High School Instructional Coach and Math Teacher

**Position Responsibilities**

**High School Educator Responsibilities**
- Foster a sense of student belonging by cultivating joy and purpose throughout the High School.
- Contribute to our commitment to extraordinary care by acting as an advisor for a small group of students and by teaching our advisory social-emotional learning curriculum.
- Identify essential learning and use a planning framework with standards, learning targets, real-world connections, and a culturally responsive curriculum.
- Design quality standards-based formative, summative and self assessments that provide students with frequent feedback and communicate students’ growth and achievement.
- Plan and implement engaging learning experiences that are inquiry-based collaborative, culturally responsive, and differentiated.
- Respond to learners’ diverse needs using responsive, measurable, and research-informed interventions and extensions.
- Utilize flexible, rigorous and adaptive Tier I instructional practices to allow students of all diverse language and learning styles to effectively access learning.
- 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, walkthroughs, and reflection with Professional Learning Community Coaches and Principals, and external opportunities.
- Design and implement inquiry-based learning experiences in and beyond the classroom to prompt learners to question, investigate, create, and reflect.
- Demonstrate an understanding of interdisciplinary connections, teaching and/or learning.
- Creatively leverage flexible learning spaces and flexible grouping to provide for a variety of learning styles, ability levels, and educational backgrounds
- Integrate technology in innovative ways in daily instruction to enhance learning.
- 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.).
- Strive for continuous self-improvement as a life-long learner.
- Model the Core Values in your interactions with all members of the school community.
- Lead and engage with students in meaningful activities beyond the learning spaces, which extend learning experiences for students (i.e. travel on Interim Semester, sports coaching, field trips, sponsorship of clubs, attend events beyond the school day, community service projects, etc.)
- Facilitate restorative conversations when supporting student behavior in the learning environment.

**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 teach a variety of different foundational courses from math intervention to advanced studies mathematics courses for grade 9 through 12
- Demonstrate an understanding of problem-based mathematics classroom
- Utilize Common Core Math Standards and Mathematical Practices to plan, teach and assess.

**Coach**
- Use the SAS Guidebook to Teaching to coach on high quality culturally-responsive instructional practices in the learning space
- Observe instruction, analyze student work, and provide regular direct actionable feedback to coachee(s)
- 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
- Facilitate the goal setting, learning, monitoring and reflection process with the team. Support coachees and PLCs to ensure their 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,