Syinstructional Coach

Job Description

Starting Date: Aug 31, 2026

Who is the Boston Renaissance Charter Public School? The mission of Boston Renaissance Charter Public School is to foster academic, social, and emotional growth while building confidence, character, and citizenship. We achieve this through a whole‑child educational approach that emphasizes academic excellence aligned with Massachusetts Curriculum Frameworks and Common Core Standards. Additionally, we prioritize social and emotional well‑being, supported by a dedicated team of mental health professionals and comprehensive staff training.

What do we believe about our students? We believe children learn best when they feel loved and connected to caring adults. Education should equip them with knowledge, skills, and personal attributes for success in a changing world. We emphasize inspiring students to dream big and believe no goal is beyond their reach.

What do we believe about Diversity, Equity and Inclusion? We are dedicated to fostering a diverse, equitable, and inclusive culture. We strive to create an anti‑racist environment that educates the whole child while celebrating and respecting all differences. We are committed to continuously auditing systems to address biases and actively working to eliminate inequities, ensuring a welcoming environment for all community members, regardless of background or identity.

What do we believe about our staff? We believe highly qualified, student‑centered and culturally responsive educators are at the center of our work. Teachers are seen as leaders with a responsibility to be self‑reflective learners, constantly improving their practice.

• Prioritize Student Growth:
  Educators who are committed to fostering academic excellence while supporting students’ social and emotional well‑being.
• Embrace Diversity and Inclusion:
  Individuals who value and celebrate diversity, creating an inclusive classroom where every student feels respected, valued, and empowered.
• Innovate and Inspire:
  Creative thinkers who use engaging, student‑centered teaching strategies to inspire curiosity, critical thinking, and a love for learning.
• Collaborate and Lead:
  Team players who actively collaborate with colleagues, students, and families, and who are ready to take on leadership roles within the school community.
• Commit to Continuous Growth:
  Lifelong learners who reflect on their practice, seek feedback, and are dedicated to professional development and personal growth.

SUMMARY: The Instructional Coach, in conjunction with the administration, is responsible for ensuring high‑quality instruction in classrooms through modeling, co‑planning, co‑teaching and providing mastery‑oriented feedback to teachers (based on the BRCPS Coaching Handbook and student‑centered coaching practices). Coaches are expected to support the instructional development of all teachers, meaning they are generalists who will work with teachers in a variety of subject areas.

While coaches may bring subject‑area expertise, their focus is on improving instructional quality across all subject areas to highlight and advance school‑wide priority goals.

• Support BRCPS Coaching Vision Statement and Purpose as outlined by the BRCPS Coaching Handbook.
• Introduce best practices in the content areas through demonstration lessons, co‑teaching, co‑planning, peer observation, live coaching, professional development workshops, and individual teacher meetings.
• Plan and implement professional development based on identified needs.
• Model effective instructional strategies and classroom management techniques for instructional staff.
• Provide mastery‑oriented, student‑centered, non‑evaluative written and oral feedback to instructional staff.
• Work with teachers to ensure that the school’s current instructional programs are implemented to meet all students’ needs.
• Assist teachers with data analysis and data use to differentiate instruction in order to provide equitable and inclusive instruction to all learners, with a specific emphasis on minimizing achievement gaps and lowest‑performing subgroups of students.
• Assist instructional staff in…