New Teacher Instructional Regional Coach

Job Classification Description

New Teacher Instructional Regional Coach

VERMONT CAREER AND TECHNICAL TEACHER EDUCATION PROGRAM at Vermont State University (VTSU) - multiple positions available

Non-Bargaining Unit

Grade 13

BASIC FUNCTION

Position Type: Temporary

The Career Technical Teacher Education Program (CTTEP) instructional coach is a critical lever in improving student achievement. Their primary responsibility lies in enhancing the capabilities and knowledge of first year teachers at Career and Technical (CTE) centers across the state of Vermont, while also fostering their own ongoing learning. By promoting self-reflection, offering guidance and structure, and emphasizing strengths, collaboration, and shared concerns, the instructional coach significantly contributes to the professional growth of beginning educators across the state’s regional CTE centers. Their pivotal role is to cultivate a supportive and growth-focused learning environment, which ultimately leads to improved student achievement and success.

ESSENTIAL DUTIES & RESPONSIBILITIES
• Conduct classroom observations and post-observation reflection meetings with candidates each year
• Facilitate and attend a field observations with beginning teachers and conduct post observation reflection meetings
• Conduct meetings with candidates on topics assigned by CTTEP Director
• General Communication and Impromptu “Just in Time” Meetings with candidates
• Attend one day in person summer training and two shorter one hour sessions in the Fall and Spring per year (10 hours)

SUPERVISION RECEIVED
Direct supervision received from the Director of CTTEP.

MINIMUM QUALIFICATIONS
• Both current and retired teachers should be recommended by their current or former building directors as teachers with outstanding ability.
• All candidates should have at least four or more years of successful classroom teaching experience, preferably at a CTE center.
• Evidence of CTE Teaching Endorsement at present or in the past is preferred but not required

PREFERRED QUALIFICATIONS
• Experience as an instructional mentor or coach
• A BA Degree in Education or related field

KNOWLEDGE, SKILLS, & ABILITIES

Knowledge:
• Best Instructional Practices
• CTE curriculum and proficiency standards
• Basic principles of instructional coaching and mentoring

Skills:

• Has effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and furthering the mission of the CTTEP program to create engaging and inspiring teachers of excellence at all of our CTE centers.

Abilities:
• Ability to work independently and demonstrate initiative.
• Demonstrated ability to support a diverse community and promote diverse perspectives and cultures in an inclusive environment.
• Advocates for and models equity across all practices
• Recognizes and supports the stages of educators’ development and helps identify and build their levels of self-efficacy to increase the effectiveness
• Understands and applies theories of change that encourage a growth mindset and professional progress
• Employs reflection as a strategy to self-evaluate instructional design, delivery, and response frequently
• Has a strong belief that each student and teacher can grow and learn at high levels
• Professionally supports teachers in creating and accomplishing goals aligned with the vision and expectations of the school and district through high-quality coaching practices
• Effectively improves student outcomes by building the capacity of educators to use best practices to meet student needs
• Builds trusting relationships through clear communication that is non-threatening, non-evaluative and objective
• Effectively listens and communicates by asking probing and reflective questions
• Models and facilitates instructional planning through intentional pacing, alignment to frameworks, and mapping out concepts to ensure that an effective sequence is followed
• Models effective instructional design theories such as backward design, universal design for learning, explicit instruction, gradual release, inquiry, and/or collaborative learning
• Understands assessment designs and the different modalities of assessing students
• Facilitates data analysis of different formative and summative assessments to inform instruction
• Utilizes a strong knowledge of evidence-based resources to meet the needs of all students and identifies options for differentiation and tiered instruction
• Promotes effective, positive classroom management, and restorative practices
• Has deep knowledge of Vermont’s Teaching Standards

Location:
Multiple Regional Coaches will be hired for the following locations.