K-3 Instructional Coach

K–3 Instructional Coach

At Matchbook Learning, our vision is simple: every child is known, loved, and flourishing. We are a tuition-free public charter school proudly rooted in the Hallville neighborhood of Indianapolis, serving K–8 students at Wendell Phillips School 63. Our students come with high needs and extraordinary potential — and our staff shows up every day to meet both.

Half of our student population are Multilingual Learners. We serve students with a wide range of learning needs and we are proud to be in this community. Our coaches are at the center of making great instruction happen — you will work alongside a visible, supportive leadership team, a strong network of teachers who want to grow, and a school community that is deeply invested in doing right by every child.

We are looking for a K–3 Instructional Coach who understands what great early literacy and math instruction looks like — and who has the skills, urgency, and professionalism to help teachers get there. This is not a compliance role. This is a coaching role: you observe, model, give clear action steps, follow up, and celebrate growth.

You will work shoulder-to-shoulder with K–3 classroom teachers every single day. You will bring data to every conversation. You will communicate a clear sense of urgency around Indiana's K–3 reading milestones — especially IREAD-3 — because you understand what is at stake if students don't get there.

You will be supervised by a Lead Coach and work as part of a collaborative coaching team committed to continuous improvement at every level.

• Conduct regular, structured classroom observations with clear coaching look-fors aligned to Tier 1 instructional expectations
• Deliver direct, actionable, and growth-oriented feedback to K–3 teachers following every observation
• Model lessons and co-teach alongside teachers when needed to demonstrate high-quality early literacy and math instruction
• Lead data meetings using NWEA, IREAD, and formative assessment results to drive instruction and identify students needing intervention
• Track teacher growth and student outcome data over time — and use that data to adjust coaching priorities
• Communicate a clear and consistent sense of urgency around Indiana K–3 reading milestones, including IREAD-3 expectations and consequences
• Administer, interpret, and use Core Phonics Screener data to identify phonics gaps and inform intervention groupings
• Administer, interpret, and use Acadience Reading (DIBELS) benchmark and progress monitoring data to track student literacy growth
• Support implementation of reading intervention programs (e.g., UFLI, SIOP-aligned strategies) with fidelity
• Collaborate with the Lead Coach, AP of Academics, and school leadership on school-wide instructional priorities
• Facilitate professional development sessions and coaching cycles that are practical, relevant, and directly connected to classroom practice
• Build trusting, professional relationships with teachers — modeling the same growth mindset you expect
• Maintain detailed coaching logs, observation records, and data tracking to support accountability and reflection
• Support summer preparation and planning tasks as needed while working remotely; must be available and responsive during summer months

Required:

• Bachelor's degree in Education or related field
• Valid Indiana teaching license
• Indiana Reading Endorsement — required, non-negotiable
• Minimum 3 years of successful K–3 classroom teaching experience
• Demonstrated ability to coach, mentor, or lead adult learners
• Deep knowledge of Indiana K–3 reading milestones, IREAD-3 standards, and early literacy best practices
• Comfort with data analysis — you can read a data report, explain what it means, and turn it into next steps
• High level of professionalism, punctuality, and reliability — you model what you expect
• Strong communication skills — clear, direct, warm, and solution-focused

Preferred:

• Experience in an instructional coaching, literacy specialist, or curriculum leadership role
• Familiarity with SIOP, UFLI, or other research-based reading frameworks
• Experience working in a high-need, urban school community
• Experience administering and…