Ela Instructional Coach

ELA INSTRUCTIONAL COACH (202-DAY)

• Position Type: SCHOOL SUPPORT (INSTRUCTIONAL)/ INSTRUCTIONAL COACH
• Date Posted: 2/24/2026
• Location:
  
  Emma Hutchinson Elementary School

The Instructional Coach's job is to build the capacity of APS teachers to consistently deliver engaging, relevant and challenging instruction to students that results in achieving positive academic and social‑emotional learning growth. Instructional coaches accomplish this goal at APS primarily through two levers:
1) Coaching teachers to master core behaviors outlined in APS' Definition of Teaching Excellence and
2) Supporting the implementation of all components of APS' Academic System Framework (Coaching, Data‑Driven Instruction, Instructional Planning and Professional Learning).

• Develops deep mastery of the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades.
• Understands the implications of standards on what a student should know and be able to do and therefore what a teacher needs to know and be able to do to facilitate student mastery
• Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery on the assessments
• Develops own knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery
• Manages personal calendar to allow for sufficient time to plan for high‑quality instructional coaching, PLC facilitation and the completion of other core duties

• Establishes strong relationships and a culture of safety and support with assigned teachers
• Sets measurable goals, in partnership with each teacher, for each coaching cycle
• Provides weekly to bi‑weekly content/curriculum‑specific coaching using a structured coaching cycle (e.g., observations, student data analysis, debrief, practice/modeling, follow‑up)
• Identifies the highest‑leverage teacher skills and bite‑sized action steps to focus coaching cycles
• Utilizes a diverse range of coaching strategies (co‑teaching, co‑planning, modeling, scripted practice, lesson internalization, data‑analysis, etc.) to effectively develop teacher skill and accelerate student achievement
• Links the work of PLCs to coaching (e.g., observing for agreed upon next steps from PLC meeting, providing feedback on instructional practice discussed with PLC members)
• Conducts regular step‑backs with teachers to assess strengths and areas for improvement in the coaching relationship and overall progress towards achieving coaching goals; revises coaching frequency, structures and plan as needed

• Builds the capacity of teachers to plan for, gather and utilize high‑quality data to inform teaching and re‑teaching during the lesson (e.g., establishing monitoring pathways, administering high‑quality checks for understanding)
• Builds the capacity of teachers to gather, analyze and utilize formative and summative data to inform teaching and re‑teaching after assessments (e.g., collaboratively reviewing daily exit ticket data to identify common student misconceptions and plan re‑teach, co‑analyzing end of unit assessment data to identify trends and specific strategies by student sub‑groups)
• Links data‑analysis trends and next steps from PLC meetings to daily instruction via observation and high‑quality feedback

• Builds the capacity of teachers to strategically prepare and plan for upcoming units/modules (e.g., taking end of unit student assessment with teacher and proactively planning for student misconceptions, deconstructing standards, calendaring lessons, integrating SEL competencies, building in time for re‑teaching)
• Builds the capacity of teachers to intellectually prepare and plan for…