Instructional Coach - Traditional Campus

Instructional Coach - Traditional Campus

The Campus Instructional Coach supports instructional excellence by providing job-embedded coaching that promotes direct instruction, curriculum fidelity, and structured learning environments. The coach collaborates with teachers and campus leadership to strengthen instructional practices, support academic rigor, and ensure high-quality instruction that maximizes student achievement.

Essential Functions:

• Recognize diverse teacher needs and provide on-site, job-embedded instructional coaching to individuals and teams.
• Implement coaching cycles that include planning, observation, modeling, co-teaching, and feedback aligned to Traditional instructional expectations.
• Support teachers in delivering direct, whole-group instruction and maintaining structured classroom environments.
• Support consistent implementation of district-adopted Traditional curricula.
• Assist teachers in using assessment data to monitor student progress and guide instructional decisions.
• Support the development of lessons aligned to academic rigor, mastery of foundational skills, and curriculum expectations.
• Facilitate and support Professional Learning Communities (PLCs) focused on curriculum alignment and student achievement.
• Collaborate with campus administrators to support instructional goals, professional learning, and continuous improvement efforts.
• Promote a professional culture focused on consistency, reflection, and instructional excellence.
• Attend and participate in district and campus meetings, training, and professional learning as required.
• Perform other duties as assigned to support campus instructional priorities.

Other Functions:

• Assists other personnel for the purpose of supporting them in the completion of their work activities.

Job Requirements:

Mental Requirements:

• Learning Development
  - Level E Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications.
• Problem Solving
  - Level 2 Work situations require consideration and interpretation of circumstances or information to choose the most effective responses.

Physical Requirements:

• Physical Skill
  - Level A Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.
• Physical Effort
  - Level 1 Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.

Social Requirements:

• Human Relations Skill
  - Level B Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. Skills in establishing harmonious relationships and gaining cooperation are important.
• Scope of Contacts
  - Level 1 The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.

Work Environment:

• Performance Environment
  - Level A Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.
• Physical Working Conditions
  - Level 2 Somewhat disagreeable conditions. Work may be performed in cramped or awkward positions. Occasional exposure to safety hazards, disease, or contamination results in chance for lost-time accidents. Occasional exposure to noise, temperature extremes, etc.

Accountability:

• Level of Accountability
  -Level B Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.
• Organizational Impact
  - Level 3 Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.

Experience, Education, and

Certifications:

• Experience:
  
  Minimum of five (5) years of successful classroom teaching experience preferred. Instructional coaching experience preferred. Experience teaching or supporting instruction within a Traditional or structured instructional model preferred. Spalding-trained (Spalding I preferred; Spalding II highly preferred) or willing to complete required Spalding training within the first year.
• Education:
  
  Bachelor's degree in education or a related field required. Master's degree (preferred). Coursework or professional learning related to literacy instruction, mathematics instruction, or structured instructional practices preferred.
• Certifications/Clearances:
  Arizona Teaching Certificate. Reading Endorsement (Preferred) Math Endorsement (Preferred). Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed.

Compensation Details:

FLSA Status:
Exempt Pay Schedule :
Teacher Work Calendar:
Teacher

Non Discrimination Statement Gilbert Unified School District does not…