2024 - 2025 School Year

 

1.0 FTE (.6 Instructional Coach/.4 Gen Ed Teacher)

 

This position will remain open until a qualified applicant is selected. 

 

This is a Leave Replacement (one year only) Position.

 

Evergreen Public Schools (EPS) offers the following to eligible employees who work at least 630 hours in a school year:

• Medical, dental, vision, basic long-term disability, basic life and AD&D insurance through School Employees Benefits Board (SEBB). For additional information click EPS Benefits Information.
• Employees may also be eligible to participate in FSA, DCAP, HSA, FPFSA (w/HDHP), and other supplemental benefits.

Employees may be eligible for employer-employee funded retirement benefits through Department of Retirement Services (DRS).

 

EPS offers paid holidays and paid time off, including but not limited to, sick, vacation, personal, religious, and bereavement leave. Additional negotiated leave options can be found in the associated Collective Bargaining Agreement (CBA) for this position Evergreen Education Association.

 

Certificated positions may have additional pay provisions above what is represented on the salary schedule such as, but not limited to TRI pay, In-Service days, and Extended Contracts, all in accordance with the applicable Collective Bargaining Agreements (CBA) as negotiated.

 

We appreciate your interest in employment with Evergreen Public Schools. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation including fingerprints. Click here for Fingerprinting Services.

 

Failure to submit a full application package will result in disqualification.

 

Reports To: Building Principal

 

Stance Statement:

Evergreen Public Schools are committed to eliminating the predictability of outcomes by demographic

group and we strive to be a diverse community of schools that provides each member with the

opportunities, access, resources, and support they need to be successful. With this in mind, our goal is to

recruit, hire and retain employees of all racial/ethnic backgrounds who will bring their unique talents and

skills into our educational institution to encourage students to thrive academically. Our district aims to

provide an equitable and mutually supportive learning and working environment for all students and staff

to succeed in a racially and culturally diverse local, national and global community.

 

Summary Statement:

Instructional Coaches are teachers who have both content and instructional expertise particularly in reading, writing, math and/or science. Instructional Coaches will facilitate a lab site professional development model by demonstrating lessons, observing classroom instruction, and coaching teachers one-on-one. Instructional Coaches will focus on enhancing teachers' ability to provide instruction that: builds students' understanding and skills, is academically rigorous, addresses the curriculum standards and frameworks, and enhances students' sense of engagement in and ownership of their learning. Together, administrators, classroom teachers, and Instructional Coaches will look at student work and design standards-based, high-quality instruction. The Instructional Coaches will serve as members of building Instructional Leadership Teams working to align district and building goals and evaluate student data to inform school improvement planning. They will work collaboratively with other building coaches to design and deliver professional development as directed. As members of a professional coaching community, the Instructional Coaches will participate in professional development and inquiry into their own practice.

 

Essential Functions:

• Implement a collaborative coaching and learning approach.
• Model effective, differentiated instruction.
• Provide individualized, classroom-based coaching with participants to support them in implementing best instructional practices.
• Facilitate professional collaborative groups (PLC) among teachers in which issues related to implementing effective content instruction are considered, current research and writing on effective practice is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.
• Provide comprehensive study of classroom-based instruction using a follow-up lab site model to support participants in implementing the work practiced in the lab site.
• Facilitate inquiry groups among teachers in which issues related to implementing effective content, skills and problem solving instruction are considered, current research and writing on effective practice is read and discussed, and student work and data are reviewed.
• Provide comprehensive/balanced training in and across given subject areas and curricular areas.
• Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions.
• Assist teachers in aligning their teaching with appropriate standards, curriculum and assessments.
• Work collaboratively and collegially with other Instructional Coaches, curriculum specialists and district specialists.
• Cultivate teacher leadership.

Qualifications:

• Valid Washington Continuing Teacher Certification, Master’s degree strongly preferred
• Minimum of 5 years successful teaching experience
• Demonstrated knowledge of state and national standards
• Deep knowledge of reading, writing, literacy development, math and/or science
• Previous coaching experience (either as mentor, mentee or preferably both)
• Deep knowledge of and experience in:
  • Content
  • Instructional strategies
  • Student centered instruction including workshop model
  • Conditions of Learning
  • Assessment driven instruction (teaching/learning process)
• Effective communication, collaboration, and interpersonal skills for building an environment with a common instructional focus, promoting initiatives, and conveying expectations
• Ability to design and deliver quality professional development for administrators and teachers
• Ability to model lessons demonstrating best practice instruction
• Ability to support teachers in development of differentiated lessons
• Knowledge of adult learning theory
• Outstanding presentation and facilitation skills
• Demonstrated ability to communicate in a professional manner both orally and in writing
• Demonstrated strength in organization, communication skills and efficiency in meeting deadlines
• Experience in analyzing data to plan for instruction
• Demonstrated ability to function as a positive collaborative member of a team
• Demonstrated interest and engagement in professional learning and reflection
• Preferred experience in working with children and families who are culturally, linguistically and racially diverse

 

Required Knowledge, Skills and Abilities Related to Cultural Competence and Equity:

1. Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
2. Nurtures a positive school environment that celebrates, respects and values diversity, where teaching and learning are made relevant and meaningful to students of various cultures.
3. Initiates activities and discussions that lead to increased cultural competence of staff, informing and expanding teaching practices within classrooms.
4. Models instructional leadership and demonstrates a strong commitment to equitable outcomes for all students.
5. Ability to recognize each person as a unique individual even as we celebrate their group cultural heritage.
6. The ability and desire to establish positive relationships with persons regardless of race, gender, physical limitation, sexual orientation or religious belief, with an active commitment to equal opportunity for all persons.
7. Demonstrated ability to establish effective working relationships and interact successfully with diverse instructional support services and administrative staff, including perceiving the needs and concerns of others; assisting others in resolving conflicts; motivating others; and designing programs to assist others in meeting organizational goals.

                         

Notice of Nondiscrimination:

Evergreen Public Schools does not discriminate in any programs or activities on the basis of sex,

race, creed, religion, color, national origin, age, veteran or military status, sexual orientation,

gender expression or identity, disability, or the use of a trained dog guide or service animal and

provides equal access to the Boy Scouts and other designated youth groups. The following

employees have been designated to handle questions and complaints of alleged discrimination:

 

Title IX Coordinator Cale Piland  13413 NE LeRoy Haagen Memorial Drive  P.O. Box 8910  Vancouver, WA 98668-8910  Telephone: (360) 604-4430

Section 504/ADA Coordinator Cate Winters  13413 NE LeRoy Haagen Memorial Drive  P.O. Box 8910 Vancouver, WA 98668-8910  Telephone: (360) 604-6711

Civil Rights Compliance Coordinator Tracy Thompson  13413 NE LeRoy Haagen Memorial Drive  P.O. Box 8910 Vancouver, WA 98668-8910  Telephone: (360) 604-4010