High School Instructional Coach and English Teacher

Position Responsibilities High School Educator Responsibilities • Foster a sense of student belonging by cultivating joy and purpose throughout the High School. • Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum. • Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum. • Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement. • Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated. • Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions. • Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning. • Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection. • Actively engage in professional learning and growth through regular observation and feedback cycles, walkthroughs, and reflection with Professional Learning Community Coaches and Principals, and external opportunities. • Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect. • Demonstrate an understanding of interdisciplinary connections, teaching and/or learning. • Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds • Integrate technology in innovative ways in daily instruction to enhance learning. • Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.). • Strive for continuous self-improvement as a life-long learner. • Model the Core Values in your interactions with all members of the school community. • Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.) • Connect with and be available to parents and students during and outside of school hours (in person and via email communication) Role-Specific Responsibilities PLC coaches act as champions for their team by focusing on the growth of individual members as well as the collective. They do this in three ways: teaching, coaching, and leading. • By teaching, they hone their own craft, serve as a model, and experience the same challenges as those they are coaching and leading. • By coaching, they facilitate feedback, learning, and professional growth for individual team members. • By leading, they cultivate the health of their team and guide their team’s collective focus on enhancing student learning and well-being. Teach • Demonstrate willingness to be open to teaching a variety of different English courses from grade 9 through 12 with foundational to advanced studies courses • Demonstrate an understanding of interdisciplinary teaching and learning (for example, teaching in interdisciplinary courses such as Humanities 9 and American Studies which require familiarity with Social Studies curriculum) • Be able to co-teach in a flexible learning environment for any interdisciplinary courses assigned and/or with a Learning Support educator Coach • Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space • Observe instruction, analyze student work, and provide regular direct actionable feedback to coachee(s) • Focus on individual and collective growth in both hard skills (e.g., pedagogy) and soft skills (e.g., trust, collaboration) and invest in development of own skill set related to teaching, coaching, and leading • Coordinate team professional learning based on needs emerging from coaching experiences, data and current research • Facilitate the goal setting, learning, monitoring and reflection process with the team. Support coachees and PLCs to ensure their goals are focused on measurable student learning outcomes and/or school/division priorities • Demonstrate a willingness and ability to build and sustain trusted professional relationships with teachers, leaders, and other coaches. This may involve demonstrating a willingness to be a learner, to be vulnerable, and to establish a conducive working rapport with educators that enables them to grow and learn in their teaching practice. • Collaborate with other PLC coaches and participate in PLC coach professional learning related to: working with adult learners, giving feedback, providing coaching, and regularly giving input into the PLC coach model Lead • PLC Support and Leadership - Lead and/or support PLCs with engaging in the 5 question PLC inquiry cycle and ensuring roles and responsibilities within a PLC are distributed effectively and there are norms for collaboration. - Support PLC teams with collecting, organizing, and analyzing common assessment data. Review data across the department and focus on evidence of student learning and not-learning. - Support PLC teams with taking action based on student learning data. - Collaborate with school leaders on how to best meet team needs and implement school priorities focusing on culturally responsive practices to plan, teach, and assess, as well as social-em…