Riverview School is seeking applications for a dynamic, knowledgeable, innovative, and personable instructional coach to ensure that every student develops the enduring knowledge, skills and character to thrive in a changing world.

Description and Goals:

The Instructional Coach will support all staff in developing and delivering high-quality Tier 1, 2 and 3 instruction. Within the area of literacy, the coach will support the implementation of the Colorado READ Act. The Coach will work directly with teachers providing classroom-based demonstrations, collaboration and one-on-one support, and facilitating teacher inquiry and related professional development in any and all subject areas for any and all teaching roles. The Coach will focus on enhancing teachers’ ability to provide instruction that builds students’ sense of engagement in the ownership of learning and achievement. For the purpose of supporting teachers and students district-wide, the Coach will work closely with the district team of Literacy Coaches and the Instructional Facilitator for Literacy/Title I. The Coach will also work with administrators and teachers to collect and analyze data, interpret, and use it to guide instructional decisions. The instructional coach must be a values-driven leader who focuses relentlessly on outstanding student outcomes.

Responsibilities:

1. Collaborate with Title I Interventionists to oversee the school’s literacy assessment procedures, READ Plans, training, and data collection. Facilitate data protocols and action planning based on student outcomes (data-driven instruction, DDI).
2. Provide individualized, classroom-based support to implement the comprehensive core instructional program. This will include modeling of best teaching practices and is based on the Roaring Fork Instructional Model.
3. Help teachers develop the means to reflect upon their own teaching, uncover areas where growth is needed, and strengthen their practice. Engage in regular observation/feedback coaching cycles to identify bite-sized action steps for continuous improvement.
4. Participate fully in professional development opportunities and professional research reading.
5. Work with the principal to create a school-wide focus on the goals for student achievement.  
6. Meet regularly with the principal to report on progress and plan next steps.
7. Work to provide and embed reading/writing professional learning in the context of the school.
8. Work with the building administrator and Title I teacher to provide building parent literacy nights and other parent communications and engagement opportunities.
9. Prepare and provide professional development during team meetings, after school, or during district Early Release Wednesdays that meets the needs of teachers and their students.
10. Participate in the Roaring Fork Schools K-5 Literacy Leadership Team.
11. Collaborate with the Roaring Fork Schools Instructional Facilitator for Literacy/Title I.

Qualifications:

1. 5+ years  classroom experience
2. Deep knowledge instructional best practices in all subject areas in addition to specific knowledge of reading, writing and literacy development. Knowledge of the value of systematic and scientifically-based explicit reading instruction using the five essential components of effective reading instruction
3. Outstanding presentation and facilitation skills
4. Interpersonal skills (communication, problem solving, conflict management, collaboration) that will enhance the ability to work with teachers and administrators and provide advice, mentoring and coaching
5. Strong organizational skills
6. Strong analytical skills to organize and derive meaning from assessment data

Ideal Professional Training for Instructional Coaching Role:

1. Training/experience in coaching models and observation/feedback cycles
2. Knowledge of RFSD Instructional Model
3. Deep knowledge of early and intermediate literacy acquisition- trainings supported by scientific reseatch including but not limited to LETRS, OG, SBRR
4. Training/experience in facilitating weekly student data meetings (DDI)
5. Training/experience in data and assessment systems such as MClass/DIBELS, NWEA and ability to train others
6. Training/experience in delivering high quality PD to adults, ideally with the “See it, Name it, Do it” model
7. Training/experience with designing and delivering high quality project-based learning (PBL) units
8. Training/experience in principles of second language acquisition
9. Bilingual background