Website Farmington Schools
Public School District
● This role will have a dedicated focus on interventions and supporting the problem-solving process.
● The Instructional Coach will support learners and staff directly with learning.
● The Instructional Coach will assist the Special Services and Teaching and Learning leadership team in identifying areas of professional development and keep up to date with best practices and effective research-based instructional practices to support learner groups identified through the state as being overidentified in the area of specific learning disabilities.
● The Instructional Coach will provide personalized support and direct modeling that is based on identified goals and needs of individual learners and teachers to best support student growth, specifically in groups of learners that have been overidentified as having a disability.
● Review demographic data trends for interventions, referrals and qualifications for services to determine if programming and supports are effective.
● Participate in department, school, and district meetings, such as iTeam, EL, ADSIS and IPR.
● Collaborate with the MTSS Coordinator.
● Perform all other related work required to ensure the effective implementation of interventions and support of learner growth.
● Other duties as assigned
The Instructional Coach will have content and instructional expertise, such as implementation of scientifically/evidence-based interventions for reading and math, and will work as a colleague with teachers and building level problem solving teams to support student learning and teacher practice, as well as support learners directly.
State of Minnesota licensure in any area of teaching - general education and/or special education
Successful intervention implementation and knowledge
Background knowledge and effective implementation/practices supporting learners, with an emphasis in supporting English Learners
Classroom experience of at least five years is preferred
Ability to facilitate the professional and instructional development of teachers
Ability to model and support best practices
Ability to create positive relationships with teachers, administrators and support staff
Ability to model/demonstrate and communicate research-based instructional practices that result in increased student performance and equity
Ability to communicate effectively orally and in writing.
Must have the ability and proven ability to report to work on a regular and punctual basis.
Demonstrated knowledge and implementation of relevant technology, including the use of i-Pads in order to support personalized learning.
1.0 FTE, 184 day teacher contract.
22-23 school year
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