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K-8 Instructional Coach and Chinese Teacher
2 weeks ago
**Position Responsibilities**
**Educator Responsibilities**
- Foster a sense of student belonging by cultivating joy and purpose throughout the Elementary School.
- Cultivate a caring and culturally responsive learning community in the classroom, taking into account the physical, emotional, and intellectual well-being of students.
- Utilize the principles of Responsive Classroom to build a community where students feel valued, respected, and motivated to succeed.
- Identify essential learning and use a planning framework with standards, learning targets, real-world issues, and a culturally responsive curriculum.
- Design and implement engaging learning experiences that are collaborative, culturally responsive, and differentiated.
- Employ high-impact instructional practices based on current pedagogical approaches to teach the curriculum.
- Design and deliver engaging, differentiated lessons that align with curriculum standards and meet the academic and social-emotional needs of all students.
- Regularly assess student progress through formative assessments and other data-driven tools.
- Accurately and regularly assess student progress through formative and summative standards-based approaches.
- Continuously monitor student learning and make appropriate modifications of goals and strategies to meet students’ needs.
- Group students flexibly based on their individual needs, abilities, and assets, using data to inform grouping decisions.
- Design quality formative, summative, and self-guided assessments that provide students with frequent feedback and communicate their growth and achievement.
- Integrate technology in innovative ways in daily instruction to enhance learning.
- Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
- Demonstrate experience with current best pedagogical practices, teaching materials, and instructional strategies.
- Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
- Work closely with team members, PLC teams, and school administration to develop cohesive curriculum materials and establish common instructional goals and assessments.
- Engage in team planning, curriculum review, budgeting, and other school-required activities as needed.
- Collaborate as a member of a Professional Learning Communities (PLCs) that creates a supportive community, plans curriculum, gives and receives feedback with one another, and engages in professional learning and reflection.
- Actively engage in professional learning and growth through regular observation and feedback cycles with Professional Learning Community Coaches and Principals.
- Experience with or interest in co-teaching in a flexible learning environment.
- Engage in co-teaching practices with other members of the PLC and utilize learning community spaces with intention and flexibility.
- Demonstrate an understanding of interdisciplinary teaching and learning.
- Strive for continuous self-improvement as a lifelong learner.
- Model the Core Values in your interactions with all members of the school community.
- Cooperate with and participate in the planning and evaluation of the school program as needed.
- Engage with students in meaningful activities beyond the classroom that extend student learning experiences (coaching, organizing field trips, sponsorship of clubs, events, overseas travel and/or community service projects, etc.).
**Role-Specific Responsibilities**
PLC coaches act as champions for their team by focusing on the growth of individual members as well as the collective. They do this in three ways: teaching, coaching, and leading.
- By teaching, they hone their own craft, serve as a model, and experience the same challenges as those they are coaching and leading.
- By coaching, they facilitate feedback, learning, and professional growth for individual team members.
- By leading, they cultivate the health of their team and guide their team’s collective focus on enhancing student learning and well-being.
**Teach**
- Demonstrate willingness to be open to teaching a variety of different Chinese language courses. Tentative teaching assignment for 25-26 is in the middle school.
- The World Language (Chinese) Teacher is expected to integrate cultural content related to the language being taught, offering students meaningful insights into the customs, traditions, history, and arts of the target cultures.
- Use an inquiry-based approach to language development that strengthens cultural competency, develops conceptual understandings, nurtures and sustains curiosity, builds transferable skills and dispositions, and develops student agency.
**Coach**
- Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space
- Observe instruct
