Academic Coach

PROGRAM DESCRIPTION: This position exists to assist and support district/school personnel in the design, development, and align standards-based curricula, instructional methodologies, and assessments. Seeking one academic coach for each K-8 for school.REQUIREMENTS: Current North Carolina Teacher Licensure Bachelor's degree; Master's Degree in Education preferred Minimum of 5 Years Teaching Experience Excellent communication skills (oral and written) Willingness to attend training (In-District and Out-of-District) Excellent leadership skills ? Willingness to plan and conduct staff development Proficient in technology skillsPREFERRED QUALIFICATIONS: Teach, model, and facilitate research-based best practices within the school's instructional program. Assist teachers with the collection and analysis of data results. Demonstrate effective knowledge of intervention programs and research-based best practices for teachers. Evaluate student achievement and assist with the determination and placement of students in the appropriate intervention and support service(s). Identify needs and make recommendations for appropriate instructional materials and assessments that directly support and align to the North Carolina Standards. Meet regularly with Professional Learning Community (PLC) teams and the building principal to report on instructional practices and progress while also planning for "next steps" of student and school improvement. Collaborate with teachers to identify the instructional needs of students, to set learning goals and targets, and to problem-solve with teachers to develop best practices for continuous academic growth of students. Provide professional development on best practices across the curriculum. Provide specific integration and differentiation strategies that enable teachers to meet the needs of all learners. Develop and provide materials for teachers. Collect, analyze and interpret data to inform and to focus efforts on increased student achievement. Knowledgeable of the best practices for School Improvement Willingness to attend local, regional, state staff development meetings Willingness to work collaboratively with assigned principal, school improvement team, and the central office in planning and conducting needed staff development Knowledgeable of State and Every Student Succeeds Act academic requirements Knowledgeable of the process of analyzing local, state, and national academic performance data Willingness to plan and model lessons Willingness to lead the planning, implementation and monitoring of school improvement initiatives Willingness to work at least 75% of time in classrooms and 25% developing lessons, etc. Perform other duties as assigned

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