District Instructional Coach-Middle School Mathematics Job Dearborn area,Michigan USA,Education / Teaching

District Instructional Coach--Middle School Mathematics

Position Type: Student Support Services/ Math Coach
Date Posted: 8/26/2026
Location: Dearborn Schools District Wide
Date Available: As soon as filled
Closing Date: 09/02/2026
District: Dearborn Public Schools

At Dearborn Public Schools, we value diversity and strive to create and sustain inclusive and equitable policies, practices, and environments that support our students, staff, and community members. We value the diverse backgrounds of individuals in our community and work to cultivate an organizational mindset in which equity is embodied in all of our work.

Dearborn Public Schools is committed to building and sustaining an equitable and inclusive workplace. Dearborn Public Schools is an equal opportunity employer and does not discriminate on the basis of race, national origin, gender, gender identity, sexual orientation, protected veteran status, disability, age or any other legally protected status. Reasonable accommodations may be made to support individuals with disabilities in performing the essential job functions.

DEARBORN PUBLIC SCHOOLS

DEPARTMENT OF HUMAN RESOURCES

Instructional Coach

Qualifications:

Three or more years of successful teaching with a minimum of 2 years as a classroom teacher-middle school level preferred but not required
Elementary teachers with Math Certification are eligible
Master's (Advanced Degree) in Math and/or other educational areas. Documented training in math pedagogy and instruction.
Demonstrated knowledge and application of best practices of math and assessment in both classroom instruction and with co-taught groups of at-risk students.
Demonstrated experience in collaborating with adult learners.
Demonstrated experience with professional development facilitation.
Demonstrated leadership and collaboration skills.
Demonstrated work with a sense of urgency.
Demonstrated effective partnerships with all teachers.
Demonstrated how to invite challenging conversations.
Demonstrated patience working with students.
Demonstrated building and maintaining trust and confidentiality.
Demonstrated initiative and problem solving skills.
Demonstrated exceptional written and oral communication skills.
Demonstrated Skills in incorporating digital tools in teaching
Demonstrated continuous self-reflection.
Actively seeks to expand own knowledge base in coaching, co-teaching, and intervention strategies.

Demonstrate willingness to be observed co-teaching on a regular basis.

Goal: To provide instructional coaching for classroom teachers by implementing research-based practices for the purpose of improving student achievement for all students as measured by state and local assessments.

RESPONSIBILITIES:

Engage in regular coaching partnerships with classroom teachers during classroom rotations. Plan, model and co teach whole group and small group lessons. Model intensive math instruction to at-risk students in a co-teaching group.

Model and co-teach effective evidence-based instructional strategies and assessment techniques with struggling students. Lead the implementation of Tier II math intervention in the classroom.

Provide leadership, support and assistance to classroom teachers in the implementation of research-based best practices in math instruction.

Collaborate actively with school administrators and classroom teachers.

Plan, deliver and participate in current data-based building and district math-related professional development. This may also include curriculum development in Math.

Serve as a building resource and leader in improving student achievement in math for all students.

Attend meetings, training, prepare forms, records and reports as necessary.

Assist in analyzing and utilizing assessment data to monitor progress and improve student achievement.

Perform other Math-related duties, including parent meetings, as may be designated by the district administrator.

Postings current as of 8/29/2026 11:15:17 AM CST.

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