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1. Purpose Statement

The Instructional Coach/Assistant Principal position is critical in improving student achievement. The role of the coach is to build teacher capacity and their understanding of instructional practices as related to Core and Data Driven Instruction.
The Instructional Coach/Assistant Principal (IC/AP) serves as an academic leader and instructional coach for the school. The IC/AP supports the instructional process with specific responsibility for directing assigned programs and services at a middle school; providing information and serving as a resource to others, supervising assigned staff, coordinating school activities as assigned, addressing issues, situations and/or problems that arise on campus or with enrolled students. The IC/AP, under the direction of the Building Principal, implements and enforces school board policies, administrative rules, and regulations. In the absence of the Building Principal, the IC/AP shall assume the duties and responsibilities of the Building Principal. The IC/AP will work cooperatively with District Administration and support District-wide goals and initiatives, and be held accountable by District Administration. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching and providing feedback to teachers. The instructional coach will demonstrate and model a passion for education reform and leadership.

2. Instructional Coaching/Assistant Principal
2.1 Serve as a content specialist to assist in the development and implementation of campus instructional plans that align to District goals and curriculum.

2.2 Work with teachers and school administration to analyze student data, diagnose instructional needs, and identify research-based instructional strategies to close achievement gaps.

2.3 Teach model lessons where appropriate.

2.4 Observe classroom teaching.

2.5 Teach lessons side by side with teachers.
2.6 Implement an effective mentoring program for each provisional (teachers under an LEA Specific or Associate License) teacher in the school.

2.7 The instructional coach (IC)/vice principal (VP) will commit to implementing and sustaining Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Supports (PBIS) as outlined in the district plan at the district, school, and classroom level. IC/VP will take a tiered approach that will lead to improvement of student behavioral, social, emotional, mental health, and academic success. The IC/VP will build local capacity, enhance PBIS fidelity across tiers, and improve student outcomes by coaching individuals, teams, and support systems. The IC/VP will maintain a close relationship with the school PBIS facilitator to determine the implementation status and action plan around areas of improvement. IC/VP will participate in creating and implementing the school's positive behavior plan which is approved annually by the school board.

3. Assessment
In collaboration with the Principal:

3.1 Assist with the planning, training, and administration of assessments (benchmark, progress monitoring, summative, etc.).

3.2 Guide teachers in the use of screening, diagnostic, classroom-based (progress monitoring), and outcome assessments.

3.3 Assist grade-level teams in the analysis and use of assessment data to identify students for additional instruction, as well as to improve overall student achievement.

3.4 Provide support and assistance to all teachers in implementing effective interventions and monitoring the effectiveness of interventions.

3.5 Meet regularly with PLC teams to review student assessment data and assess progress toward grade-level goals.

3.6 Lead grade level teams in the analysis of data from screening, diagnostic, classroom-based (progress monitoring), and outcome assessments to make adjustments in program implementation and professional development plans.

4. School wide professional learning support
4.1 Work with administration to design and provide professional development focused on improving alignment and delivery of the written, taught, and tested curriculum to increase student success and close performance gaps.

4.2 Meet regularly with principals to coordinate instructional activities related to the District and school improvement plans.

4.3 Promote and coordinate the implementation of research based instructional strategies.

4.4 Assist the principal in creating a calendar for school wide professional development that is directly related to school and District improvement plans.

4.5 Facilitate PD activities by presenting directly to staff or scheduling individuals to present activities to staff, other schools, or individuals as needed.

4.6 Coordinate activities and scheduling of school and District trained staff in targeted PD such as (but not limited to) the integration of technology and differentiated instruction.

4.7 Coordinate school wide efforts in creating a common system of classroom walk throughs.

5. Intervention
In collaboration with the Principal:
5.1 Ensure the implementation of Tier 2 interventions.
5.2 Meet with teachers to analyze data and identify students in need of Tier 2 Intervention.
5.3 Develop and implement intervention processes for students not meeting learning standard.
5.4 Coordinate with Special Education teachers to involve special ed. students in the intervention programs.
5.5 Manage technology-based programs for both Tier 1 and Tier 2.

6. Administrative Support
In collaboration with the Principal:

6.1 Administrative Duties
6.1.1 Assist Principal in managing a variety of school administrative functions (e.g. student disciplinary policy, assigned personnel, student supervision, etc.) for the purpose of enforcing school, District, and state policy and maintaining safety and efficiency of school operations.

6.1.2 Design & create the master schedule in close collaboration with the principal, counselor(s), and department heads.

6.1.3 Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the school.

6.1.4 In the absence of the Principal, the Instructional Coach/Assistant Principal acts as the building administrator.

6.1.5 The Instructional Coach/Vice Principal position includes supervision of extra-curricular activities outside of the regular school day.

7. Job Requirements - Minimum Qualifications
7.1 Administrative Endorsement required or obtained within three years of appointment.
7.2 Masters Degree

7.3 Current Utah professional teaching license and have career employee status.

7.4 Desire to become a school principal.

7.5 The ability to work effectively with adult learners.

7.6 The ability to skillfully offer constructive feedback to facilitate change.

7.7 The ability to be flexible, open and willing to implement new ideas in the classroom.

7.8 The ability to organize and prioritize responsibilities, projects and tasks.

7.9 The ability to work as a team.

7.10 The ability to seek resources and solutions to effectively solve problems.

7.11 Professional business attire required (i.e. no jeans, flip flops, or shorts).

7.12 Individuals with full-time administrative contracts are not allowed extra-curricular coaching assignments.

7.13 Individuals with part-time administrative contracts (less than .80 FTE) are not allowed extra-curricular coaching assignments beyond one activity.

Salary Grade
District Salary Schedule for teachers + $5,000 stipend
Contract: Standard contract +10 days using a District calendar signed by the school principal.

Approved: 06/20/18
Revised: 07/15/20
Revised: 09/14/22
Revised: 11/15/23