Instructional Coaches

Department of Instruction

2024-2025 School Year

Are you looking to work in a school division where students are engaged in authentic, challenging, and relevant learning experiences, becoming lifelong contributors and leaders in our dynamic and diverse society? Then look no further! 

In Albemarle County Public Schools, we work together as a team to end the predictive value of race, class, gender, and special capacities for our children’s success through high-quality teaching and learning for all. We seek to build relationships with families and communities to ensure that every student succeeds. We will know every student! 

We are the first public school division in Virginia, and among the first in the country, to develop and implement an Anti-Racism policy with the expressed purpose of building school communities that share the responsibility to recognize and end racism, eliminate inequitable practices that result in achievement gaps, and support the unique gifts, talents, and interests of every child. In ACPS, “all” really means all.

ACPS employees enjoy competitive pay and benefits, including health & dental coverage, retirement, flexible spending accounts, paid time off, wellness program, discounts on gym memberships, and more! Be sure to check out our website to learn more about our Division and our Schools.

GENERAL DEFINITION OF WORK: 

Instructional Coaching is part of the professional development system in Albemarle County Public Schools.  The mission/vision of the coaching model is to promote a culture of collaborative, public, and reflective practice, and to support the continuous improvement of curriculum, assessment, and instruction by partnering with teachers to actualize professional goals. Overall, the job of the instructional coach is to work within a team of instructional coaches to build the capacity of teachers to meet the needs of all students through implementation of the Division's three levers: (1.) Framework for Quality Learning; (2.) Professional Learning Community; and (3.) Educator Performance Appraisal.  The effective coach is seen as an equal partner with both novice and experienced teachers, spending the majority of the time collaborating around teaching practices (i.e., co-planning, modeling, observing, co-teaching, debriefing). Coaches facilitate job-embedded professional development alongside teachers to enhance understanding of curriculum, assessment, and instruction as informed by the Framework for Quality Learning.  Coaches provide support to teachers as they engage in ongoing professional learning and to groups of teachers as they work in Professional Learning Communities to analyze student work and data. The instructional coach is non-supervisory and non-evaluative. The instructional coach is assigned to a team that supports a cluster of schools and is evaluated and supervised by a centrally based Lead Coach.

ESSENTIAL FUNCTIONS:

• Current understanding of culturally responsive teaching practices;
• Engages in reflective conversations with teachers
• Builds and maintains professional relationships with teachers
• Collaborates with teachers through listening and questioning to formulate next steps and solutions
• Supports collaboration across schools
• Develops student-centered goals with teachers in order to increase student achievement
• Facilitates school-based, high-quality, job-embedded professional development, working with teachers (in teams or individually) to enhance their knowledge and skills through co-developing lesson plans based on student needs, observing instruction, modeling instructional strategies (including the systemic integration of technology), supporting teachers as they analyze student work, etc.
• Engages in ongoing professional development to acquire contemporary global learning knowledge and skills necessary to effectively impact the instructional practices of teachers

KNOWLEDGE, SKILLS, AND ABILITIES: 

The effectiveness of the ACPS coaching model hinges on the selection of a candidate who is highly qualified as a teacher, knowledgeable in content areas, and global learning practices, and demonstrates a flexible mindset and willingness to learn the sophisticated practices of coaching. Usually there is a need to motivate, establish rapport, gain support, persuade or influence individuals or groups. Occasional debate is often characteristic of interactions and may require considerable skill in diplomacy, tact, and discretion.

• Demonstrated deep expertise in one or more of the following areas: adult learning theory, how students learn and process literacy and numeracy, pedagogy, content knowledge, and implementation of ACPS guaranteed viable curriculum and associated resources and programming
• Demonstrated knowledge and use of a rich array of instructional approaches, resources, and technologies
• Demonstrated commitment to understanding action research and inquiry as processes for building instructional capacity
• Demonstrated skills in analyzing and using data for instructional decision-making
• Demonstrated interpersonal, problem solving, and organizational skills required to effectively facilitate coaching and staff development
• Ability to design and implement high quality job-embedded professional development 
• Knowledge and understanding of equity issues in school cultures
• Knowledge and skills to support teachers in implementing the Framework for Quality Learning, the domains and standards of the Educator Performance Appraisal, and the protocols and purpose of Professional Learning Communities
• Currently possesses or is working towards ACPS Culturally Responsive Teaching credential

EDUCATION AND EXPERIENCE:

• Five years teaching experience required, tenure in ACPS preferred 
• Virginia professional teaching certification required 

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS: 

Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium, and recreational areas. Occasional operation of automated computer office equipment is required. Frequent travel to school sites throughout the County and occasional statewide or regional travel is required. Attendance to meetings outside the normal duty hours is sometimes required. Regular interactions with teachers and leaders throughout the School Division. 

EVALUATION: 

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.