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Instructional Coach

Fayetteville State University
Fayetteville, NC

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Administrative Jobs
Institutional & Business Affairs, Athletics
Employment Type
Full Time
Institution Type
Four-Year Institution
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Job Details

Position Title::

Instructional Coach

Position Number::



College of Education

Posting Number::



EHRA (Non-Faculty)

Job Category::


Hiring Range::

Commensurate with Education and Experience

Minimum salary::

Commensurate with Education and Experience

Maximum salary::

Commensurate with Education and Experience

Overall Position Competency::


Description of primary duties and responsibilities::

Primary Purpose of the Organizational Unit:
The NC New Teacher Support Program (NC NTSP) is a unit within Fayetteville State University’s College of Education which consists of the Office of Teacher Education and three departments: The Department of Early Childhood, Elementary, Middle Grades, Reading & Special Education, the Department of Health, Physical and Secondary Education and the Department of Educational Leadership and School Administration. The NC NTSP is an induction support program for beginning teachers in the state’s high priority schools. The NC NTSP provides a three-phase induction program including: A new teacher instructional skills institute, intensive individualized instructional coaching, and aligned professional development sessions. The goal of the NC NTSP is to improve the effectiveness of beginning teachers through intensive induction support aligned to each teacher’s individual needs, teaching assignment, and school environment. At the conclusion of the program, successful teachers will be eligible for their full (continuing) license. The New Teacher Support Instructional Coach is a twelve-month, full-time, stated-definite term, non-faculty position funded by UNC-SO New Teacher Mentoring Project through the Department of Elementary Education and Middles Grades Education in the College of Education at East Carolina University available immediately.

Primary Purpose of the Position:
The NC New Teacher Support Program is seeking New Teacher Support Instructional Coaches to manage and develop new teachers to envision and achieve results that ensure the short and long term success of their students. NC New Teacher Support Instructional Coaches will manage a cohort of teachers to establish ambitious and inspiring vision and goals, plan purposefully, and engage in data-based problem solving to increase student achievement. New Teacher Support Instructional Coaches will gain valuable management and instructional leadership experience. New Teacher Support Instructional Coaches will also play an integral role in developing the broader support program, working closely with NC NTSP staff, school and district leadership, UNC system Colleges and Schools of Education, and others to ensure that the web of support is effective for new teachers.

Description of Work Continued::

Essential Duties and Responsibilities: · Observe classroom practice and gather data; quickly assess strengths/weaknesses and use observation/data gathering to tailor support to teachers · Assist new teachers in gathering and analyzing data (quantitative and qualitative) to reflect on students’ performance and their practice
· Design and facilitate large and small group professional development sessions (face to face and online) · Provide a variety of solutions to help teachers improve their practice and therefore student achievement (modeling, co-teaching, providing human/other resources, etc.) · Serve as a thought-partner to new teachers on addressing school-based challenges; possibly connecting with mentor/administration · Build positive culture within network of teachers in their region · Develop knowledge of regional and LEA resources along with the University School Teacher Education Partnerships (USTEP) · Implement structures to facilitate networking among new teachers · Collaborate with LEA personnel · Connect with other coaches; participate in professional development for coaches to improve practice

Minimum Education and Experience Requirements::

Master’s degree, current NC teaching license, and a minimum of two years teaching experience.
· Minimum of five years teaching experience leading diverse groups of students to achieve ambitious outcomes. · Minimum of two years instructional coaching experience

Knowledge skills and abilities::

The candidate must be able to:
· collaborate in a professional environment, · collect and analyze data as well as implement related strategies, · model research-based best practices, · identify practical, research-based resources (electronic, paper-based, human) to assist teachers in meeting their goals, · have crucial conversations with teachers about maintaining high expectations for students, · question in a way that promotes reflective practice, · understand and work with diverse populations.

Preferred Qualifications::

· A strong record of measurable results as a classroom teacher in a low-performing school. · A strong record of leading adult professional development (e.g. as a workshop facilitator, mentor teacher, etc.). · A passion for teaching and for education and a belief that this program, the new teachers, and students will be highly successful.

Open Until Filled::


Additional Information for Applicants:

All new employees are required to have listed credentials/degrees verified prior to employment. Transcripts should be provided for all earned degrees and/or the degree which is being used to satisfy credential/qualification requirements. Transcript requests are the responsibility of the candidate.

EEO Statement::

This position is subject to the successful completion of an employment background check. An employment background check includes a criminal background check, employment verification, reference checks, license verification (if applicable) and credit history check (if applicable). Fayetteville State University is committed to equality of educational opportunity and does not discriminate against applicants, students, or employees based on race, religion, color, national origin, sex, age, disabling condition, political affiliation or sexual orientation. Moreover, Fayetteville State University values diversity and actively seeks to recruit talented students, faculty, and staff from diverse backgrounds.

Veteran's Statement:

Fayetteville State University is a VEVRAA Federal Contractor and seeks priority referrals of protected veterans for our openings.


Working at Fayetteville State University

Fayetteville State University (FSU) is a member of the prestigious University of North Carolina System. Situated in southeastern North Carolina, FSU prides itself in being in one of the most diverse cities in the country and neighbor to one of the nation’s largest military installations – Fort Bragg.

FSU has a rich history that serves as genesis for its current status as a leading institution of higher learning. A year after the Civil War ended, the Phillips School provided primary education to Fayetteville’s black citizens, and the Sumner School provided intermediate education for this population. The two schools were consolidated in 1869 and dedicated in April of that year as the Howard School, in honor of the Freedman’s Bureau chief General O.O. Howard. Seven prominent African-American men pooled $136 to purchase two lots for the first building that housed the Howard School. Robert Harris was named the first principal of the Howard School.

In 1877, the Howard School became not just the first public normal school for African Americans in North Carolina but also the first state-sponsored institution for the education of African-American teachers in the South. It was renamed the State Colored Normal School in Fayetteville that year, Fayetteville State Teachers College in 1939, Fayetteville State College in 1963, and Fayetteville State University in 1969.

While FSU’s roots are as a teacher education institution, it now offers nearly 70 degrees at the baccalaureate, masters and doctoral levels. Many of the programs are accredited by the top agencies. The university’s School of Business and Economics is endorsed by the Association to Advance Collegiate Schools of Business (AACSB). AACSB is one of the most prestigious and rigorous accrediting bodies for business programs in higher education. Currently, less than one-third of U.S. business programs and only 15% of the world's business programs have earned AACSB accreditation. Receipt of this distinguished accreditation provides evidence that FSU’s School of Business and Economics has established itself as a leader among business schools. Additionally, the Master of Business Administration program has been cited by U.S. News and World Report and The Princeton Review as one of the best graduate business school programs in the country. The Department of Criminal Justice is accredited by the Academy of Criminal Justice Sciences (ACJS). FSU’s criminal justice program is the only such program in North Carolina to hold ACJS certification.

FSU is rapidly becoming a center for research and technology. In spring 2010, the university, in conjunction with the University of North Carolina at Pembroke, cut the ribbon on the Southeastern North Carolina Regional Microanalytical and Imaging Center. The center is home to the electron microprobe, an advanced imaging tool that magnifies objects up to 300,000 times.

FSU is a partner in the community. The institution has formulated a strong relationship with the local municipality and with civic and social organizations in the area. The institution enjoys its partnership with its military neighbors. In the coming years, as a result of Base Realignment
and Closure (BRAC), Fort Bragg will be home to more than 50,000 soldiers and some of the nation’s top military brass. To address their educational needs, FSU has implemented a degree in intelligence studies with plans to offer more academic programs with the military in mind.

Students who come to FSU know they will be learning in a nurturing environment from some of the top scholars in their respective fields. As they matriculate, they know their degrees will prepare them to be 21st century global scholars, change agents, and contributing members of society.

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