Title Instructional Coach

• Position Type:
  Instructional Support/ Instructional Coach
• Date Posted: 2/19/2026
• Location:
  
  CAMPUS
• Date Available:
  
  Upon Hire

Education/Certification

Required:

• Bachelor's Degree
• Valid Teaching Certificate
• Preferred:
  Master's Degree

Experience

Required:

• Three years of classroom experience

Special Knowledge/

Skills:

• Knowledge of curriculum and instruction including appropriate strategies, student assessments, and available instructional resources
• Ability to evaluate teaching effectiveness
• Demonstrates strong organizational, communication, public relations, and positive interpersonal skills in all working relationships
• Ability to lead, motivate, and involve others in a team effort
• Ability to communicate effectively both in oral and written formats
• Ability to interpret policy, procedure, and data

Technology Proficiency (in applied use of):

• Computer operations
• Software productivity tools (i.e., Microsoft Office)
• e-mail
• Printers
• Student management systems
• Multimedia tools
• Electronic file management
• Technology Applications, TEKS, CCISD Acceptable Use Policy, and Technology Ethics/Etiquette
• District and campus computer-based/web-based programs

The Title I Instructional Coach is a critical lever in improving student achievement. The role of the Instructional Coach is to build teacher capacity and teacher understanding of effective instructional practices. An Instructional Coach is an instructional leader who models continuous improvement, lifelong learning, and goes above and beyond to ensure for student success. All Instructional Coaches will work collaboratively as a team with members of their campus, the Title 1 Department, and the Department of Curriculum and Instruction.

Instructional Coaches promote reflection, provide guidance and structure where needed, and focus on strengths, collaboration, and common issues of concern. They are responsible for ensuring high-quality instruction in classrooms through modeling, co-planning, co-teaching, providing feedback to teachers, and providing professional development for teachers and other campus staff. This is not a supervisory position and does not include evaluation of colleagues, but does include professional monitoring and assessment of effective instructional delivery, instructional planning and preparation, effective use and maximization of instructional time, differentiated instruction, use of data-driven instruction, hands-on learning in order to maximize student engagement, ensures that the District's Instructional Guides are implemented with fidelity, ensures for technology integration in instruction, ensures for effective classroom management, provides one-on-one and or campus-wide professional development for teachers, builds capacity in teachers and supports them in becoming strong instructional leaders, and ultimately ensures that all of the aforementioned effectively support student success.

The Instructional Coach assumes various roles and responsibilities within the school setting.

Campus Principal and Director of Title 1/​SCE

• Engage in the coaching with teachers, making informal classrooms observations, and offering insights for enhancement of teaching-learning situations. Feedback provided directly to the teacher will be for the purpose of instructional support and improvement (not evaluation).
• Coach teachers and model lessons in classrooms, in professional learning communities, and in one-to-one meetings on a daily/weekly basis.
• In collaboration with campus administration, the Department of Curriculum and Instruction, and the Department of Title 1/SCE, the Instructional Coach will create an intentional, written plan for coaching teachers based on data that includes scheduled times to provide targeted support. These coaching plans and outcomes will be maintained by the Instructional Coach to document the support that has been provided.
• Assist teachers with planning and pacing of lessons, the development of differentiated lessons, and the selection of best practices to meet the needs of their students.
• Support individuals and collaborative teams in their effort to make data and research-based instructional decisions to increase student…