• 
  
  JobID: 11061
  
  
  

Position Type:
Teacher Leadership/Teacher Leadership

Date Posted:
3/27/2023

Location:
Metro High School

Date Available:
2023-2024 School Year

Instructional Coach - High School
Position Funding Source: Teacher Leadership
Supervised by: Building Administrator

Position Summary:
The Instructional Coach - High School will work collaboratively with the Cedar Rapids Community School District, Teacher Leadership Team, District Administrators, and teaching staff to support teachers and assure we deliver on the district vision of Every Learner: Future Ready. It supports building leaders to ensure effective teaching in every classroom.

# of Positions:

• 1 (1.0FTE)

Total Days of Service:

• 191 contract days

Compensation:

• Compensation to align with Teacher Master Contract
• Up to five additional days determined by the district. Two days at the rate of $25 an hour/$200 a day for when individuals are receiving professional learning and three days in at the rate of $340 a day in which individuals are preparing to administer professional learning. This is prorated for those that are less than full-time in these roles.

Teacher Leadership Essential Disposition, Skills, and Requirements:

• Reflective, growth-oriented, seeks and acts upon feedback, and willingness to be coached
• Deepen and maintain own knowledge of equity principles and culturally responsible pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice.
• Ability to train and coach New Art and Science of Teaching
• Knowledge or the willingness to become knowledgeable in the High Reliability Schools framework
• Knowledge and experience with research-based strategies within digital literacy
• Knowledge of curriculum, instruction, and assessment
• Ability to design, present, and facilitate adult learning experiences preferred
• Experience with conducting professional learning activities
• Knowledge and understanding of the Iowa Core Standards and Standards-Based Grading
• Mentoring and coaching skills
• Knowledge of Professional Learning Community process and protocol
• Standard Teaching License with five years of teaching experience with at least three years of experience in the Cedar Rapids Community School District preferred (FTE release positions)

Measures of Effectiveness and Professional Growth:

• All Teacher Leader Positions will be evaluated annually in an effort to provide opportunities for the teacher to reflect upon his/her practice and peers and administration to provide feedback to enhance professional growth.
• CRCSD evaluation procedure will be used, including peer review (rubrics below).
• Survey of peers in relation to essential job elements.
• Personal Reflection on professional growth in relation to essential job elements.
• Meets or exceeds all performance targets.
• Maintenance of required documentation.

Essential Job Roles:

• Complete inquiry cycles with designated teachers by having multiple interactions between a coach/coachee that are (1) part of a cyclical, instructionally-focused process; (2) driven by the coachee\'s professional goals; (3) designed to guarantee effective instruction and equitable outcomes for all students.
• Collaborate with and/or facilitate PLCs to regularly address common issues regarding curriculum, assessment, instruction, and the achievement of all students (HRS 1.4).
• Engage individual teachers and/or PLCs in instructionally-focused inquiry cycles (plan, teach, reflect) to guarantee effective instruction and equitable outcomes for all students (HRS 2.4).
• Model, observe, and coach predominant instructional practices as defined by NASOT, the district, and the building (HRS 2.3).
• Provide job-embedded professional development that is directly related to teacher instructional growth goals (HRS 2.5).
• Deepen and maintain own knowledge of equity principles and culturally responsive pedagogy to identify and address inequitable practices and engage teachers in using an equity lens to reflect on their practice (ICPS 2.4).
• Cultivate relationale trust, caring, mutual respect, and honesty with individuals and groups of teachers that is non-evaluative and confidential (ICPS 3.1)
• Advance standards-aligned instruction and student learning of rigorous content by engaging teacher in ongoing teaching-coaching cycles to advance equitable learning for every student (ICPS 5.1)
• Strengthen teacher capacity to equitably meet the diverse learning needs of student through the instructional use of technology (ICPS 6.4)
• Set and reflect upon instructional coaching practice through individual coaching cycles, coaching PLC, and job embedded professional learning.
• Support building HRS team\xe2\x80\x99s goal(s) and school improvement plan.
• Serve on the building\xe2\x80\x99s HRS team.
• Embody and adhere to the instructional coaching practice standards.
• Other duties as assigned.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 -24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made too enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.
The information contained in this job description is in compliance with the Americans with Disabilities Act (A.D.A) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.

The Cedar Rapids Community School District is an Equal Opportunity Employer. The district does not discriminate on the basis of race, creed, color, gender, national origin, religion, age, marital status, sexual orientation, veteran status, or disability.
Federal law obligates an employer to provide reasonable accommodation(s) for the known disabilities of applicants, unless doing so would pose an undue hardship on the employer. If you or someone you know requires accommodation in the hiring process, contact the Executive Director of Human Resources, at 319-558-2747.