The Consulting Teacher, having both content and instructional expertise, will work as a colleague with classroom teachers to support student learning and teacher practice. The Consulting Teacher will focus on individual and group professional learning that will expand and refine the understanding and use of proven instructional methods for teachers. In order to meet this purpose, the Consulting Teacher will provide personalized support that is based on the goals and identified needs of individual teachers.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.
Adheres to Board policies, district procedures, and contractual obligations.
Assists new teachers, in a collaborative model of observation, conversation, and lesson demonstration, to analyze and reflect on their practice to promote quality instructional practices.
Provides assistance to teachers through a strength-based approach; assistance to teachers will be provided with positive terms and not evaluative.
Demonstrates lessons using research-based practices.
Models effective, differentiated instruction.
Provides individualized, classroom-based coaching with participants to support them in implementing good instructional practices.
Participates or facilitates in professional learning community and grade-level team discussions among teachers in which issues related to implementing effective content instruction are considered, current research on effective practice is shared and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.
Provides professional development for teachers with a focus on improving student achievement.
100% of the time will be engaged as a Consulting Teacher. Of this time, 80% will be spent in classrooms observing, supporting, and coaching teachers; 10% will be spent analyzing data, researching best practices and trends, and preparing professional development opportunities; and 10% will be spent on District-level responsibility.
Understands the need to serve special populations of learners.
Analyzes and uses data to determine appropriate instructional decisions.
Supports teachers with specific classroom activities when requested.
Assists teachers in aligning their teaching with appropriate standards, curriculum, and assessments.
Manages time and schedule flexibly to maximize teacher schedules and learning.
Participates fully in professional development for Consulting Teachers.
Understands that job responsibilities may vary related to each teacher’s and/or building’s needs.
Supports a District-level need that will be assigned based on skills.
Works collaboratively and collegially with other consulting teachers, the building leadership team, teachers, and administrators.
Employs the seven basic practices of instructional coaching:
- Enroll the teacher
- Collaborative planning
- Model the lesson
- Teacher-directed post conferencing
- Observation by the coach
- Collaboratively explore the data
- Continued support
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, education, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE
Minimum qualifications include a valid Iowa teaching certificate, a Bachelor’s Degree from an accredited college or university with a major in education or acceptable content area, and a minimum of three years teaching experience and one year experience within the District. Must possess proper state certification and licensure for the position. The employee is expected to demonstrate continued professional growth specific to the program(s).
TERMS OF EMPLOYMENT
The Consulting Teacher retains the regular teaching contract and shall be issued a supplemental contract for a one-year assignment to the Consulting Teacher role. The supplemental contract will be for additional contract days on an “as needed” basis beyond the career teacher contract. The Consulting Teacher will receive a $500 stipend for each additional contract day. The scope of the work to be completed for the additional contract days will be determined by the Cabinet-level Directors.
Job performance will be evaluated annually by the building principal.
Strong written and verbal communication skills are critical to the success of this position. Must possess the ability to communicate effectively with a variety of individuals and groups from all levels of the organization, including staff, principals, and central administration. Communication will include individual to large group presentations as well as written communications and reports. The individual must have effective listening skills.
Must possess influencing/persuasion skills when working with staff and principals on curriculum issues and instructional strategies to embrace and implement change intended to positively impact student achievement.
Must be an effective facilitator in a variety of situations. Must have the ability to facilitate group meetings and facilitate large and small group professional development. Group facilitation includes a discussion as well as group problem-solving processes.
Must have the ability to plan both long-term and short-term.
The position requires strong organizational skills. Must have the ability to organize and assimilate information, assessment data, scheduling, and other needs within the building.
ANALYTICAL and REASONING SKILLS
The individual must have a solid background in assessment and have the ability to interpret data, which may be very complex and varied. Must be able to apply assessment strategies and link assessment data analysis to school improvement, curriculum, and professional development.
The individual must be competent in research and information gathering through technology. Must also have the capability to collect and sort data through technology. The ability to present and communicate through technology is required, including spreadsheets, PowerPoint, and web-based information.
PHYSICAL DEMANDS AND WORK ENVIRONMENT
Normal office physical demands. May periodically have moderate physical demands and may be required to lift up to 50 pounds infrequently. The noise level in the work environment is usually moderate. Generally, the employee works inside.
OTHER DUTIES AS ASSIGNED
Will perform other duties as may be assigned by the superintendent or designee, necessary and appropriate to the achievement of the program and/or District goals and objectives.
The Sioux City Community School District offers career and technical programs in the following areas: Business & Marketing, Family & Consumer Science, Health Science, and Industrial Arts, Technology, & PLTW.
The Sioux City Community School District is an equal opportunity/affirmative action employer and does not discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, genetic information (for employment), national origin, religion, age (for employment), disability, socioeconomic status (for programs), marital status (for programs), or veteran status (for employment) in its educational programs and its employment practices. The District is required by Title IX and 34 CFR Part 106 not to discriminate on the basis of sex in its programs, activities, or employment.
Inquiries or grievances under Section 504 and Title II of the Americans with Disabilities Act may be directed to Dr. Dora Jung, Director of Student Services & Equity Education/Title IX Coordinator at 627 4th Street, Sioux City, IA 51101, (712) 279-6075, firstname.lastname@example.org. Inquiries about the application of Title IX and its regulations to the District may be referred to the Title IX Coordinator, the Assistant Secretary of the U.S. Department of Education, or both. Please see District Board policies 103 and 504.4 for additional information on available grievance procedures.