2024-2025 Program and Budget Handbook

o Promote standards-based literacy and numeracy through: ⎯ demonstration lessons through modeling collaboration and co teaching ⎯ focused observation o Work with teachers to manage, interpret, use formative assessment data, systematically examine student work, plan

Required Qualifications • Minimum of five years of teaching experience at the elementary school level (elementary coach) or at the secondary level (secondary coach) • Appropriate certification to teach English Learners (CLAD, BCLAD, SB395 or SB 1969 certificate) or willingness to gain certification within one year • Possess a valid California elementary teaching credential (elementary coach) OR Possess one of the following required teaching credentials for secondary coach: Middle School – Secondary Single Subject credential in English/Language Arts, Mathematics, History/Social Science, Science or Multiple Subject Credential High School – Secondary Single Subject credential in English/Language Arts, Mathematics, History/Social Science, Science • Required multicultural coursework or willingness to complete this requirement within one year of assignment • Ability to use technology and access data to inform instruction • Ability to travel to other sites/locations. Desirable Qualifications • Experience in collaborative planning, delivery of instruction, and differentiated professional development • Knowledge of MTSS (Multi-Tiered System of Support), Universal Design for Learning (UDL), and implementing cooperative learning strategies. • Effective oral and written communication skills • Collaborative team-building skills • Teaching experience at more than one grade level.

and deliver appropriate instruction, intervention and accommodation strategies for all students

• Facilitator o Support collaborative work that

contextualizes teaching and learning on evidence-based practices and identified needs o Facilitate the analysis of data and student work that reflects a problem-solving approach o Foster improved communication and collaboration among staff by working with teachers to identify and address areas of need o Support the academic achievement of all student populations/facilitating on site/online professional development o Meet regularly with site administrators, teachers, and support personnel to analyze data and further communicate and strengthen instructional support to school staff o Attend, as needed, central, LD, and school site professional development related to

expanding coaching expertise, pedagogical repertoire, content

knowledge, and systematic analysis of student work, data analysis within the multi-tiered framework

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