The job holder is responsible for bringing evidence-based practices into classrooms by working with and supporting teachers and administrators with the goal of increasing student engagement, improving student learning, and building teacher capacity to reach their fullest potential in the area of Literacy and English Language Arts. S/he will promote reflection, provide professional learning, guidance and structure where needed, facilitate unit planning and documentation, and focus on strengths, collaboration and common issues of concern that promote student learning.  

Key Responsibilities:

1. Coaching and Instructional Support

• Coach, train and support teachers one-on-one and in small groups to review, implement and modify instructional practices and curriculum aligned with the school standards in the area of Literacy and English Language Arts (Reading and Writing Workshop).
• Provide direction and coordination for how the curriculum is taught consistent with school initiatives, including integration of curricular areas for holistic education and recognized best instructional practices.
• Provide personalized support that is based on the goals and identified needs of teachers.
• Model lessons and co-teach lessons to help teachers improve classroom skills, and demonstrate innovative instructional practices.
• Conduct informal non-evaluative teacher observation and walk-throughs and provide feedback that facilitate teacher reflection and students’ success. Assist in the development, monitoring and implementation of teacher intervention plans.
• Demonstrate knowledge using a variety of assessment tools.
• Serve as a curriculum mapping specialist to assist in the development and implementation of instructional plans that align to school curriculum.
• Build and maintain relationships with teachers based on mutual respect, positivity, and a growth mindset.
• Facilitate mutual problem solving to assist teachers in implementing and mastering teaching practices.
• Manage time and schedule flexibility that maximize teacher schedules and learning.
• Mentor the new teachers and present instructional strategies to them.
• Model continuous improvement, lifelong learning, and go above and beyond to ensure student success.
• Evaluate instructional resources (including supplementary resources) with teachers and administration and provide and or research relevant training on the use of resources.

2. Planning and Development

• Work with Elementary School principals, grade-level and discipline-specific teams to revise the Elementary School curriculum scope and sequence, and integrate learning units and cross-disciplinary standards and frameworks meaningfully.
• Facilitate the development of academic unit plans. Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet student needs.
• Identify and prioritize evidence-based practices that result in increased student performance.
• Work with teachers and administrators to analyze student data, diagnose instructional needs and identify research-based instructional strategies to close achievement gaps.
• Review and monitor multiple sources of data in order to identify areas of strengths and deficits in instruction and student learning.
• Assist in curriculum program review action plans, continuous school-wide improvement plans, and consultant reports for elementary school curriculum.
• Chair the Elementary School English Language Arts Committee.

3. School-wide Professional Development

• Develop and conduct job-embedded individual and group professional activities through modeling in order to support teacher learning and student growth.
• Develop faculty members’ knowledge, skills, attitudes, and behaviors through a variety of professional development targeted topics and designs.

Qualification & Experience:

• Minimum of a bachelor degree in Education or Bachelor degree in any subjects with PGDE (Postgraduate Diploma of Education), or equivalent from an accredited university. Cognitive coaching certification or similar is preferred or a willingness to be trained.
• Minimum of 5 years of classroom teaching experience, with a record of successfully impacting student growth.
• At least 2 years of instructional coaching experience (e.g. head teacher, reading coach, literacy specialist, school development team, etc.).
• Experience in research-based instructional practices and conducting professional learning for adult learners.
• Previous experience in an international school and familiarity with North American curriculum.
• Understanding of the rigor, depth, and complexity of the US Common Core standards is highly preferred.

Skill & Personality:

• Strong pedagogy knowledge and content expertise in literacy.
• Sound knowledge of instructional strategies, conditions of learning, assessment and lesson design.
• Proven ability to work collaboratively and effectively with colleagues, particularly within a change process, including the ability to create and nurture a professional community of adult learners.
• Outstanding presentation and facilitation skills.
• Excellent interpersonal skills to build a trust relationship with teachers and students, including giving and receiving constructive feedback.
• Have a positive and optimistic outlook and warm personality.
• Commitment to continuous professional development and willingness to undertake training where necessary.
• Ability to manage students effectively. Able to stay calm in difficult situations.
• Ability to maintain flexibility and a growth mindset in challenging and demanding situations.
• High level of personal accountability.