns. Nurtures a growth mindset by unlocking full potential through exploration and support, encouraging a growth mindset toward innovative approaches to education. Supports access and equity for ALL students to high-quality instruction and learning. The transformational coach fosters an environment where teachers self-reflect, have open conversations, and feel empowered.

PREFERRED KNOWLEDGE, SKILLS, ABILITIES AND EXPERIENCE:

Preferred Knowledge, Skills & Abilities.

• Strong understanding of effective teaching and learning practices: Possess extensive knowledge of research-basedinstructional strategies and best pedagogical practices in education.
• Data Literacy: Ability to analyze student data to identify trends, inform instructional decisions, and measure progress.
• Excellent communication and interpersonal skills: Builds effective relationships with teachers, administrators, and otherstakeholders, providing constructive feedback and fostering collaboration. Listens expansively applies questioning andreflective techniques to facilitate self-discovery and awareness.
• Facilitation skills: Expertise in leading professional development, coaching sessions, and group discussions. Supportteachers in setting necessary instructional goals and developing actionable strategies. Provides encouragement,accountability, and ongoing support to facilitate positive change.
• Change management expertise: Understands and applies strategies to manage change effectively within an organizationand able to balance technical and adaptive leadership approaches
• TESOL endorsed

REQUIREMENTS:

Required Education, Licenses, Certifications, & Experience.

• Bachelor’s Degree in Education or related field

• Valid NM Teacher’s Level II or Level III license appropriate to teaching assignment

• • 200 K-8 license elementary,
• 350 5-9 mid-level license or 300 7-12 secondary for middle school
• 300 secondary for high school.

ESSENTIAL FUNCTIONS:

Essential Functions. An individual in this role must be able to perform the following functions with or without reasonable

accommodation:

• Ensure data-driven cycles of inquiry and improvement are embedded in the work of the school.
• Conduct one-on-one and group coaching sessions with teachers to analyze data, identify areas for improvement, anddevelop personalized action plans to implement new instructional strategies.
• Design and deliver targeted professional development that drives systems-level change on topics such as acceleratedlearning, data literacy, standards-based instruction, Units of Study, differentiated instruction, formative assessment,culturally responsive teaching, and collaborative learning aligned to district goals, guardrails, and strategic plan initiativesin accordance with the defined necessary components of High Quality Professional Development.
• Support teachers in aligning curriculum with Common Core State Standards and Units of Study and ensure coherenceacross grade levels and departments.
• Support teachers in aligning instructional practices with high-quality standards-based instruction and pedagogicalpractices, ensuring coherence across grade levels and departments.
• Facilitates the use of evidence-based instructional strategies and standards alignment that promote student engagement,critical thinking, and academic success.
• Guides teachers in utilizing student data to inform instructional decisions, track progress, and make adjustments asneeded.
• Collaborate with school leaders and stakeholders to foster a culture of continuous improvement, promoting sharedresponsibility for student achievement.
• Facilitate the implementation of district goals, guardrails, strategic plan initiatives, and school-wide changes, addressingneeds and providing ongoing support to staff.
• Work with other stakeholders, including parents, community partners, and district leadership, to align efforts towardeducational transformation.
• Coordinates the school’s high dosage tutoring programming
• Collaborates and works in partnership with the school community school coordinator and student success systems resource teacher to ensure school wide strategic coherence and support of Genius Hour activities.

LEVEL SPECIFIC ESSENTIAL FUNCTIONS:

Elementary: Provides specific support to teachers related to:

• Reading and literacy development grounded in structured literacy and other best practices, especially for addressinglanguage acquisition
• Numeracy development to support preparation for future mathematics and critical thinking requirements
• The use of multimodal learning strategies and manipulatives in classroom instruction
• Development of common formative assessments to inform standards-based teaching and learning
• Connections of academics to skills, habits, and mindsets, including self-regulation, perseverance, social awareness, andself-efficacy

Middle: Provides specific support to teachers related to:

• Research-based practices for working with young adolescents and middle school philosophy
• A teaming approach to support interdisciplinary lesson planning and student needs
• Development of common formative assessments to inform standards-based teaching and learning
• Connections of academics to skills, habits, and mindsets, including self-regulation, perseverance, social awareness, andself-efficacy

High: Provides specific support to teachers related to:

• Community and career connected learning in the core curriculum and electives- teaching “through the lens” of communityand career
• Interdisciplinary lesson planning and implementation
• Competency-based assessment practices that allow students to demonstrate mastery in multiple ways
• Development of common formative assessments to inform standards-based teaching and learning
• Connections of academics to skills, habits, and mindsets, including self-regulation, perseverance, social awareness, andself-efficacy

Duties. All duties are standard and apply to all Albuquerque Public Schools employees. Duties cannot be changed or altered. Employees are not screened based on duties.

• Complies with state-approved Code of Ethics of the Education Profession, APS employee handbook, employment contract and upholds and enforces rules, administrative directives and regulations, school board policies, and local, state and federal regulations.
• Articulates and facilitates the implementation of the mission and values of the Albuquerque Public Schools.
• Safeguards confidentiality of privileged information.
• Prepares and maintains accurate and complete records and reports as required by law, state directives, District policy andadministrative regulations.
• Shares the responsibility for the supervision and care of District inventory, proper and safe use of facilities, equipment andsupplies, and reports safety hazards promptly.
• Maintains professional relationships and works cooperatively with employees, the community and other professionals.
• Maintains professional competence through District mandated, individual and staff training, in-service educational activities and self-selected professional growth activities.
• Attends and/or conducts staff meetings and participates on committees within areas of responsibility.
• Performs other tasks related to area of responsibilities as requested or assigned by an immediate supervisor.