Instructional Coach, Math Term

Overview

A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and assessment. Our core and supplemental programs in ELA, math, and science engage all students in rigorous learning and inspire them to think deeply, creatively, and for themselves. Our formative assessment products help teachers identify the targeted instruction students need to build a strong foundation in early reading and math.

All of our programs provide educators with powerful tools that help them understand and respond to the needs of every student. Today, Amplify serves more than 15 million students in all 50 states. For more information, visit

Amplify is seeking experienced Math Coaches with a background in teaching, coaching, and/or school leadership to join our Professional Development team as a fixed-term employee supporting the New York City Department of Education for the remainder of the 2025–2026 school year through the 2026–2027 school year.

The Instructional Coach will support educators on-site four days a week with the fifth day dedicated to planning and preparing to meet the needs of educators. Most weeks will be 40-hour work weeks. The Instructional Coach may also support department-wide initiatives on days when NYC DOE schools are closed but Amplify remains open (e.g., teacher workdays, holidays, winter and summer breaks).

Support may include designing and/or delivering professional development to other districts.

In this role, you will collaborate with district/school leadership and the Amplify STEM Professional Development Strategist to determine the strategy, focus, and a coaching approach for different times of year. You will also partner to adjust course, as needed, with an eye toward improving student outcomes. An outcomes-centered orientation and ability to pivot on short notice are necessary for this role.

The Instructional Coach’s daily responsibilities will be based on the district’s goals and priorities throughout the year. Specific areas of focus may include:

• Leading classroom observations and providing feedback to teachers and leaders
• Conducting model lessons and co-teaching alongside classroom teachers
• Providing office hours for leaders and teachers
• Supporting unit or lesson planning with grade-level teams and/or individual teachers
• Leading lesson study cycles for teachers
• Analyzing student work and formative assessment data to support instructional decision-making and responsiveness to learner outcomes
• Cultivating model classrooms as a means of elevating and replicating best practices for planning and instruction
• Providing recommendations to educators designed to enhance equity of learning for diverse student populations including Students with Learning & Thinking Differences and English Learners

In addition to these specific areas of focus in coaching, the instructional coach will also:

• Proactively seek out feedback and adapt practice based upon the feedback and what is leading to improved student outcomes
• Create or customize professional development experiences, as needed
• Facilitate district-wide professional development sessions (in person and remote), as needed, for leaders and teachers

• Passionate for mathematics and deep knowledge of problem-based learning
• Experience leading sustained coaching engagements and professional development for educators in K-5 and/or 6-8
• Ability to build strong relationships with leaders and educators at various levels
• 5+ years of K-5 and/or 6-8 math teaching experience, leading to demonstrable results for students
• Experience in guiding teams of educators through change management processes
• Experience supporting HQIM implementation across diverse student populations, including Students with IEPs, English Learners, and students in ICT, Nest, Self-Contained, and other special class settings
• Experience working on collaborative projects with leaders and teachers
• Proven efficacy in time management while managing multiple engagements and competing priorities
• Strong oral and written communication skills
• Demonstrated proficiency in the use of technology-based productivity tools,…