Instructional Coach-Beacon Hill Middle School

Instructional Coach-Beacon Hill Middle School

• Position Type:
  Administration/ Instructional Coach
• Date Posted: 8/20/2026
• Location:
  
  Beacon Hill Middle School

DEPARTMENT:
Individual school site

FLSA:
Exempt

WORK SCHEDULE:

210 days

REPORTS TO:

Principal

DATE REVIEWED: 03/2022

SALARY AND BENEFITS : TEACHER SCALE with additional 20 days

The Board of Education, upon the recommendation of the Superintendent of Schools, shall appoint the Instructional Coach. The annual period of service for the Instructional Coach is 210 days.

The Instructional Coach's job is to build the capacity of CSD teachers to consistently deliver engaging, culturally responsive, relevant, and challenging instruction to students that results in achieving positive academic and social-emotional learning growth. Instructional coaches accomplish this goal through coaching teachers' standards-based, data-driven instruction, purposeful instructional planning, culturally-responsive praxis, and professional learning designed to ensure all teachers master practices outlined in the CSD Instructional Framework.

Other duties may be assigned.

Approximately 90% of the coaches' time should be spent on the following activities:

• Develops deep mastery of the academic standards in the subjects/grades for which he/she coaches, and strong understanding of academic standards for all subjects/grades.
• Understands the implications of standards on what a student should know and be able to do and therefore what a teacher needs to know and be able to do to facilitate student mastery.
• Studies curriculum and assessment content and further develops understanding of how assessments map to content mastery, and what is required of students and teachers to accomplish mastery of the assessments.
• Studies culturally-responsive education and further develops understanding of how the socio-cultural context of education influences student outcomes and what is required of students and teachers to accomplish positive academic outcomes.
• Develops own knowledge of best practices in instructional methods and teaches teachers how to match particular strategies to gaps in student mastery.
• Manages personal calendar to allow for sufficient time to plan for high-quality instructional coaching, PLC facilitation and the completion of other core duties.

• Sets measurable goals, in partnership with each teacher, for each coaching cycle.
• Provides on-going content/curriculum-specific coaching using a structured coaching cycle (e.g., observations, student data analysis, debrief, practice/modeling, follow‑up).
• Identifies and models the highest‑leverage teacher skills and action steps to focus coaching. cycles.
• Supports teachers in implementing components of the school's instructional framework of EL, International Baccalaureate (IB), or other reform models.
• Utilizes a diverse range of culturally-responsive coaching strategies (co‑teaching, co‑planning, modeling, scripted practice, lesson internalization, data‑analysis, etc.) to effectively develop teacher skill and accelerate student achievement
• Links the work of PLCs to coaching (e.g., observing agreed upon next steps from PLC meeting, providing feedback on instructional practice discussed with PLC members).
• Collaborates with the district Teaching and Learning Team and other Instructional Coaches to promote consistency of educational experiences.
• Provides induction support for teachers in their first three years of teaching.
• Collaborates with peers, administrators, and district leaders to plan, organize, manage and evaluate culturally-responsive instructional materials.
• Participates in the planning of school budgets.
• Assists teachers in implementing modifications and accommodations.
• Interacts in a professional manner with all Local Education Agency (LEA) stakeholders.
• Models use of oral and written language that matches professional expectations.

• Builds the capacity of teachers to plan for, gather and utilize high-quality data to inform teaching and re‑teaching during the lesson (e.g., establishing monitoring pathways,…