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General Statement of Job
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The Title I Middle School Curriculum Coach is a dedicated and innovative educational leader responsible for spearheading curriculum development, providing robust support to teachers, and actively participating in the Multi-Tiered System of Supports (MTSS) process within a Title I middle school setting. This role is designed to emphasize the implementation of a diverse range of curriculums, fostering a collaborative and inclusive learning environment.
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Essential Job Functions
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- Curriculum Development and Diversity:
- Collaborate with teachers and administrators to design, adapt, and enrich a diverse range of curriculums that address the unique needs, backgrounds, and learning styles of students in a Title I school.
- Lead curriculum planning sessions, ensuring alignment with state standards and Title I requirements.
- Stay abreast of educational trends, instructional methodologies, and culturally responsive practices to integrate diversity and inclusivity into the curriculum.
- Professional Development:
- Plan and conduct ongoing professional development sessions focused on supporting teachers in effectively implementing a variety of curriculums.
- Provide individualized coaching and mentoring to teachers, fostering continuous improvement in instructional practices and curriculum delivery.
- Collaborate with educators to create a professional learning community that shares best practices and encourages collaboration.
- Multi-Tiered System of Supports (MTSS):
- Actively participate in the MTSS process, collaborating with the MTSS team to identify and address the academic and behavioral needs of all students.
- Utilize data-driven decision-making within the MTSS framework and provide guidance on instructional interventions aligned with diverse curricular approaches.
- Assist in developing and implementing strategies for tiered supports to enhance student success.
- Data Analysis:
- Analyze student achievement data to identify trends, strengths, and areas for improvement across different curricular areas within the MTSS framework.
- Collaborate with teachers to interpret assessment results and develop strategies for addressing student needs, considering the diverse curricular offerings.
- Assist in the collection and analysis of data to measure the effectiveness of curricular initiatives and instructional interventions.
- Instructional Support:
- Observe classroom instruction and provide constructive feedback to teachers across a spectrum of curricular domains.
- Collaborate with teachers to implement research-based instructional strategies that align with the diverse curricular offerings and MTSS goals.
- Offer guidance on differentiated instruction and accommodations to meet the needs of diverse learners.
- Title I Compliance:
- Ensure that curriculum development and instructional practices align with Title I requirements and guidelines, accommodating a variety of educational approaches.
- Collaborate with the Title I team to develop and implement strategies that improve student performance across multiple curricular areas within the MTSS framework.
- Collaboration with Stakeholders:
- Work closely with district curriculum coordinators, administrators, and other curriculum coaches to align initiatives and share best practices in a variety of curricular and MTSS contexts.
- Foster positive relationships with parents, community members, and other stakeholders to enhance student success across diverse curricular pathways.
- Resource Coordination:
- Identify and evaluate instructional resources, materials, and technology tools to support a wide range of curricular and MTSS needs.
- Assist in securing and allocating resources to facilitate effective implementation of various instructional practices.
- Continuous Improvement:
- Participate in regular self-assessment and professional development opportunities to stay current with educational research, instructional strategies, and curriculum trends.
- Collaborate with school leadership to implement improvements based on feedback, data analysis, and emerging educational best practices.
- Other Title I related duties as assigned by supervisor
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Knowledge, Skills and Abilities
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- Comprehensive knowledge of developing instructional objectives and in-service programs.
- Ability to develop and present ideas effectively, both orally and in written form.
- Extensive teaching experience in a high school setting, preferably in a Title I school.
- In-depth knowledge of curriculum development, instructional strategies, and educational technology.
- Familiarity with the MTSS process and the ability to collaboratively implement tiered supports.
- Strong data analysis skills and the ability to use data to inform decision-making.
- Excellent communication and interpersonal skills.
- Ability to establish and maintain effective working relationships with teachers, school principals, other staff and the general public.
- Ability to lead and facilitate effective professional development sessions.
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Minimum Training and Experience
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- Possession of a valid North Carolina teaching license in the grade level appropriate to the school’s needs.
- Minimum of four years successful teaching experience at the middle school level
- Master’s degree in education, curriculum and instruction, or a related field is preferred.
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Minimum Qualifications or Standards Required to Perform Essential Job Functions
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- Physical Requirements: The work regularly requires standing and walking around the classroom and school. It requires the ability to communicate effectively using speech, vision and hearing. The work requires the use of hands for simple grasping and fine manipulations. The work often requires bending, squatting, reaching, with the ability to lift, carry, push or pull light weights and the lifting of weights above 30 pounds. The work occasionally handles/works with biohazards and/or risks for potential job-related injury, such as those found in a laboratory or shop environment. The work requires activities occasionally involving driving automotive equipment.
- Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural or composite characteristics (whether similar or divergent from obvious standards) of data, people or things.
- Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments or directions to subordinates or assistants.
- Language Ability: Requires the ability to read a variety of correspondence, reports, forms, articles, proposals, contracts, etc. Requires the ability to prepare correspondence, reports, forms, evaluations, contracts, policies, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style. Requires the ability to speak before groups of people with poise, voice control and confidence.
- Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
- Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to give oral and written instructions. Must be able to communicate effectively and efficiently in a variety of technical or professional languages including educational and legal terminology.
- Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.
- Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.
- Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
- Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.
- Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.
- Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear.) Must be able to communicate via telephone.
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Disclaimer
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The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.
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