Elementary Instructional Coach

Description:

Instructional Coach - Elementary

Terms of Employment: 10 month position – temporary if hired after contractual start date for teachers.

Reports to:

Building Principal

Salary:
Current teacher salary schedule.

• Bachelor of Science and Certification in Early Childhood/Elementary Education
• Master's Degree in Education with Reading/Special Education certificate preferred
• At least 3 years classroom teaching experience required with successful experience at the Pre‑K – Grade 2 level
• Working knowledge of the Science of Reading practices and how to differentiate instruction to meet student needs
• Evidence of instructional leadership at the elementary building/district level (i.e., leadership teams, curriculum work groups, PL facilitator, New Teacher Mentor, etc.)
• Advanced training in the area of literacy (i.e., LETRS, Orton Gillingham, AIMS Pathway, etc.) preferred

• Performs other duties as assigned.
• Work up to five days during the summer months to support ongoing professional learning initiatives and district curriculum development efforts.
• Provide evidence‑based professional learning to support building and district initiatives after school and during summer months as needed.

The Elementary Instructional Coach serves as a key member of the Teaching and Learning Team, providing job‑embedded professional learning, instructional support, and leadership to improve teaching effectiveness and student achievement. This position supports classroom teachers in implementing evidence‑based instructional practices aligned with district curriculum and standards, with a focus on continuous growth and equitable outcomes for all students.

Work collaboratively with district staff, building administrators, and teachers in the areas of:

• Plan and provide training and ongoing support that encourages teachers to reflect on their practice, on their students' performance data, and on developments in each content area to extend their knowledge and improve their teaching; this professional development could be a part of the school's PLC structure or a stand‑alone model.
• Serves as part of a professional network of instructional coaches to plan and implement ongoing professional learning opportunities throughout the school year after school and during the summer.
• Provide individualized support and job‑embedded professional development for teachers at the building and district level.
• Demonstrates a commitment to ongoing professional development to maintain and deepen expertise in evidence‑based instruction by engaging in personal professional development to include, attending relevant training and conferences and applying new learning to instructional coaching and curriculum design.

• Support teachers in implementing State and National Standards across content areas by guiding the use of district‑adopted curriculum, facilitating unit and lesson internalization, and ensuring coherence and alignment across grade levels.
• Collaborate with teachers to design rigorous, standards‑aligned instruction and assessments, grounded in evidence‑based practices and responsive to student learning needs.
• Model effective instructional strategies in literacy, math, science, and other subjects, and recommend instructional improvements based on classroom observations, student data, and ongoing reflection.
• Facilitate professional learning communities (PLCs), grade‑level team meetings, and collaborative planning.
• Provide co‑planning support during the lesson internalization process by supporting teachers with incorporation of research‑based teaching moves that have the greatest impact on student learning outcomes.
• Support teachers with deepening understanding of the DTGSS framework and how it can be used to support their teaching practice.

• Schedule, administer, communicate and coordinate accountability, screening, progress monitoring, and diagnostic assessments including Acadience and STAR, SBAC, etc.
• Assist teachers in examining student assessment data and helping teachers create appropriate interventions or create…