ML Instructional Coach

Position Details

• Position Type:
  Student Support Services / Instructional Coach
• Date Posted: 6/8/2026
• Location:
  
  Hamtramck Public Schools

Director of the Multilingual Learner Department (MLD)

The ML Instructional Coach is responsible for ensuring high‑quality instruction in classrooms through modeling, co‑planning, co‑teaching, and providing feedback to teachers and paraprofessionals. The Coach focuses on expanding teachers’ understanding of effective, research‑based instruction, using Michigan Academic Standards (MAS) to define what content to teach, and WIDA Standards to scaffold language access for multilingual learners (MLs). Through personalized support, the Coach promotes reflection, guidance, and structured collaboration to enhance instructional capacity and create rigorous, engaging learning experiences for all students.

• Support the HPS ML instructional program.
• Support teaching/paraprofessionals in effective implementation of ML strategies.
• Participate in district and school‑level planning, faculty meetings, committees, and other school system groups.
• Build teacher/paraprofessional capacity to deliver rigorous, standards‑aligned, data‑driven instruction.
• Promote a culture of continuous improvement, collaboration, and shared accountability.
• Serve as a liaison between the school and central office, ensuring teachers/paraprofessionals have knowledge, resources, and support to implement key ML priorities.

• Valid Michigan State Teaching Certificate with an ESL or Bilingual Endorsement.
• Background in providing professional development through workshops and/or mentoring.
• Experience and knowledge of language acquisition strategies, MAS, WIDA Standards, and WIDA ACCESS administration.
• Minimum five years of successful teaching experience with MLs, economically disadvantaged, and other high‑needs populations.
• Strong planning and organizational skills capable of managing multiple projects.
• Formal or intensive in‑service training related to English language development and instructional practices for MLs.
• Demonstrated ability to translate research‑based instructional strategies, including language‑production approaches, into classroom instruction.
• Knowledge of curriculum development, current theory, instructional practices, and assessment strategies.
• Capability to work independently while maintaining collaborative relationships with students, families, administration, coworkers, and the community.
• Expertise in co‑teaching and adult learning theory.
• Excellent written and verbal communication skills.
• Leadership qualities and personal characteristics suitable for working effectively with students, teachers, administrators, and the community.
• Excellent interpersonal skills and flexibility to communicate across multiple cultural environments.
• Understanding of methods for working with adult learners.
• Ability to maintain positive, collaborative relationships with colleagues and administration.

• Participate in coaching, training, and activities to implement ML instructional coaching practices.
• Provide individualized coaching and support to teachers/paraprofessionals via observation, feedback, co‑planning, modeling, and co‑teaching.
• Collaborate with school staff to strengthen language‑rich instruction.
• Facilitate staff training and recommend instructional strategies to assist students in accessing content standards while improving English skills.
• Support staff compliance with state and federal laws.
• Support staff in WIDA and assessment security training.
• Use WIDA screening and ACCESS assessment data to prioritize language goals and guide English instruction across all language domains.
• Submit data requests and coaching documentation to the MLD District Facilitator promptly.
• Collaborate with administrators, ML building coordinators, and teachers to develop and maintain Title III ML folders.
• Meet with instructional staff to discuss individual student needs.
• Assist ML teachers in developing service‑delivery schedules that comply with Section 41(7) of Public Act 120, 2024.
• Participate in school‑level planning, staff meetings, data meetings, MTSS process, IEP meetings, and other student‑plan discussions.
• Employ various coaching strategies to differentiate support through grade‑level, departmental, and vertical team meetings.
• Demonstrate depth of content knowledge and commitment to improving teaching practices.
• Model high‑quality, differentiated lessons that engage ML students in rigorous content.
• Maintain the district‑created Section 41 worklog.

HFT Salary Scale;
Section 41 funding source.