Instructional Coach

Position Type:
Student Support Services/Instructional Coach

Date Posted:
4/9/2026

Location:
Dougherty High School

POSITION ANNOUNCEMENT
April 7, 2026

POSITION: Science Instructional Coach

LOCATION: Dougherty High School

JOB SUMMARY:

The Dougherty County School System is seeking a dynamic and highly effective High School Science Instructional Coach to lead and support the advancement of science instruction across grades 9 12. This role is critical to accelerating student achievement, strengthening college and career readiness, and ensuring all students graduate with strong reading, writing, and critical thinking skills.
The Science Instructional Coach will collaborate with teachers, school leaders, and district staff to provide job-embedded professional learning through coaching cycles, co-planning, modeling, and data analysis. The coach will support the implementation of district-adopted curriculum, promote evidence-based literacy practices aligned to the Science of Reading and adolescent literacy, and ensure alignment to college and career readiness standards.
This position emphasizes strengthening disciplinary literacy, advancing rigorous writing and analytical thinking skills, improving student performance on state and district assessments, and preparing students for college and career readiness. This role is critical to accelerating student achievement in literacy, strengthening college and career readiness, and ensuring all students graduate with the reading, writing, and critical thinking skills necessary for postsecondary success.

The coach will play a key role in advancing district literacy priorities and improving outcomes on state and district assessments.

MINIMUM QUALIFICATIONS:

Master's degree in Science, Curriculum & Instruction, or a related field (preferred);

Valid teaching certification in Science;

Minimum of five (5) years of successful high school Science teaching experience;

Demonstrated expertise in literacy instruction, curriculum implementation, and assessment practices;

Experience working collaboratively with teachers and school leaders;

Experience facilitating professional learning or serving in a teacher leadership role preferred;

Such alternatives to the above qualifications as the Superintendent and Board may find appropriate.

Experience using student achievement data (e.g., state assessments, benchmarks) to inform instruction and improve outcomes preferred.

KNOWLEDGE,

SKILLS AND ABILITIES

:

Ability to design and support targeted instruction and intervention aligned to standards to meet the needs of diverse learners;

Instructional technology & digital literacy tools; blended learning platforms; literacy & assessment software;

Excellent communication and organizational skills;

Ability to communicate, problem-solve, manage conflict, and collaborate effectively;

Ability to share research-based instructional approaches with teachers and administrators;

Ability to train teachers in utilizing measures of achievement like universal screeners to diagnose and remediate students.

PERFORMANCE RESPONSIBILITIES:

Science Instructional Expertise

• Deep knowledge of evidence-based literacy practices aligned to the Science of Reading and adolescent literacy research on all high school levels;
• Expertise in explicit instruction in reading comprehension, writing, vocabulary development, and language acquisition;
• Knowledge of disciplinary literacy strategies to support reading and writing in all content areas;
• Understanding of structured literacy approaches, phonological awareness (as applicable), morphology, syntax, and text complexity;
• Ability to support the implementation of district-adopted Science curriculum, writing frameworks, and literacy initiatives;
• Support advanced literacy development, including argumentative writing, textual analysis, and disciplinary literacy aligned to high school standards;

Data-Driven Instruction & Assessment

• Ability to analyze universal screener data, formative assessments, writing samples, and benchmark data to inform literacy instruction;
• Skill in using literacy assessment tools (e.g., screeners, diagnostics, progress monitoring) to identify skill gaps and plan targeted instruction;
• Ability…