Hazelwood School District is a diverse school district in suburban St. Louis, Missouri, and is the second-largest district in St. Louis County. Faculty and staff educate students in the district’s 19 elementary schools, six middle schools, three high schools, early childhood education programs, gifted programs, and Opportunity Center (alternative learning). In a culture of high expectations and excellence, our students will become lifelong learners equipped with 21st Century skills for success as global citizens.

REPORTS TO: Director of Instructional Services

JOB SUMMARY: The District Coach (i.e. World Language, Early Childhood, Curriculum, etc) will collaborate with the appropriate director/supervisor, coordinators, principals, and teachers to implement the content-specific curriculum with fidelity using research-based and evidence-based instructional strategies and facilitate the programming needs of the associated department as necessary across all schools.

ESSENTIAL FUNCTIONS:

Monitor implementation of district curriculum.

Examples of Work Performed:

Paired observation of lesson plan objectives and instructional activities that align to the curriculum.
Individualized teacher or group planning, modeling, and/or co-teaching to provide “real-time PD” related to effective instruction aligned to the curriculum.
Provide feedback to administrators, instructional coaches, and teachers on the implementation of the curriculum.
Collect and share observational data of curriculum and instruction to share and highlight areas of needed support.
Assist administrators, building-level instructional coaches, and teachers in establishing support priorities.
Walkthroughs with building administrators and instructional coaches to focus on curriculum implementation.
Co-plan to create follow-up goals and plans to be supported by the building principal and instructional coach (building level) and observed for improvement during the next visit.
Deliver professional development and create instructional tools to assist teachers in implementing effective strategies or reinforcing specific skills.
Provide administrators with a summary or pacing analysis for the curricular objectives in the current instructional unit (i.e. what should be taught and assessed vs. what teachers are teaching and assessing)
Provide supportive step-by-step planning and tools to help administrators, instructional coaches, and teachers ensure the curriculum is implemented as intended.

2. Assist the Department in training administrators, instructional coaches, and teachers on curriculum and instruction.

Examples of Work Performed:

Analyze building and district student achievement data and implementation data to guide the development of training for administrators, instructional coaches, and teachers.
Provide support in data analysis with administrators, instructional coaches, and teachers to create strategy and skill embedding plans.
Analyze district, school, and grade level data for declines, or lower than anticipated growth, for follow-up root cause analysis.
Develop and help monitor 15-30-45-day support plans which include specific improvement actions and indicators of success.
Assist administrators, instructional coaches (building level), and teachers in establishing immediate curriculum instructional needs as indicated by qualitative and/or quantitative feedback.
Roleplay, model, and practice effective coaching conversations related to instructional strategies.
Train administrators and teachers on the administration and use of curriculum, instruction, and assessments.
Plan and provide professional development sessions for district training and site training.
Create training modules.
Meet with administrators, instructional coaches (building level), and teachers to facilitate professional learning, student work analysis, and reflective instruction

3. Assist in curriculum writing and revision processes under the direction of the Director of Curriculum, Instruction, and Educational Programming.

Examples of Work Performed:

Help write curriculum, curriculum resources, assessments, and instructional resources.
Assist other curriculum writing teams in integrating content into the other curricula.

MARGINAL FUNCTIONS
Performs other related duties as assigned to ensure the efficient and effective functioning of the work unit.

JOB REQUIREMENTS:

SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using job related software applications, preparing and maintaining accurate records; and planning and managing projects.

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: accounting/bookkeeping principles; business telephone etiquette; common office machines; concepts of grammar and punctuation; and office methods and practices.

ABILITY is required to schedule several activities, meetings, and/or events; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; and working with frequent interruptions.

WORK ENVIRONMENT
The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 90% sitting, 5% walking, and 5% standing. This job is performed in a generally clean and healthy environment.

EXPERIENCE/EDUCATION

College degree in education or related area (Master’s Degree preferred) Current teaching certificate issued by the Missouri Department of Elementary and Secondary Education

Requires a minimum of three years of classroom teaching experience in content; Requires evidence of improving student achievement; curriculum writing experience preferred

Broad knowledge of curriculum and discipline; Extensive knowledge of Missouri Learning Standards; Knowledge of various instructional delivery models; Knowledge of research-based and evidence-based instructional strategies

Required Testing, Certificates and Licenses, Continuing Educ./Training, Clearances: Teaching certificate

TERMS OF EMPLOYMENT: Assigned to a teacher contract, plus 20 additional workdays and extended hours beyond the regular contract day; teacher compensation and benefits (Medical, Dental, Vision, Life, Tuition Reimbursement) as provided by the Board of Education plus a $10,000 extra-duty compensation.

Equal Opportunity Employer