Position: District Title I Instructional Coach
Reports To: Elementary Supervisor and Director of Title I Services
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North Carolina Professional Educator’s License required; certification in Reading, Math, Elementary Education, or a related field preferred
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Minimum of three years of successful classroom teaching experience, preferably with at-risk student populations.
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Demonstrated knowledge of evidence-based instructional strategies, assessment practices, and effective coaching methodologies.
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Strong skills in collaboration, adult learning facilitation, and instructional leadership.
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Excellent data analysis, problem-solving, and organizational skills.
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Ability to build positive, supportive relationships with teachers, administrators, and families.
Purpose:
The Title I Instructional Coach is responsible for improving student achievement by supporting teachers in the implementation of evidence-based instructional strategies in literacy and/or mathematics. The coach provides job-embedded professional development, models effective teaching practices, analyzes student data to inform instruction, and collaborates with teachers to strengthen classroom instruction for all students, with a specific focus on students at risk of not performing on grade level. The Title I Instructional Coach plays a key role in building teacher capacity, supporting school improvement goals, and ensuring fidelity to evidence-based interventions and core instruction. This district coach will support all teachers, but will have a focus on our Beginning Teachers to provide them with on-the-job support.
Instructional Coaching and Support:
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Provide individualized, small group, and school-wide coaching to support teachers in implementing evidence-based instructional strategies in reading, math, and/or intervention programs.
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Model effective teaching practices, co-teach, and observe lessons to provide actionable feedback that promotes instructional growth.
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Support teachers in differentiating instruction to meet the needs of diverse learners, including students receiving Title I services.
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Beginning Teachers:
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Prioritize coaching and on-the-job support to beginning teachers in evidence-based instruction in reading, math, and overall best teaching practices.
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Report all work with beginning teachers, including time spent, to the Beginning Teacher Coordinator for documentation.
Professional Development:
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Plan, deliver, and facilitate job-embedded professional development aligned with school improvement goals, Title I program requirements, and student achievement data.
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Support teachers in the use of data to inform instructional decisions and intervention strategies.
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Provide ongoing training and support for the implementation of evidence-based programs and resources.
Data Analysis and Progress Monitoring:
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Collaborate with teachers and school leadership to analyze assessment data to identify trends, monitor student progress, and determine instructional next steps.
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Assist in the identification of students at risk and the development of targeted intervention plans.
Collaboration and Capacity Building:
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Facilitate instructional planning meetings, data discussions, and professional learning communities (PLCs) focused on improving student outcomes.
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Serve as a liaison between school staff and Title I program leadership to ensure alignment with district expectations and Title I guidelines.
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Support and mentor Title I Teachers, Teacher Assistants, and intervention staff as applicable.
Documentation and Compliance:
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Support the collection and organization of documentation required for Title I compliance and state/federal reporting.
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Assist in maintaining records related to professional development, coaching activities, and program implementation.
Family Engagement Support:
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Assist with planning and implementing Title I family engagement initiatives that support student learning.
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Provide resources and strategies for families to support literacy and math development at home.
Other Duties as Assigned:
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Perform additional duties that support the goals of the Title I program, school improvement efforts, and student achievement as directed by the school principal or the Director of Title I Services.
