Humanities Instructional Coach, part-time

Humanities Instructional Coach, Middle School

Prospect Hill Academy Charter School – Middle School Campus, Cambridge, Massachusetts

Starting Date: Aug 19, 2026

Who Are We? Prospect Hill Academy Charter School is a highly successful urban PK‑12 public school located in Somerville and Cambridge. We enroll over 900 students from cities and towns throughout the greater Boston metro area. Our inclusive and restorative school celebrates and serves a diverse community – 87% BIPOC, 27% ELL, and 16% of our students qualify for special education services.

Our mission is to prepare all students for success in college, foster responsible citizenship, and inspire a lifelong love of learning. We center the values of anti‑racism, diversity, equity, and inclusion in our work. Our approach to instruction is founded on culturally sustaining, inquiry‑based, and student‑centered practices. To invest in the growth of our educators, we offer comprehensive professional development, instructional coaching, and mentorship.

Our campuses foster a collaborative team environment with extraordinary educators who are committed to ongoing learning, reflection, and professional growth.

Prospect Hill Academy Middle School is seeking a passionate, collaborative, and skilled Part‑Time Humanities instructional coach for grades 6‑8.

Job Summary

The Instructional Coach is responsible for strengthening daily classroom practice and improving student achievement. The coach supports teachers through intensive coaching, including frequent observation and debrief, support for identification and implementation of high‑leverage instructional strategies, and co‑planning. The Instructional Coach works directly with teachers in a cycle of 1‑1 or partnered coaching to add new strategies to daily instruction, support regular data analysis, and elevate data‑driven daily planning.

The Coach supports the implementation of school wide academic priorities, and serves as a key member of the school’s instructional leadership team.

Coaching

• Collaborate with Principal/Director and Coordinators to determine teachers who will engage in coaching cycle, and the intensity of the coaching (amount of observation & support)
• At the start of coaching cycle, collaborate with teachers and administrators to set clear, measurable, and attainable improvement goals for instructional practice during each coaching cycle; use data to inform coaching priorities
• Coach teachers using research‑based coaching strategies aligned with Prospect Hill's coaching model, including frequent observations & debriefs, modeling, co‑teaching, and co‑planning (including data analysis)
• Collect and analyze relevant student learning and observational data to inform teacher feedback, identify next steps, and monitor progress in alignment of goals
• Provide regular and targeted feedback to teacher on identified areas for instructional growth and improvement, as well as sufficient support for achievement of goals
• Align coaching with district and department instructional vision and best practice; support teachers to build a deeper understanding of vision and best practice
• Collaborate regularly with other instructional coaches and participate fully in ongoing professional development to extend instructional competencies and coaching strategies

Data, Assessment, and Continuous Improvement

• Support teachers to collect meaningful observational data and work samples, and to analyze this information.
• Support teachers to develop effective systems for capturing their analysis, especially for the needs of vulnerable students, and then using it to adapt lessons or provide immediate supports.
• Support teachers to diagnose instructional needs, and identify most effective instructional strategies to address unfinished learning.
• Support teachers to see the connections between their instructional moves and supports and the progress of their students.

Professional Learning Outside of Coaching

• Work with Coordinators and Principal/Director to identify and design professional learning next steps for instruction at the department, campus, grade and teacher level.
• As appropriate to coaching role, support…