Instructional Systems COACH; Secondary

INSTRUCTIONAL SYSTEMS COACH (Secondary)

The Instructional Systems Coach facilitates the implementation of district adopted curriculum by providing job‑embedded, curriculum‑based professional learning and coaching. The role partners with teachers, instructional leaders, and district teams to ensure high quality instructional materials are implemented with fidelity, aligned to tiered systems of support, and supported by data‑informed practices, resulting in stronger instruction and improved student outcomes.

• Current Kansas licensure in assigned grade level/content area
• Experience teaching Lawrence Public Schools curriculum preferred
• Master’s degree preferred
• Demonstrated knowledge of curriculum implementation, instructional coaching, assessment practices, and tiered systems of support
• Experience facilitating adult learning and professional development preferred

• Facilitate and participate in district curriculum review and development processes designed to provide, seek, and create quality curriculum and instructional resources, including digital and electronic formats.
• Communicate and support the implementation of district‑approved curriculum and High Quality Instructional Materials with fidelity.
• Design and deliver curriculum‑based professional learning aligned to district instructional priorities, HQIM, equity initiatives, blended personalized learning, and Tiered Systems of Support (MTSS/Ci3T).
• Provide ongoing, job‑embedded coaching to teachers and instructional staff focused on lesson planning, instructional delivery, assessment practices, differentiation, and effective use of curriculum materials.
• Model and co‑teach lessons that emphasize research‑based instructional strategies, lesson internalization, questioning techniques, and effective assessment practices.
• Collaborate with building administrators, instructional leaders, school leadership teams, and district departments to advance district and building initiatives and ensure instructional coherence.
• Support teachers in enriching the learning environment through effective integration of instructional technology.
• Collect and analyze implementation data, student achievement data, walkthrough feedback, and assessment results to inform coaching support and continuous improvement efforts.
• Translate student and implementation data into meaningful instructional practices and targeted supports for staff.
• Support educators in using curriculum‑embedded assessments and student performance data to identify students for Tier 2 and Tier 3 interventions, monitor progress, and adjust instruction accordingly.
• Coach teachers and school teams in the implementation of MTSS/Ci3T systems to ensure strong Tier 1 instruction and alignment between curriculum, interventions, and student needs.
• Support implementation of Individual Plans of Study by helping educators integrate career awareness, goal setting, and postsecondary planning into instructional practices.
• Facilitate and participate in curriculum leadership meetings, Professional Learning Communities, and district initiative seminars.
• Provide differentiated support to teachers, teams, and buildings based on identified needs and priorities.
• Mentor and support new staff members through collaboration, modeling, and reflective feedback.
• Encourage participation in professional growth opportunities and foster reflective instructional practices.
• Provide innovative, evidence‑based professional learning opportunities matched to teacher and building needs.
• Stay current with curricular, instructional, assessment, equity, and educational technology trends and research.
• Foster open communication, collaboration, conflict resolution, and team building among staff and stakeholders.
• Build trusting, collegial, and confidential relationships with teachers, administrators, and district personnel.
• Serve as a resource, collaborative problem solver, and liaison between schools and the Teaching and Learning Department.
• Support administrators during district and building‑level professional development days and instructional initiatives.
• Participate in curriculum development and district‑wide instructional…