Secondary Instructional Coach

Institution

BENDLE PUBLIC SCHOOLS

Instructional Coach

Instruction/MTSS/PLC Chair

Building Administrators and/or Superintendent

The Instructional Coach will play a critical role in mentoring teachers, strengthening curriculum alignment, and supporting high‑quality instructional practices to improve student achievement. The role involves coaching, professional development, instructional support, and data analysis to enhance teaching and learning, ensuring alignment between curriculum, instruction, and assessment while supporting district goals.

• Demonstrate a strong understanding of effective instructional practices and support teachers in improving student achievement through research‑based strategies and data‑informed decision‑making.
• Participate in ongoing professional development, including training with EWIMS Coach, SIS Coach, and PLC Coach, focusing on coaching cycles.
• Provide ongoing coaching, mentoring, and support to teachers in implementing effective instructional strategies and best practices.
• Observe classrooms regularly and provide timely, actionable feedback.
• Co‑plan, model, and co‑teach lessons to strengthen instructional delivery.
• Support the development and implementation of high‑quality lesson plans.
• Develop individualized instructional and professional growth goals with teachers.
• Foster reflective practice and continuous professional inquiry.
• Work with students in intervention groups as needed.
• Collaborate with teachers and administrators to ensure alignment between written, taught, and assessed curriculum.
• Align curriculum to state standards and frameworks.
• Assist in the development and monitoring of pacing guides.
• Support teachers in the effective use of formative and diagnostic assessments, ensuring instruction prepares students for state assessments and academic growth targets.
• Analyze and disaggregate student data to identify trends, strengths, and areas for improvement.
• Use data to inform instructional decisions and professional development planning.
• Provide school leaders with relevant data to support decision‑making.
• Participate in school improvement planning and implementation.
• Monitor the effectiveness of instructional strategies and intervention programs.
• Design and facilitate professional development aligned to school and district goals.
• Support and lead Professional Learning Communities (PLCs).
• Research and share evidence‑based instructional strategies and resources.
• Maintain consistent and proactive communication with school leaders and staff.
• Collaborate with administrators, instructional staff, and support personnel to promote a cohesive learning environment.
• Communicate effectively with stakeholders to support instructional initiatives.
• Promote equitable access to high‑quality instruction for all students.
• Support differentiated instruction and targeted intervention strategies.
• Guide teachers in selecting and implementing research‑based instructional practices.
• Troubleshoot instructional challenges and celebrate successes.

• Valid teaching certificate/license.
• Minimum of five (5) years of successful classroom teaching experience.
• Master’s/Master’s+ preferred.
• Demonstrated experience improving student achievement through data‑driven instruction.
• Experience serving in a leadership role such as instructional coach, lead teacher, or consultant.
• Strong knowledge of curriculum alignment, instructional strategies, and assessment practices.
• Expertise in analyzing and interpreting student data to inform instruction.
• Excellent communication, collaboration, and interpersonal skills.
• Ability to build positive professional relationships while maintaining high expectations.
• Strong organizational and time‑management skills.
• Ability to work effectively with diverse populations of students, staff, and families.

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this job. Employees are frequently required to stand, talk, hear, walk, and sit. Occasionally the employee will bend or twist at the neck;

employees may occasionally push or lift up to 50 lbs (books, supplies, laptop computers, carts, etc). The employee is directly responsible for the safety, well‑being, or work output of students. Specific vision abilities required include close vision such as to read handwritten or typed material, and the ability to adjust focus to distances in excess of twenty feet. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.