6-12 Secondary Program ELA/Social Studies Academic Coach at Texas School for the Deaf

TERMS OF EMPLOYMENT

Length: 210

Time: Full-Time

SUMMARY

The 6-12 Secondary Program ELAR/Social Studies Academic Coach serves as the team lead in developing high-quality, evidence-based content in English and ASL and Social Studies. Plans, develops, and presents professional development related to literacy and Deaf learners. Serves as the Cohort Leader for the management of the 6-12 secondary programs identified reading program within the Bilingual Language Arts (BLA) team and the Social Studies team. Stays current on best practices in literacy development for all content areas. Implements and supports literacy intervention practices designed for Deaf learners. Provides guidance and support for the social studies team. Works in a self-contained, team, departmental, or itinerant capacity as assigned. Works under the general supervision of the Middle School Principal.

ESSENTIAL FUNCTIONS

1. Identify, analyze, and apply knowledge of research related to the teaching of reading and social studies.
2. Oversees the reading curriculum to ensure fidelity of the curriculum in the Language Arts and Social Studies classrooms.
3. Regularly reviews Reading data from MAP and Independent Reading Level Assessments to identify needed adjustments for Deaf and hard-of-hearing students.
4. Conduct staff development on reading to assist teachers in developing appropriate reading goals.
5. Administer formal and informal reading assessments to students. Assist teachers and administrators in the administration of reading assessments.
6. Assist principal, as needed, to observe instruction in reading and provide feedback to teachers to support student achievement.
7. Provide reading interventions by conducting small group instruction that leads to measurable student growth.
8. Demonstrate procedures for collecting reading data on a student and explain best practices for sharing data with teachers, staff, and parents. Analyze student data and make instructional decisions based on the results of given data.
9. Serves as a resource for classroom teachers with regard to best instructional practices in reading.
10. Identify current, best practices and strategies for teaching reading and provide suggestions for teaching comprehension strategies to students.
11. Assist with planning lessons, including activities such as preparing learning objectives and goals, designing tests or exams, selecting study material, setting up labs, and preparing exams.
12. Facilitate learning in the classroom (e.g., maintain discipline; encourage participation; consult with parents, school staff, and other care providers to identify and address social or developmental needs).
13. Participate in campus site visits with instructional coordinators and assist in making supportive suggestions for the teaching of reading.
14. Participate in the 6-12 Academic Multi-Tiered System of Support (MTSS) meetings.
15. Assist schools in conducting conferences with parents, students, and teachers on reading assessment results and progress in reading.
16. Maintain professional development through activities such as classes, conferences, seminars, workshops, and professional journals to stay abreast of current practices and strategies for the teaching of reading. Provide technical guidance to less experienced teachers.

NON-ESSENTIAL FUNCTIONS

1. Perform other related duties as assigned.

This document in no way states or implies that these are the only duties to be performed by the employee occupying the position.

Minimum Qualifications

1. The position requires a valid Texas ELA teaching certificate.
2. Minimum of three years of successful classroom teaching experience in school with diverse student populations and experience working with English Language Learners/Deaf and Hard of Hearing learners.
3. Sign Language: The ultimate required proficiency level for the position using the levels designated in the Sign Language Proficiency Interview (SLPI) is ADVANCED.

Desirable Qualifications

• Master’s degree in special education, deafness, or in a related field
• Texas Deaf Education certification
• Prior work experience in special education, deafness, or a related field
• Proficient sign communications skills

Knowledge, Skills and Abilities/Attributes

1. Instructional Knowledge— knowledge of content, instructional methodologies, classroom management, techniques, principles, reading content, and instruction.
2. Knowledge of State, local, and Federal laws and regulations affecting the lives and education of students. Must have an understanding of child and adolescent development and have the skills to manage student behavior.
3. Problem-solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
4. Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public using a variety of media.
5. Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
6. Quality control—the individual demonstrates accuracy and thoroughness and monitors their own work to ensure quality.
7. Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance.
8. Safety and security—the individual actively promotes and personally observes safety and security procedures and uses equipment and materials properly.
9. Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas, and exhibits willingness to try new things.

Supervisor

Department Principal

Military Occupational Specialty (MOS)

None equivalent