POSITION TITLE: Induction Coach
CLASSIFICATION: Teacher Leadership
REPORTS TO: Executive Director of Curriculum and Instruction
JOB GOAL: The Induction Coach will be responsible for supporting the growth and development of beginning teachers. Each induction coach will support a caseload of first and second year teachers, PK-12th grade within the Cedar Rapids Community school district. In addition to mentoring, induction coaches provide professional development for teachers in areas such as class culture and climate, implementing instructional strategies, classroom management, analyzing student work, differentiated instruction, and supporting ELL and students with special needs. Induction coaches will utilize a variety of data collection tools and protocols that guide coaches and teachers in reflecting on practice and monitoring progress towards professional goals for instructional improvement.
Individuals selected for the position of Induction Coach attend training and professional development throughout the school year through district structures including; monthly coach collaborations, professional learning networks, differentiated coach professional learning communities and peer coaching.
PERFORMANCE RESPONSIBILITIES: (The following are the essential fundamentals to include but not limited to the following job duties.)
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Establish and maintain a trusting, confidential and non-evaluative relationship with teachers to help develop their autonomy as professionals
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Demonstrate skillful use of mentor language
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Assist teachers in reflecting on and analyzing their practice, reviewing student work and using relevant data to inform instruction and enhance student achievement
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Deepen and maintain own knowledge of equity principles to strengthen a teachers' application of the Iowa Teaching Standards in order to address inequitable practices and engage teachers to use an equity lens to reflect on their practice
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Model, as appropriate, innovative teaching methodologies through techniques such as co-teaching and demonstration lessons
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Provide opportunities for teachers to observe exemplary practice by arranging inter-site visits
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Encourage teachers to identify instructional resources and support throughout the entire school community
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Incorporate technology and analysis of data to advance both teacher learning and classroom practice
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Promote collegiality and build community among participating new teachers (e.g. new teacher preservice, additional contract days/support network for beginning teachers, summer orientation) by providing professional development
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Invite ongoing collaboration with building principals and instructional coaches to ensure coherence between coaching activities and school or CRCSD Mentoring and Induction Program expectations
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Fully participate in coaching professional development, including CRCSD coach collaborations and professional learning networks, peer coaching partnerships, professional learning teams and other identified district directed training for induction coaches, and team meetings
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Commit to growth along a continuum and engage in goal setting and reflection
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Commit to meeting or exceeding all performance targets established by program leadership
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Maintain and submit required documentation (including but not limited to):
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Coaching logs on a weekly basis
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Coaching data analysis/records to drive decision making for teacher development and student achievement
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Current and accurate coaching calendar reflecting scheduled meetings
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Accurate time and attendance records
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Demonstrate the highest standards of honesty, integrity, flexibility, and responsiveness
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Establish a flexible work schedule that may extend beyond traditional school hours/days
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Embrace Mentoring and Induction Theory of Action and spirit of collaboration and contribute to the ongoing improvement of CRCSD Mentoring and Induction Programs
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Handle information in a confidential manner in accordance with established policies and legal requirements (FERPA, HIPAA, etc)
ESSENTIAL SKILLS/APTITUDES:
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Demonstrated expertise in designing and implementing standards-based instruction, assessment and methods that improve student achievement in the classroom
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Ability to utilize innovative teaching methodologies
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Ability to collaborate and maintain confidential relationships with administrators and teachers
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Experience related to adult learning (coaching, professional development, mentoring, teaching)
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Demonstrated commitment to personal and professional growth and learning within a consortium community of practice
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Willingness to engage in formative assessment processes, including non-evaluative, reflective conversations with teachers using evidence of classroom practice and student learning
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Evidence of excellent oral, written and technology skills
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Strong interpersonal and communication skills
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Proficiency in maintaining and managing regular communication and documentation
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Optimism for potential of teachers and schools to effect change in the academic lives of students
QUALIFICATION REQUIREMENTS:
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Designing, presenting and facilitating adult learning experience preferred
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Successful teacher leadership experience preferred
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Active teaching contract with Cedar Rapids Community Schools District preferred
EDUCATION, LICENSE and/or EXPERIENCE:
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Bachelor's degree in the field of education or related area; Master's degree preferred
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Minimum of five years of recent classroom teaching experience in PK-12 education in Cedar Rapids Community School District preferred
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Iowa instructional license
SALARY: Teacher Salary + 5 additional days at $3000
ESSENTIAL FUNCTIONS:
To perform this job successfully, an individual must be able to complete each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill and/or ability required. Reasonable accommodation(s) may be made to enable individuals with disabilities to perform the essential functions.
LANGUAGE SKILLS:
Ability to read, analyze, interpret, and implement ideas contained in technical documents, reports, regulations, etc. Ability to effectively write reports and communications to administrators, colleagues, parents, students and staff. Ability to effectively present information orally and respond to questions from administrators, teachers, staff and students.
MATHEMATICAL SKILLS:
Ability to perform basic mathematical functions. Ability to use spreadsheets and reporting documents that assist with the computation of data.
REASONING ABILITY:
Ability to solve problems effectively. Ability to interpret and implement a variety of instructions furnished in written, oral, diagram or schedule form.
OTHER SKILLS and ABILITIES:
Ability to establish and maintain effective working relationships with administrators, colleagues, community members, staff and students. Ability to speak clearly and concisely both in oral and written communication. Ability to perform duties with awareness of all district requirements and Board of Education policies.
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; and talk and hear. The employee will frequently use hands and fingers to type/word process, file documents, manipulate papers, and use a copying machine. 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 while performing the duties of this job. The employee must occasionally lift and/or move up to 50 pounds 0 - 12 feet and occasionally up to 20 feet, such as office 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 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 to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is often quiet but may become loud in large group settings. The position requires the commitment of professional working hours that will require the employee to arrive and leave as directed and may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will usually work in indoor temperatures but will be required to work occasionally in outdoor environments.
AN EQUAL OPPORTUNITY EMPLOYER
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 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.
