Job Description

Teacher - Gifted Cluster Coach

Location: Gifted Education

.5 FTE

Start Date: 7/27/2020



Purpose Statement

The primary responsibility of the Gifted Differentiation Coach will be to instruct, support, coach and mentor classroom teachers in the promotion of best practices in differentiating curriculum and instruction.


This job reports to Director of Gifted Education


Essential Functions

Possess a deep understanding of learning theory. Including the ability to articulate an understanding of the unique characteristics of gifted children, the social emotional needs of gifted learners, and the importance of fostering creativity to maximize student talent development.


Demonstrate exemplary classroom instruction, utilizing gifted cluster teaching strategies.


Demonstrate a strong understanding of differentiation strategies and be able to communicate and model these strategies in all content areas.

Informs and advises classroom teachers when questions arise about testing for gifted identification. 


Possess a growth mindset and communicate that forward thinking approach in all aspects of coaching. Demonstrate self-motivation to advocate for gifted learners and their teachers by pursuing opportunities to initialize coaching. 

Have an understanding of basic instructional coaching principles.

Have the ability to present and lead workshops on differentiation and integration to a wide audience.


Be able to develop differentiated curriculum to meet student needs.

Support teachers in the use of appropriate planning mechanisms to articulate differentiated and integrated practices.


Coach teachers in the development of appropriate and authentic assessment activities to support differentiated and integrated approaches.

Administers subject specific assessments, etc. for the purpose of assessing student competency levels and/or developing individual learning plans.


Advises parents and/or legal guardians of student progress for the purpose of communicating expectations; student’s achievements; developing methods for improvement and/or reinforcing classroom goals in the home environment.


Assesses student progress towards objectives, expectations, and/or goals for the purpose of providing feedback to students, parents and administration.


Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the purpose of improving the overall quality of student outcomes, achieving established classroom objectives in support of the school improvement plan.


Counsels students for the purpose of improving performance, health status, problem solving techniques and a variety of personal issues.


Demonstrates pedagogical approaches that engage learners for the purpose of providing an effective program that addresses individual student requirements.


Coaches classroom teacher during co-planning, co-teaching, consulting and modeling to:

  • Differentiate classroom work for the purpose of providing students with instructional materials that address individualized learning within established lesson plans.
  • Facilitates student learning for the purpose of achieving success in academic, interpersonal and daily living skills through defined lesson plans.
  • Instructs students for the purpose of improving their success in academics through a defined course of study.
  • Manages student behavior for the purpose of providing a safe and optimal learning environment.
  • Monitors students in a variety of educational environments (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
  • Organizes age appropriate indoor and outdoor activities for the purpose of ensuring student participation in learning activities.
  • Participates in a variety of written materials (e.g. grades, attendance, anecdotal records, etc.) for the purpose of documenting student progress and meeting mandated requirements.

Participates on PLC team for the purpose of reviewing data and instructional practices.


Participates in a variety of meetings (e.g. staff, district, IEPs, 504s, etc.) for the purpose of conveying and/or gathering information required to perform functions.


Reports health and safety issues to assigned administrator and appropriate agencies (e.g. fights, suspected child or substance abuse, inappropriate social behaviors, etc.) for the purpose of maintaining students personal safety, a positive learning environment and complying with regulatory requirements and established guidelines.


Responds to emergency situations for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.


Responds to inquiries for a variety of sources (e.g. other teachers, parents, administrators, etc.) for the purpose of resolving issues, providing information and/or direction.


Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, highly complex, technical tasks with a need to periodically upgrade stills in order to meet changing job descriptions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; teaching Arizona State recognized standards; preparing and maintaining accurate records.


KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral manage strategies.


ABILITY is required to schedule activities, meetings, and/or events; gather, collate, and/or classify data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to analyze issues and create action plans Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.



Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of resources from other work units is often required to perform the job’s functions. There is some opportunity to significantly impact the organization’s services.


Work Environment

The usual and customary methods of performing the job’s functions require the following physical demands:  occasional lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.  Generally the job requires 10% sitting, 40% walking, and 50% standing.  The job is performed under some temperature extremes and under conditions with some exposure to risk of injury and/or illness.


Experience:    Minimum two years experience teaching gifted students

                       (pull-out, cluster, or self-contained)

                       Training and experience in instructional strategies and planning in the                             elementary grades

                       Experience using data driven decision-making to improve classroom                                 instruction

Education:     Bachelors degree in job-related area


Required Testing                            Certificates and Licenses

                                                   Arizona Teacher Certificate, K-8

                                                                Arizona Gifted Endorsement

                                                                SEI Endorsement Required

Continuing Educ./Training                Clearances

                                                   Criminal Background Clearance

                                                                Valid Arizona IVP Fingerprint Clearance Card

FLSA Status - Exempt

Primary Location: Gifted

Shift Type: .5 FTE

Job Contact Information

Applications will be accepted beginning
Wednesday, May 20, 2020 12:00 AM
(Mountain Standard Time)

Application Instructions

To apply directly to Paradise Valley Unified School District, please click the link below. Another window will open and allow you to apply online.

Apply Online