High School Instructional Coach and World Language

World Language Professional Learning community (plc) coach - Chinese

**Position Description**

PLC coaches act as champions for their grade level/department and PLCs/teams by lead ing, coaching and teaching. They are also instructional leaders to help deliver on schoolwide and division priority work aligned to SAS2027. In addition to serving as coaches and leaders, the World Language PLC Coach is expected to teach some Chinese classes as part of their role.

Primary Responsibilities and Duties

**Coach Responsibilities**
- Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space
- Demonstrate deep understanding of content area standards and competencies, assessment practices, and developmental needs of students
- Observe instruction, analyze student work, and provide regular direct actionable feedback to coachee(s)
- Define action(s) to be taken, implement differentiated learning approaches, and reflect on changes being made
- 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
- Identify student learning and social-emotional needs as well as professional growth needs
- Facilitate the goal setting, learning, monitoring and reflection process with the team. Support coachees and PLCs to ensure their SMART 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-emotional learning
- Instructional Leadership.
- Provide strong curricular and instructional leadership in the grade level or department. Coordinate effective facilitation of grade level or department meetings and professional learning
- Lead department members in fulfilling expectations and best practices in standards-based assessment, grading and reporting.
- Lead the department and division in our journey towards a more personalized learning environment for students and collaborative work experiences with flexible learning environments. Collaborate with the CUP FLE Leader and DEI specialist to support individuals and teams as transitions to new practices.
- Contribute to shaping the academic direction of the division by participating and providing regular input at divisional leadership team meetings.
- (MS and HS) Provide support as needed to the division and/or Department Coordinators with the annual review of courses and information included in the Program Planning Guide and other division handbooks.
- Program Leadership
- Collaborate with Department Coordinators and/or divisional Principal/Deputy Principals on aligning talent, resources and the curricular and instructional program of the department.
- Participate in the hiring process for open positions within the department and provide hiring input to divisional principals.
- Participate and lead in professional development and new faculty onboarding for designated days during new faculty week each year.
- Work collaboratively with Department Coordinators and/or team leaders on other needs of the department or grade level as needed.

**Teach**
- Experience with ACTFL proficiency-based approaches to teaching and assessing
- At least native-like proficiency in Chinese
- Ability to teach Chinese consistently in the target language
- Standards-Based Grading/Standards-Based approaches to assessment.
- Understanding of high quality culturally-responsive instructional practices
- Be a champion of the SAS Guidebook to Teaching and bring it to life in the learning space

**Desired Key Dispositions**
- **Instructional