Instructional Coach for Technology

The position is scheduled to begin July 1, 2017 unless a fit is identified sooner.

Interested candidates are invited to apply online - please go to our website www.overlake.org  under “Employment” click “Current Openings” and follow the instructions.

General Summary:

The Instructional Coach for Technology will support and coach teachers to develop clear, realistic and essential instructional and/or professional development goals which ultimately improve the quality of instruction and enhance student learning. Through this work, they will work to inspire, encourage, and support faculty with creative, innovative and sustainable technology solutions that support teaching and learning. Day to day the coach will work in partnership with a team of coaches to work with teacher cohorts to support their ongoing development, as well as work with individual teachers in need of just-in-time support.

Through an educational technology lens, the Instructional Coach for Technology’s principal duties are as follows:

• Learning Facilitator and Collaborator: Use principles of adult learning and effective facilitation/coaching in the supporting, planning and implementation of professional learning communities and professional development cohorts. Employ coaching processes that foster increased teacher collaboration within and between departments. Work with school leadership, coaching team and Technology team to model mission-driven technology use.
• Resource Provider: Create and share methods, materials, tools and additional resources through modeling and other best practices to enhance teacher effectiveness. Contribute to an environment that encourages creative and independent use of instructional technology throughout the school. Partner with the coaching team to maintain a database of professional development opportunities for teachers, particularly those in the EdTech realm.
• School Leader and Catalyst for Change: Employ coaching processes that foster increased teacher initiative so that teachers will ultimately drive their own progress toward achieving their established goals and further develop their own expertise. Work with the Director of Technology and school leadership to define and develop the role of technology in the classroom as it promotes and supports the mission of the school.
• Learner: Keep abreast of current trends and theories on employing research-based teaching and learning practices, as well as the technologies that help to turn these theories into reality.
• Data Coach: Utilize data to help serve as a bridge between research and practice to support improving instruction on all levels.
• Curriculum and Instructional Specialist: Support teachers by helping with the “what” and “how” of teaching.
• Classroom Supporter: Facilitate each teacher’s ability to adapt instruction to meet the needs of the classroom and of all students.
• Mentor: the coach is a critical friend supporting all teachers, no matter the level of experience. Maintain a consistent presence in classrooms with the goal of creating a relationship with each teacher through a dialogue focused on the teaching and learning processes taking place.
• Other duties as described.

Reporting Relationships:

• Director of Technology and Heads of Upper and Middle Schools

The ideal candidate will have the following qualifications:

• Masters degree in Education, Educational Leadership, Educational Technology or similar preferred.
• Superior teaching skills with at least 7-10 years of teaching experience and demonstrated success and mastery in teaching and pedagogy.
• Preferred prior experience as a lead teacher, instructional coach, technology integrator, consultant, or comparable role.
• Ability to improve the development and implementation of curriculum, instruction, assessment, and instructional data with teachers through the use of a variety of coaching processes and other forms of professional development.
• Familiar with educational frameworks, such as UBD and SAMR, that help to quantify the value, sequence and purpose of technology in education.
• Familiar with modern technology tools, services, and other instruments that have applications both inside and outside the classroom.
• Ability to facilitate reflective thinking and self-advocacy in teachers by being a neutral and active listener.
• Ability to help adults problem solve with a solution-oriented approach.
• Ability to conduct classroom observations for the purpose of identifying areas of strength, growth, and professional development needs of the teacher.
• Ability to create and maintain positive and supportive relationships with faculty and administration as well as creating collaborative learning groups.
• Familiar with the professional development needs of teachers and how to connect those needs to relevant professional development opportunities.
• Experience conceiving, building, and conducting professional development opportunities for faculty, staff and administration.
• Demonstrated leadership in support and application of educational technology.
• Demonstrated ability to blend technology with sound pedagogy toward educational goals.
• A background that contributes to the diversity of the community and a respect for and understanding of diverse cultures and experiences
• Experience working in an independent school a plus, but not required.
• Exposure to programming, robotics, 2D and 3D design, making, etc. are a plus.
• Ability to quickly learn unfamiliar tools in order to help others use them.
• Entrepreneurial and self-motivated mindset: imagine and build new and exciting opportunities for students and teachers.
• Exceptional collaborative skills, interpersonal abilities, and patience.

• Excellent communication, organizational, and project management skills, including ability to work simultaneously on multiple projects and follow through to completion.
• Familiarity with Learning Management Systems, particularly Canvas.

Salary:

Depending on education and experience

Schedule:

This position will work 7:30 am – 4:00pm daily with a lunch period. This position follows the faculty calendar and requires 20 additional days to be worked in the summer at the supervisor’s discretion, typically the two weeks before school opens and the two weeks after school ends.