Instructional STEM Coach (Elementary)

Waterbury Public Schools

JOB CLASSIFICATION TITLE
Instructional Coach (STEM)
DEPARTMENT
Teaching and Learning
INCUMBENT NAME
Title 1
BARGAINING UNIT CLASSIFICATION
Waterbury Teachers’ Association CEA
REPORTS TO:
Receives administrative direction from the Principal and the Content Supervisor or other administrative official of a higher grade
FLSA DESIGNATION
Exempt
PART I - SUMMARY OF CLASSIFICATION
This class is accountable for assisting classroom teachers and other instructional employees develop strategies, skills, tools, techniques, and capacity to effectively teach Science, Technology, Engineering and Mathematics (STEM) to all assigned students. Under the supervision of the Content Supervisors, The Coach will provide guidance, leadership and expertise in the delivery of high quality, research-based instruction and professional learning to improve student achievement. This class also develops and implements curriculum and lesson plans, leads technology integration to facilitate learning, in person and distance learning, and demonstrates understanding the varying learning styles and the needs of a diverse student population.
Guidelines for Use:
The STEM Coach will support all staff in the implementation and enhancement of the site STEM plans and programs. The STEM Coach will work directly with teachers in a school providing support in using varying technologies that enhance teaching and learning, classroom-based and virtual demonstrations, collaborative and one on one support, and facilitating teacher inquiry and related professional development. The Coach will focus on enhancing teachers’ ability to provide in person and distance learning instruction that builds students’ sense of engagement in the ownership of learning. The STEM Coach will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions.
The STEM Coach will provide instructional support and collaborative coaching in person and virtually to teachers as they work to implement the Common Core State Standards and District curriculum through a STEM integrated model. The STEM coach will work with teachers to support best instructional and distance learning best practices using data, analysis of school-wide trends in instruction and to make recommendations about potential next steps to address areas of need.
As an advisor and collaborator to teachers, the STEM Coach is responsible for providing support in the designing of STEM units and lessons, providing content knowledge in STEM, analyzing data to modify curriculum and forms of assessment and sharing of best practices. The STEM Coach’s ultimate job is to work with instructional teams to create effective STEM learning experiences for students that are virtual and in person.
The STEM Coach is a critical lever in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional and distance learning best practices as related to Common Core and Data Driven Instruction. An instructional coach is a learner who models continuous improvement, lifelong learning, technological skill and application for teaching and learning, and goes above and beyond to ensure student success. All STEM coaches work collaboratively as a team with members of the Academic Office and the Chief Academic Officer. STEM coaches will promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration and common issues of concern. They are responsible for ensuring high-quality instruction in building and virtual classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for urban education reform and leadership. This is NOT a supervisory position and DOES NOT include evaluation of colleagues.
PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES
A. EDUCATION AND EXPERIENCE
General Experience:

1. Possession of a Bachelor’s degree from an accredited university or college.
2. Five (5) years’ experience teaching, with a record of successfully impacting student achievement and working successfully with students who have the greatest needs.

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

1. All STEM Coaches must become a Google Certified Educator Level 1 by January 1, 2021 and a Google Certified Educator Level 2 by June 30, 2021.

1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. Endorsement as a STEM Teacher or other applicable endorsement.
3. 013 or 305 certification if applying for an elementary stem coach
4. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator’s license.

• Comprehensive knowledge of STEM content;
• Comprehensive knowledge of adult learning theories and best practices for providing professional learning;
• Comprehensive knowledge of educational philosophy, teaching methods and approaches, curriculum design, standards, and currently researched best practices and strategies in STEM;
• Knowledge of the GSuite applications in Google and how they are used to support teaching and learning, including, but not limited to: Google Classroom, Google Meet, Google Forms, Google Drive, Google Slides, Google Groups, Google Calendar and Gmail;
• Knowledge of Google extensions that create a more efficient workflow and that enhance teaching and learning.
• Knowledge of distance learning best practices;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Effective coaching, collaboration, communication, organization, and listening skills;
• Presentation skills that incorporate technology and are engaging for students and staff;
• Skills in maintaining and developing student, school, and district level reports;
• Ability in using student-level data to guide instructional decisions;
• Ability to adapt teaching styles to diverse student populations;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to plan, model, coach and provide feedback to individual teachers and teams of teachers to improve teaching and learning;

1. May lead the work of teachers and paraprofessionals.

• Assists administrators in organizing STEM leadership teams that reviews assessment data and develops STEM plans for the school;
• Assists in developing and delivering professional learning on all topics related to STEM;
• Assists in the selection of STEM programs based on their compatibility with scientific research;
• Assists teachers with planning and pacing of lessons aligned to STEM standards, the development of differentiated lessons and assessments, and the selection of best practices to meet the needs of their students;
• Assists the district and school in implementing the GSuite applications in Google to support teaching and learning, including, but not limited to: Google Classroom, Google Meet, Google Forms, Google Drive, Google Slides, Google Groups, Google Calendar and Gmail;
• Assists and provides feedback/coaching in utilizing Google extensions that create a more efficient workflow and that enhance teaching and learning;
• Attends professional development and training related to STEM programs and methodologies, staying abreast of current research;
• Collaborates with classroom teachers to analyze data and plan for virtual and in-person instruction;
• Conducts demonstrations and modeling lessons for classroom teachers in person and virtually;
• Coordinates and assists in implementing the system for SRBI;
• Develops an atmosphere that allows and encourages teachers to use new materials, attempts and implements new techniques, reviews their effectiveness, and notices shifts in student learning and their teaching behaviors over time;
• Works with administration to develop and implement coaching cycles for teachers to ensure student improvement;
• Participates as a standing member of school-wide data teams and instructional (grade level) data teams;
• Submits a weekly coaching log and any pertinent data requests/coaching documentation;
• Performs related duties as required.