The Data Coach’s role is to continuously improve the quality of the support that teachers, administrators, and counselors administer to students and their families through improving the use of data to improve and inform instruction. This role guides school-level staff through the process of collaborative inquiry based on student-centered data to improve teaching and learning for all. The Data Coach possesses a strong commitment to ensure equity for each and every student in the building. The Data Coach will provide support to the school so that capacity around a data-driven culture is built, and sustained. In addition, this position will assist the administration with decisions that can be made to significantly improve student achievement. The Data Coach will lead the school community toward a shared vision and a common understanding of the value of available data. Creating a continuous process for analyzing, interpreting, and acting upon data through a developed and unified protocol is a major responsibility of the Data Coach. The Coach works closely and communicates with the school's professional learning communities (PLCs).

• Facilitates collaborative data meetings, working with individuals or teams to plan for data-driven instructional decisions;
• Purposefully contributes to school PLC’s, and is relied upon as a valued PLC member;
• Provides guidance on analyzing and interpreting data to improve instruction and student outcomes;
• Develops a positive and supportive relationship with staff and students;
• Supports and monitors the effectiveness and progress of the school’s implementation of best practices outlined in the school improvement plan to aid in improving the instruction, and academic progress of scholars;
• Assists with coordinating and planning responsive school-level professional learning based on data analysis;
• Plans and assists administration with the implementation of interventions, and professional learning collaboratively;
• Assumes a strong Coaching role and mindset;
• Assesses current school practices based on data to explore alternatives, assisting with opportunities for change;
• Other duties as assigned based on the guidelines of school administrators;
• Generates reports and data findings for school staff and central office awareness and use;
• Performs other duties as assigned;

The effectiveness of the ACPS coaching model hinges on being highly qualified as a teacher, knowledgeable in content areas and global learning practices, and demonstrating a flexible mindset and willingness to learn the sophisticated practices of coaching and influence. Thorough knowledge of data analysis, and sound research practices; The ability to establish rapport, gain support, persuade or influence individuals or groups; strong communication skills, including the ability to professionally debate, and may require considerable skill in diplomacy, tact, and discretion. Demonstrates 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; knowledge and use of a rich array of instructional approaches, resources, and technologies; commitment to understanding action research and inquiry as processes for building instructional capacity; demonstrates skills in analyzing and using data for instructional decision-making; demonstrates 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.

Any combination of education and experience equivalent to graduation from an accredited college or university with a degree in curriculum and Instruction, Educational Leadership, or a related educational field, AND a minimum of five years of relevant instructional experience, preferably in the public sector or local government; Five years teaching experience required, tenure in ACPS preferred; Virginia professional teaching certification required.

Duties performed typically in school settings 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 at meetings outside the normal duty hours is sometimes required. Regular interactions with teachers and leaders throughout the School Division.

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