Job Requirements: Minimum Qualifications

Skills, Knowledge, and Abilities

SKILLS are required to perform multiple, technical tasks with a need to periodically upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; traveling to multiple work locations; contributing to and following goals and action plans; communicating (orally and in writing) with proficiency, clarity, and respect; leading groups in learning, discussions, trainings, etc.; organizing schedules, materials, and tasks; ability to analyze tasks; ability to model teaching; proficiency with multiple technologies (i.e., computer devices, digital whiteboards, education

Instructional Coach Page 1 of 2

software); ability to plan for effective instruction, motivate teachers, and to work with a variety of people and groups.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and understand multi-step written and oral instructions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: understanding of Utah Core Standards, District Essentials, District Curriculum Notebooks, District-adopted curricular programs, District-set goals, research on evidence-supported instructional practices (including best practices for students who are economically disadvantaged, English learners, and academically advanced).

ABILITY is required to schedule a number of activities, meetings, and/or events; often gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize job-related equipment. Problem-solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: data collection, analysis, and management; communication with persons of varied educational and cultural backgrounds; working with both individuals and teams; dealing with frequent interruptions; meeting deadlines and schedules; being a collaborating member of the coaching team; setting priorities; scheduling multiple activities; adjusting to varied assignments; flexibility in working with others; and operating standards office equipment including software applications.

Responsibility

Responsibilities include: working independently under broad organizational policies to achieve organizational objectives; leading, guiding, and/or coordinating others; and tracking budget expenditures. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to impact the organization’s services.

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally, the job requires 30% sitting, 30% walking, and 40% standing. This job is performed in a generally clean and healthy environment.

Experience: Education:

Equivalency: Required Testing:

Continuing Educ. / Training:

Maintains Certificates and/or Licenses for Continuing Education Requirements

FLSA Status

Exempt

Approval Date

Job-related experience within a specialized field is required. Bachelors degree in a job-related area.

Certificates and Licenses

Current, level 2 State of Utah Teaching License Designated Subject Matter Endorsement

Clearances

Criminal Justice Fingerprint/Background Clearance 

Instructional Coach

Job Description

Provo City School District

The job of Instructional Coach is done for the purpose/s of providing leadership for district professional development; mentoring and training teachers in order to increase content knowledge and to improve instruction; building school instructional capacity in order to meet the learning needs of all students; serving as an instructional advisor to administrators; and improving student achievement.

This job is distinguished from similar jobs by the following characteristics: A three-year position with the option to re-apply for a second, three-year term. If the position ends for any reason other than unsatisfactory performance, the employee will return to a position similar to the position held prior to the appointment. While it is not guaranteed, a concerted effort will be made to return the employee to a position equivalent to the position held prior to the appointment. This position is non-supervisory.

This job reports to the Director of Professional Development

Essential Functions

Assists teachers and administrators in understanding the Utah Core Standards and District Essentials for the purpose of ensuring teacher knowledge of mandated teaching standards.

Assists administrators with school-based and district-based professional development for the purpose of aligned and effective instruction for students.

Assists department staff in professional development activities for the purpose of increasing professional learning for educators.

Coaches teachers in all aspects of the profession to improve teacher and student performance (e.g. modeling, co-teaching, data collecting and analyzing, feedback, etc.) for the purpose of improving instruction to students.

Collects, records, and analyzes a wide variety of data for the purpose of improving learning systems.

Develops and maintains productive relationships with instructional staff for the purpose of maximizing instructional improvement.

Mentors Level 1 teachers in EYE (Entry Years Enhancement Program) for the purpose of improving educator performance, increasing student learning, and retaining new teachers.

Participates in professional development activities for the purpose of increasing one’s own professional learning and job training.

Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Promotes school and District goals and Improvement Plans for the purpose of informing and aligning instructional and organizational approaches.