Job Description

*Student-Centered French Immersion Coach (Grade P-5)

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Annapolis Valley Regional Center for Education





Student-Centered French Immersion Coach (Grade P-5)



(serving French Immersion teachers and students in the following schools: KCA)



1.00 Fte



Vacant





Available to Permanent, Assumed Permanent and Surplus Teachers of the AVRCE





Terms and conditions of employment, including wages, are in accordance with the Nova Scotia Teachers' Provincial Agreement





Posting Closes Midnight, May 29th, 2025


Reporting to the Coordinator of Programs, the P-5 Student-Centered French Immersion Coach is a regional position combining the roles traditionally held by Elementary French Immersion Mentors and Early Mathematics Intervention teachers. Student-Centered French Immersion Coaches are Learning Support Teachers who support Tier 1 practices in schools. Coaching support will focus on intentional and student-centered planning, instruction, and assessment in French second language instruction, as well as, focused, short term, Tier 2 math support for identified students primarily at the grade 2 and/or 3 levels.




Student-Centered French Immersion Coaches are important members of the regional/school team whose goal is to positively impact teacher practice and student achievement. The coach will work with teachers in their literacy and mathematics classrooms to model effective strategies for instruction and assessment, and coach teachers through co-planning, co-teaching and post-lesson reflection including the discussion and analysis of student work, tracking achievement, and establishing student-centered goals. Student-Centered French Immersion Coaches provide non-evaluative feedback to teachers about their assessment and instruction practices in an effort to be responsive to the needs of all students.




Intervention support will happen in the mathematics classroom using a co-teaching model, and when necessary, during small group intervention outside of the classroom. Priorities include building and reinforcing number and operations skills, and encouraging mathematics confidence in students who are "on the cusp" of meeting expectations in mathematics.




In addition to providing support at the school level, Student-Centered French Immersion Coaches will also collaborate with other coaches and provide leadership related to regional priorities.




Successful Student-Centered French Immersion Coaches have understanding, knowledge, and skills in a number of key areas including:


deep understanding of the grade P-5 curriculum comprehensive understanding of how students learn a strong belief that all students can be successful comprehensive understanding of Tier 1 practices in instruction and assessment experience in co-teaching strategies and methods strategies for developing and maintaining positive relationships built on trust, and collaboration to enhance planning, problem solving, risk taking, and decision making ability to analyze barriers or problems and formulate recommendations that result in improved student learning and achievement strong oral and written communication skills (English and French) strong interpersonal skills strong planning, organization, and time management strategies to gain the maximum benefits from student-centered mathematics coaching effective use of technology to enhance teaching and learning ability to collect, enter, analyze, and interpret data to improve student learning and achievement demonstrated commitment to respect for diversity, inclusion, culturally responsive pedagogy, and social justice a commitment to professional learning and collaboration

Training/Qualifications/Experience:

Valid Nova Scotia Teaching License, required Oral and written French proficiency, required Minimum of 5 years successful teaching at the grade P-5 level Graduate Studies in curriculum and instruction preferred Prior coaching experience preferred Prior Early Math Intervention experience preferred Experience in professional development and facilitation considered an asset Demonstrated knowledge of and experience with regional and provincial curriculum and program initiatives considered an asset

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