Instructional Coach - ELA

Instructional Coach - ELA

KIPP Atlanta Schools is part of the KIPP (Knowledge is Power Program) national network of free, open enrollment, college-preparatory schools dedicated to ensuring that every child grows up free to create the future they want for themselves and their communities. There are 280 KIPP schools in 21 states and the District of Columbia serving more than 175,000 scholars and alumni. KIPP Atlanta currently operates 11 schools including five primary schools, six middle schools and one high school, as well as KIPP Forward which supports scholars on their journey to a choice-filled life.

We are a social justice organization and our vision and mission require the work of dedicated, bold and skilled leaders, educators, and support staff who are committed to serving as the catalyst for joyful, academically excellent schools and the foundation for building a more just and equitable world for our scholars.

The Instructional Coach (Content Designation: ELA/Literacy or Math/Numeracy) supports teacher development and instructional excellence by providing targeted coaching, modeling, co-planning, and data analysis aligned to grade-level standards. As a regional role assigned to a school site for the school year, the coach partners with school leadership to accelerate scholar achievement—especially in turnaround contexts and where scholars demonstrate instructional deficits—by closing priority learning gaps through strong Tier 1 instruction, aligned intervention/acceleration practices, and consistent adult learning routines.

This is a regional role assigned to a school site; assignment may change based on organizational needs.

Job Responsibilities:

• Teacher Coaching & Content Instruction - 60%
• Leads coaching cycles for assigned teachers, including classroom observations, actionable feedback, modeling, rehearsal, and follow-up support.
• Co-plans and models standards-aligned lessons and tasks aligned to the adopted curriculum and school wide instructional priorities.
• Designs and supports high-leverage instructional moves that close priority learning gaps (foundational skill deficits and grade-level access), including scaffolds, acceleration routines, and targeted re-teach aligned to assessment evidence.
• Leads group-based coaching (e.g., team coaching cycles, co-planning cohorts, learning labs) to accelerate collective teacher practice across a grade band or content team.
• Content Designation Inserts (select based on assignment):
• ELA/Literacy:
  Coaches teachers in reading, writing, language development, comprehension, and—where applicable—foundational literacy (phonological awareness/phonics/fluency).
• Math/Numeracy:
  Coaches teachers in conceptual understanding, math discourse, problem-solving, procedural fluency, and task alignment to standards.
• Data Analysis & Curriculum Alignment - 25%
• Analyzes content-area data (formative, interim, benchmark, and student work) to identify priority standards and prerequisite skill gaps.
• Supports teachers in translating data into weekly plans (reteach, acceleration, and scaffolds) aligned to curriculum pacing and grade-level expectations.
• Partners with school leadership to ensure intervention/acceleration structures align to identified gaps and are implemented with fidelity.
• Uses coaching data (look-fors, teacher practice growth, implementation indicators) to monitor impact and adjust support over time.
• Measures of Success
• Teacher practice growth over time (coaching cycle evidence, observation look-fors, implementation fidelity)
• Scholar achievement growth in assigned content area, including measurable closing of priority skill gaps
• Improved quality and effectiveness of collaborative planning and vertical alignment routines across grade bands
• Curriculum fidelity and planning quality improvements in the assigned school
• Consistent execution of coaching cycles (1:1 and group-based) and professional learning routines
• Collaboration, Collaborative Planning, and Professional Learning - 15%
• Leads and facilitates collaborative planning meetings (grade-level and cross-grade) to strengthen lesson internalization, anticipate misconceptions, and align instructional moves to priority standards.
• Su…