Success Coach JobID: 457

• Position Type:

  Middle School Teaching

• Date Posted:

  3/10/2025

• Location:

  Clarke Community Middle School

• Date Available:

  07/01/2025

• Closing Date:

  03/28/2025

Position Title: Success Coach

Reports To: Director of Teaching & Learning, Building Administrators, and District Administrators

Job Type: Teacher Leadership

% out of Classroom: 100%

Number for Clarke: 4 (2 Elementary, 2 Secondary)

Extended Contract: 134 hours

Contract Dates: July 1 – June 30

Job Goals:

The Success Coach acts as an instructional leader who shares the responsibility of carrying out the vision, mission, and goals of the school community via the district and school improvement plans. The Success Coach works with district leadership personnel to improve student attendance, and behavior which impacts academics. This position is responsible for providing coaching, co-teaching, and job-embedded professional development, school improvement plans, and MTSS Structure.

The Success Coach, working collaboratively with the district leadership personnel, will develop the coach’s schedule to prioritize work with teachers, classrooms, and/or students on a regular basis. The Success Coach will observe, co-teach, provide feedback regarding implementation of behavior strategies and examine the effect on student learning. He/she will work with teachers to develop strategies and/or provide direct intervention to support students.

Knowledge and Skills Set:

An ideal candidate will have the ability to facilitate ongoing communication with students, teachers, and parents and the ability to form strong relationships. This position requires a knowledge of effective intervention strategies and the willingness to expand upon that knowledge. The successful candidate demonstrates patience with students and staff and is proactive in addressing concerns. This position requires organizational skills and follow through. The ideal candidate will be able to implement and model the Clarke MTSS structure within the building, district, and community.

Preparation and Experience:

• Holds a Master’s degree or working toward a Masters degree (Preferred)

• Complete training on behavioral intervention strategies

• Crisis Prevention Institute (CPI) certified

• Current Iowa teaching certificate

• Minimum three years of successful teaching experience

• A demonstrated track record of successful mentoring/coaching, leadership, and facilitation of adult learning

• Demonstrates high capacity to evoke students’ motivation to positively impact student learning and achievement

• Provides evidence of meeting all the Iowa Teaching Standards & Criteria

• Knowledge of Iowa Professional Development Model

Essential Responsibilities:

• Build rapport with students, teachers, and families; protects the confidentiality of professional relationships

• Coach staff on effective strategies, interventions, and resources to help students be successful in the classroom

• With administration, support the development and implementation of the Clarke MTSS structure

• Attendance (MTSS Tier II and Tier III support)

• Behavior management (MTSS Tier II and Tier III support)

• Facilitate reflection and restorative practices with students who have been removed/eloped from the classroom setting

• With administration, plan and deliver building professional development

• Conduct family home visits when necessary

• Plan, implement, and support School/Community activities determined by administration

• Model and teach effective communication and coping skills with students, families, and teachers

• Facilitate teacher reflection to understand their role in contributing to disruptive behavior, and provides proactive and responsive strategies to enrich school experiences for both students and teachers

• Develop a shared understanding among the teaching staff of the diverse behavior needs of students, and helps to develop connections with the students’ families

• Weekly communication with principals, classroom teachers, academic coaches, and guidance counselor regarding the students’ behavior and academic progress

• Participates in continuous growth opportunities to deepen knowledge in social, emotional, behavioral, health, differentiation, and leadership practices

• Demonstrates organizational skills and maintains appropriate confidentiality with records

• Uses data informed decisions for interventions

• Other duties as assigned by administration, including classroom instruction and/or teaching to meet the needs of the district

Performance Standards:

• Demonstrate collaboration skills

• Demonstrates leadership qualities

• Demonstrates organizational skills

• Demonstrate a commitment to ongoing professional growth

Meeting Requirements:

• Attends SIAC meetings

• Attends meetings with all TLC leadership positions

• Attends meetings with building principal

• Attends various PLC meetings

• Attends the school’s community events

• Meet with staff before or after school hours based on needs

Terms ofEmployment:

• Teacher Leadership & Compensation Salary Supplemental Pay (Paid with TLC Grant Funds, At-Risk & Drop Out prevention dollars).

• 1-year contract; Reapply every year

• 134 additional hours

• Teacher Leadership Salary Supplement of $8,000

Evaluation:Performance of this job will be evaluated in accordance with the Board’s policy on Evaluations of Personnel.