K-2 Instructional Coach - SMES

K-2 Instructional Coach - SMES  School Year)

Location:

Harrisonburg City Public Schools SMITHLAND ELEMENTARY - Harrisonburg, Virginia

Starting Date: Aug 10, 2026

Instructional coaches are an integral part of the leadership team of middle or high school, along with principals, counselors, teachers, media specialists and other support staff. The instructional coach is primarily responsible for providing school-wide instructional leadership by positively impacting student achievement and professional learning through coaching and demonstrating best instructional practice. The instructional coach maintains professional relationships with staff, administrators and students.

• Possess or qualify for a VA collegiate professional license with an endorsement in Elementary Education
• Completed LETRs training (or will complete within 1st year of coaching)
• Completed OG training (or will complete within 1st year of coaching)
• Minimum of 5 years of successful elementary classroom teaching experience including teaching linguistically diverse students
• Demonstrated ability to transfer scientifically-based researched instructional strategies, including strategies to increase language production into classroom instruction
• Strong planning and organizational skills with the ability to manage multiple projects
• Working knowledge of assigned K-5 SOL content
• Experience collecting, visualizing, and acting on student formative assessment data to alter instruction and student learning outcomes
• Demonstrated knowledge of instruction and curriculum development, current theory, instructional practices, and various assessment strategies
• Experience working with diverse learning needs
• Proficiency with Google Suite, email, and information system applications
• Proficiency in the use of a variety of office equipment and technology with experience using
• Proficiency in business English: spelling, grammar and spoken language
• Emotionally mature, objective and sensitive to people and their concerns. Able to handle responsibility, work independently, and maintain collaborative working relationships with students, families, administration, co-workers and the community
• Experience working directly with individuals and families from diverse racial, ethnic and socioeconomic backgrounds
• Familiarity with racial equity and inclusion frameworks; models non-discriminatory and cultural inclusion practices in all activities. Respects the worth, dignity and individual beliefs of others
• Excellent written and verbal communication skills and the ability to present to diverse audiences, specifically racially, ethnically, and socioeconomically diverse communities to foster professional relationships and exchange ideas
• Demonstrates leadership qualities and personal characteristics necessary for working effectively with students, teachers, administrators and the community
• Excellent interpersonal skills and the ability to flex communication style to multiple cultural environments to improve instructional practices

• Effectively uses the HCPS coaching model
• Supports teachers in the implementation of school and division level initiatives
• Collaborates with Principals, the Coordinator of Instruction and Content Coordinators to determine instructional support needs (including providing intervention if needed)
• Works with administrators and teachers to interpret student data and instructional needs
• Supports teachers growth through:
  • Co-Planning
  • Co-Teaching
  • Micro Modeling lessons
  • Analyzing student data
  • Observing
  • Providing feedback
• Works with principal to plan and provide staff development based on school need
• Responds to telephone, email, in person requests
• Serves as a role model by developing and effectively maintaining professional boundaries with staff and students
• Serves as a role model for others as an educational leader by demonstrating good attendance, punctuality, appearance, demeanor, dress and behavior
• Models professional, moral and ethical standards as well as personal integrity in all interactions, including non-discriminatory and cultural inclusion practices by respecting the worth, dignity and individual beliefs of others
• Participate in…