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Job Details


Requisition Number 21-0017
Post Date 7/19/2021
Title Curriculum Coach
City Detroit
State MI
Description Instructional Coach

Detroit Public Safety Academy
1250 Rosa Parks Blvd.
Detroit MI 48216

DPSA is Michigan’s only public school with a curriculum focused on preparation for careers in public safety. Along with excellent academics, students learn about careers in law enforcement, fire, emergency medical services and others. We partner with federal, state and local public safety agencies such as; Detroit Police, Detroit Fire, Wayne County Sheriff, Michigan State Police, US Border Patrol, Federal Emergency Management Agency, US Coast Guard, Immigration and Customs Enforcement, US Marshals and more. Our cadets earn certificates in academic courses related to public safety as well as dual enrollment for college credit. Many of our students graduate with guaranteed job offers in public service careers. We are also very proud of our Character Education component; students learn the importance of qualities such as Leadership, Initiative, Responsibility, Teamwork, Integrity, Sacrifice, and Respect.

Support the Quality Schools Initiative at the school level by performing duties related to teacher mentoring and support, curriculum development and alignment, delivery of instruction, classroom and local assessments, state testing, professional development, as well as other duties assigned at the discretion of the school leader. The coach, in cooperation with the School Leader, ensures that schools are in compliance with all local, state and federal regulations, that students are prepared to perform at high levels on state assessments, and that the school makes Adequate Yearly Progress.

ESSENTIAL DUTIES AND RESPONSIBILITIES
*Mentor and support teachers in the daily implementation of all curriculum and instructional related elements;
*Ensure alignment between the locally implemented written curriculum and the state frameworks;
*Ensure alignment between the written, implemented, and assessed curriculum; as aid in the development of pacing guides;
*Ensure the development of weekly lesson plans; mentor teachers in the development and implementation of those lesson plans;
*Assist teachers in using data to design student instruction and assessment;
*Actively attend and participate in all scheduled curriculum coach meetings and related best practices activities/opportunities, and to share the acquired knowledge through formal and informal professional development opportunities;
*Participate in support-oriented classroom observations (i.e., EEPs) early in the year to help teachers align with school improvement based expectations for academy instruction;
*Contribute to the academy’s school improvement meetings and decision making process;
*Other duties as assigned.
Requirements Summary
Assist the School Leader in improving the quality of instruction at the Academy at an aggregate level as well as at the classroom and student level. Supports teachers in planning and delivering high-quality instruction by giving feedback, sharing best practices, and providing resources. Provide data to the School Leader to support effective assessment and training. May assist the Leader in planning and facilitating teacher collaboration and professional learning communities.

Essential Duties and Responsibilities
. Develop, with the collaboration of the teacher, clear, realistic and important instructional goals, professional development goals that are standards based and reflect the individual needs of the teacher.
. Guide, teach, influence, and support teachers in planning and delivering high quality instruction in the classroom through reflection, collaboration, and shared inquiry. Observe teachers and review lesson plans and other teacher-generated documents, and give constructive feedback for improvement.
. Share methods, materials, and other resources through modeling and other best practices to enhance teacher effectiveness.
. Provide meaningful, timely feedback to teachers on ways to improve teaching skills.
. Monitor the implementation of teaching and learning processes in classrooms.
. Research instructional resources that best benefit the individual classroom teacher.
. Employ coaching processes that foster increased autonomy in direction and responsibility.
. Provide guidance with educational programs while incorporating effective processes to achieve desired programmatic goals.
. Impart a repertoire of teaching methods, intervention strategies, and alternative modalities of learning that affect student achievement.
. Facilitate reflective thinking and self-advocacy by being a neutral and active listener.
. Advocate on behalf of the students to ensure quality of education for all and to accomplish the school’s educational goals.
. Promote on behalf of the classroom teacher, with the school administration, suitable professional development.
. Determine the appropriate research-based resources necessary to improve the instructional abilities and skills of the individual teacher.
. Maintain consistent communication with the School Leader to share data, thoughts and observations and to celebrate successes and troubleshoot program issues.
. Other duties as assigned.

Required Qualifications
. Superior teaching skills, as acquired through a current teaching certificate/license, 3-5 years of teaching experience, and demonstrated success in teaching as evidenced by student assessment data and other evidence.
. Ability to effectively share information and skills regarding data, curriculum, instruction, and assessment with school staff using a variety of coaching processes, e.g., verbal explanation, modeling, co-teaching, observing, conducting study groups, and other forms of professional development, as acquired through prior experience as a lead teacher, instructional coach, consultant, or comparable role.
. Ability to conduct classroom walkthroughs and observations for the purpose of identifying areas of strengths, weaknesses and professional development needs of the classroom teacher.
. Ability to create and maintain positive and supportive relationships with the principal and school staff.

. Ability to recognize the need for and knowledge of how to train staff to map and align the curriculum.
. Knowledge of how to disaggregate student data for instructional planning.
. Ability to develop and implement differentiated instructional methods that correspond to specific student needs.
. Knowledge of how to select appropriate instructional practices for various student groups.
. Understanding of how to appropriately use diagnostic tools and formative assessments to determine appropriate instruction. Familiar with a variety of instruments, technology tools and other resources for assessing and enhancing student performance.
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