2026-2027 1.0 FTE Teaching and Learning - Academic Coach Gr 6-12 Language Arts - MDA

PAY GRADE: Certified Salary Schedule

FLSA STATUS: Exempt

POSITION OBJECTIVE:

A Teaching and Learning Coach is an effective teacher of a specific content area(s), technology or instructional support, who works collaboratively with K-12 teachers to support and enhance effective instruction at the local school site. The coach provides on-going site based professional development and technical assistance. The focus of the coach is to develop a teacher-centered system of support that facilitates the improvement of student learning. The goal of the coach is to build teacher capacity in the specified content area(s), technology and instruction, by providing ongoing coaching.

DUTIES & RESPONSIBILITIES: (These duties are a representative sample; position assignments may vary.)

Essential Functions:

• Supports the district’s vision, mission and goals.
• Designs, leads and participates in collaborative, job embedded professional development and coaching for the purpose of improving teacher quality and student achievement
• Creates, researches, plans, organizes and facilitates and conducts professional development to teachers, administrators and other district staff that aligns with the district’s Comprehensive Professional Development Plan regarding the curriculum, instruction and assessment philosophies that are adopted and utilized in the district.
• Assists in the development, implementation and sustainability of the district’s Comprehensive Professional Development plan that is aligned to the curriculum, instruction and assessment goals for the purpose of providing professional development, coaching and support to teachers and schools:
• Actively analyzes and reviews the alignment and articulation of the curriculum standards for the purpose of providing professional development and support to the district. This is done through both grade level and cross content integration (especially focusing on literacy and technology) of content standards.
• Contributes, creates and supports the development of the district’s curriculum map or calendar which may include the development of essential performance objectives for the purpose of having a foundational knowledge in order to provide professional development to teachers.
• Demonstrates knowledge of research based instruction to support identifying, training, monitoring and evaluating of strategies to support learning in the content area.
• Contributes, creates and supports the District assessment plan for the purpose of aligning the curriculum, instruction and assessment to the State’s assessment (AIMS):
• Understands and interprets assessment data, both formal and informal, to inform instructional decisions.
• Supports teachers by participating in the development of common benchmark assessments.
• Provides instructional coaching focusing on data analysis utilizing multiple sources of data to include, but is not limited to, student work, district benchmarks, common formative assessments, AIMS, classroom assessments, etc.
• Assist teachers with designing instructional decisions based on assessment data.
• Supports the technology integration within the content area as it relates to the instructional tools and strategies utilized in the Pyramid of Intervention (Tier I- general curriculum, Tier II and III- intervention using adopted instructional technology) by providing professional development and coaching that utilizes technology.
• Forms strong professional relationships with teachers, principals and district administration.
• Models best instructional practices through actual classroom demonstrations and/or side-by-side coaching to support teacher learning and implementation of proven teaching methods.
• Creates and shares “job aides” which are designed to support teachers’ and administrators’ implementation of the curriculum, instructional strategies and assessment tools which are taught through professional development and coaching.
• Collaborate with schools by providing professional development opportunities as well as coaching on school improvement processes to support the district’s school improvement initiatives.
• Participates in the district’s recruitment, induction and retention programs as appropriate.
• Serve on district and state committees for the purpose of collaborating and gaining knowledge to integrate in the professional development opportunities for teachers and staff.
• Manages time and schedule flexibly in order to work with teachers before and after school, as well as in the summer and weekends.

Other Functions:

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
• Other duties as assigned

Responsibilities:

• Working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget.
• Serving as a substitute for a minimum of ten (10) days for the purpose of supporting district professional development (i.e.: PLCs, workshops, job-embedded modeling)
• Documenting of time/effort to fulfill the requirements of the funding sources of this position.
• Collaborating with organizations, departments and/or individuals to create a continual opportunity to significantly impact students’ achievement and District goals.
• Designs, coordinates and implements language arts AEPA study sessions for teachers who want to become highly qualified.

EDUCATION & EXPERIENCE (positions in this class typically require):

EDUCATION

• Bachelor’s degree required
• Master’s degree preferred
• Reading endorsement required

REQUIRED EXPERIENCE

• Demonstrates knowledge and understanding of the coach’s role
• Has knowledge of adult learning theory and effective instructional practices
• Demonstrates strong oral and written communication, facilitation and presentation skills
• Demonstrates knowledge of the grades 6-12 language arts curriculum standards
• Ability to integrate literacy and technology standards to increase student learning of the language arts curriculum standards
• At a minimum, it is recommended that the successful candidate:

• Has 5 years of classroom teaching experience
• Has continuing teacher status in Scottsdale Unified School District, preferred
• Meets the criteria of highly qualified and appropriately certified teacher in secondary English with a reading endorsement required
• Has demonstrated success in:
• Leading large and small groups in developing consensus
• teaching the targeted population in the content area,
• working with site-based teams,
• analyzing and using data to inform instruction
• providing professional development at the local level
• collaborating on curriculum development

LICENSING REQUIREMENTS/CLEARANCES (positions in this class typically require):

Licensing:

• Valid Arizona Teaching Certificate
• Current with all State Mandates

Clearances:

• Criminal Background Investigation; criminal justice fingerprint clearance

KNOWLEDGE (position requirements at entry):

KNOWLEDGE required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge required to satisfactorily perform the functions of the job includes: understanding pertinent policies, regulations and/or laws.

SKILLS (position requirements at entry):

SKILLS required to perform multiple, technical tasks with a need to routinely upgrade skills in order to meet changing job conditions. Specific skills required to satisfactorily perform the functions of the job include: operate equipment utilized in position; operate standard office equipment; utilize pertinent software applications (Microsoft Office; i.e. Excel, PowerPoint, Word, Outlook) including instructional technologies; plan and manage projects.

ABILITY (position requirements at entry):

ABILITY required to schedule activities, meetings, and/or events; routinely gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of job-related equipment. In working with others, problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is moderate. Specific abilities required to satisfactorily perform the functions of the job include: communication ability with diverse groups; meet deadlines and schedules, recordkeeping.

PHYSICAL REQUIREMENTS:

Positions in this class typically require: stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, finger dexterity, grasping, talking, hearing, seeing, and repetitive motions.

Medium Work: Exerting up to 50 pounds of force occasionally, and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.

Incumbents may be subjected to moving mechanical parts, odors, chemicals, extreme temperatures, inadequate lighting, workspace restrictions, and intense noises.

NOTE:

The above job description is intended to represent only the key areas of responsibilities; specific position assignments will vary depending on the business needs of the department.