Position Description: Induction Coach
Reports to: GWAEA Mentoring and Induction Program Administrator
Number of Days: District Teacher Contract
Compensation: District Teacher Salary Schedule
Overtime Status: Exempt
Date Job Revised: March 26, 2013
Position Summary: The Induction Coach will be responsible for supporting the growth and development of
beginning teachers. Each induction coach will support a caseload of up to 15 first and second year teachers, K-12th
grade within the Grant Wood Area Education Agency consortium school districts. In addition to mentoring, coaches
provide professional development for teachers in areas such as class culture and climate, implementing instructional
strategies, classroom management, analyzing student work, differentiated instruction, and supporting ELL and
students with special needs. Induction coaches will utilize a variety of data collection tools and protocols that guide
coaches and teachers in reflecting on practice and monitoring progress towards professional goals for instructional
improvement.
Individuals selected for the position of Induction Coach attend training and professional development throughout the
school year through GWAEA Mentor Academies, Induction Coach Forums, professional learning teams and peer
coaching.
The New Teacher Center (NTC), a national non-profit organization, is our partner organization and was awarded the
Investing in Innovation grant which will help support the GWAEA consortium. Our induction model is grounded in
the NTC’s formative assessment system. To learn more about NTC, visit www.newteachercenter.org.
Qualifications
1. Bachelor’s degree in the field of education or related area; Master’s degree preferred
2. Minimum of five years of recent classroom teaching experience in PK-12 education
3. Iowa instructional license
4. Designing, presenting and facilitating adult learning experience preferred
5. Successful teacher leadership experience preferred
Specific Training/Skills
1. Demonstrated expertise in designing and implementing standards-based instruction, assessment and
methods that improve student achievement in the classroom
2. Ability to innovative teaching methodologies
3. Ability to collaborate and maintain confidential relationships with administrators and teachers
4. Experience related to adult learning (coaching, professional development, mentoring, teaching)
5. Demonstrated commitment to personal and professional growth and learning within a consortium
community of practice
6. Willingness to engage in formative assessment processes, including non-evaluative, reflective
conversations with teachers using evidence of classroom practice and student learning
7. Evidence of excellent oral, written and technology skills
8. Strong interpersonal and communication skills
9. Proficiency in maintaining and managing regular communication and documentation
10. Optimism for potential of teachers and schools to effect change in the academic lives of students
Duties and Responsibilities include, but are not limited to:
Interactions with Teachers:
 Establish and maintain a trusting, confidential and non-evaluative relationship with teachers to help
develop their autonomy as professionals
 Demonstrate skillful use of mentor language
 Assist teachers in reflecting on and analyzing their practice, reviewing student work and using relevant data
to inform instruction and enhance student achievement
 Use knowledge of equity principles to deepen a teachers’ application of Iowa Teaching Standards
 Model, as appropriate, innovative teaching methodologies through techniques such as co-teaching and
demonstration lessons
 Provide opportunities for teachers to observe exemplary practice by arranging intersite visits
 Provide consortium professional development
 Encourage teachers to identify instructional resources and support throughout the entire school community
 Incorporate technology and analysis of data to advance both teacher learning and classroom practice
 Promote collegiality and build community among participating new teachers (e.g. new teacher seminars,
summer orientation) by providing professional development
Interactions with Principals, District Staff, and GWAEA Leadership:
 Invite ongoing collaboration with principals and GWAEA Mentoring and Induction staff to ensure
coherence between coaching activities and school or GWAEA Mentoring and Induction Program
expectations
Individual professional growth:
 Fully participate in coaching professional development, including Mentor Academies, Induction Coach
Forums, peer coaching partnerships, professional learning teams and other area, team, and committee
meetings
 Commit to growth along a continuum (NTC Mentor Standards) and engage in goal setting and reflection
Professionalism in the workplace:
 Commit to meeting or exceeding all performance targets established by program leadership
 Maintain and submit required documentation (including but not limited to):
o Coaching logs on a weekly basis
o Coaching data analysis/records to drive decision making for teacher development and student
achievement
o Current and accurate coaching calendar reflecting scheduled meetings
o Accurate time and attendance records
 Demonstrate the highest standards of honesty, integrity, flexibility, and responsiveness
 Establish a flexible work schedule that may extend beyond traditional school hours/days
 Embrace Mentoring and Induction Theory of Action and spirit of collaboration and contribute to the
ongoing improvement of GWAEA Mentoring and Induction Programs
 Handle information in a confidential manner in accordance with established policies and legal requirements
(FERPA, HIPAA, etc)
Physical Requirements
1. Ability to travel between schools/sites served
2. Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting,
standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be
anticipated
EOE/M-F-H-V