Title I Curriculum CoachSchool Year

General Statement of Job

Performs difficult professional work planning directing and implementing instruction staff development curriculum and district-wide required testing programs and related work as apparent or assigned.

Essential Job Functions

• Schedule and lead small group instruction and interventions for at-risk students
• Coordinate and facilitate literacy and math training to strengthen core instruction (lead grade level meetings PLCs)
• Data Analysis (including EVASS EOGs benchmarks K-2 Math Assessments K-3 mClass Assessments and other classroom formative assessments)
• Utilize Technology (organize student data maintain data notebooks data walls and monitor student progress)
• Organize lead discussions and share student data with classroom teacher
• Work with classroom teachers to identify at-risk students and develop plans with strategies to assist students in core instruction needing Tier I interventions
• Ensure student education/intervention plans are reviewed and documentation is kept up-to-date
• Ensure appropriate materials are available for classroom instruction to support teachers
• Serve on appropriate committees (student referral committee/MTSS team)
• Model lessons including intervention strategies as needed to support teachers
• Communicate regularly with district curriculum coaches and MTSS coordinator to maintain fidelity and consistency district-wide for core instruction
• Additional assignments as assigned by supervisor

Knowledge Skills and Abilities

• Knowledge in K-12 curriculum and various effective professional development programs
• Knowledge of EC interventions and strategies
• Ability to effectively communicate
• Skills to manage work schedule and set priorities
• Ability to use data to determine instruction needs and evaluate student progress
• Interpersonal skills necessary to work cooperatively and effectively with individuals and groups
• Perform additional duties as assigned by the supervisor

Minimum Training and Experience

• Possession of a valid North Carolina teaching credential
• Minimum of four years successful teaching experience at the elementary level
• Experience required in developing curriculum and providing staff development activities including modeling lessons.
• Strong literacy background needed.

Minimum Qualifications or Standards Required to Perform Essential Job Functions

• Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending squatting reaching with the ability to lift carry push or pull light weights and rarely the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment.
• 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 receiving instructions assignments or directions to subordinates or assistants.
• Language Ability : Requires the ability to read a variety of correspondence reports forms articles proposals contracts etc. Requires the ability to prepare correspondence reports forms evaluations contracts policies handbooks budgets 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 give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
• 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 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 to 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.
• 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.