Grades K-5 Instructional Coach

Grades K-5 Instructional Coach

Everett Public Schools, Madeline English School – Everett, Massachusetts

This job is also posted in Everett Public Schools.

Job : 5815555

Final date to receive applications: Posted until filled

Posted: Jul 05, 2026 4:00 AM (UTC)

Starting Date: Aug 31, 2026

Grades K-5 Instructional Coach

Description:

The Instructional Coach will be responsible for supporting general education classroom teachers in grades K-5, Special Education Teachers, and ESL Teachers in Math, English Language Arts, Science, and Social Studies by strengthening core Tier 1 instruction to meet the needs of diverse learners. The Instructional Coaches will support differentiated coaching plans based on data and implementation cycles of high-quality instructional materials.

Required Education/

Experience:

• Valid Massachusetts Teacher certification
• Knowledge of standards-based instruction
• Five years of teaching experience with strong evidence of exemplary Tier 1 instructional practices
• Experience providing professional development in a variety of topics to Teachers
• Ability to communicate effectively with students, Teachers, parents, and administrators
• Demonstrate a commitment to excellence, equity, and high expectations for all students, emphasizing building strengths that students bring to the teaching/learning process
• Ability to collect, interpret, and disseminate data to teachers to improve instruction and learning
• Excellent written and oral communication skills in English

Preferred Education/

Experience:

• Familiarity with the Everett Public Schools.
• EPS respects linguistic diversity and believes that candidates who speak other languages enrich the district's culture and diversity.

Essential Duties:

Work with district and school leaders to create strategic plans for instructional improvement in specific grade levels and content areas with clear deliverables, including but not limited to the successful implementation of high-quality instructional materials.

• Meet with principals, assistant principals, curriculum leaders, special education leadership, and teachers to analyze MCAS, ACCESS, DIBELS, i-Ready and content area assessments to identify instructional areas of improvement for all students and groups of diverse learners and strategically plan coaching cycles with teams and teachers.
• Model differentiating instruction for and strategies that are content and activity-specific in order to increase student-centered instruction district-wide.
• Model lessons and co-teach for grade levels and individual teachers that focus on developing students' higher-order thinking skills and complex tasks in conjunction with HQIM.
• Conduct observation/feedback cycles with teachers to improve Tier I instruction and high-leverage lesson planning practices.
• Provide workshops and other professional development sessions on differentiating for subgroups of ELs, such as Students with Limited or Interrupted Formal Education (SLIFE), Long-Term English Learners (Levels 3 and
  4), and Newcomers with high literacy in their native language.
• Consult with teachers to scaffold high-leverage instructional practices, including, but not limited to, increasing reading and writing with grade-level standards, reading comprehension strategies for grade-level text, and increasing classroom opportunities for sustained speaking activities and academic discourse.
• Complement the school-based and district-wide instructional foci and professional development by integrating coaching throughout the year to amplify these initiatives.
• Consult with teachers to evaluate formative and summative assessments, gauge student progress in content classes, and identify areas that need additional scaffolding and/or reteaching.
• Consult with Teachers to plan lessons using research-based resources, such as the WIDA Frameworks, to develop differentiated language objectives and appropriate scaffolds.
• Facilitate and manage shared resources for each content area that are teacher-created and can be universal in multiple classes, such as anchor charts, sentence frames, revising and editing procedures, scaffolds, and rubrics.
• Coach teachers to increase the use of instructional…