Instructional Coach Elementary

Position: Instructional Coach Elementary 2025-2026
Location: Florissant

Instructional Coach, Elementary Reports To

Elementary Principal

Job Summary

Instructional specialists interact with teachers on all aspects of instruction, including planning, assessing learning, and differentiating to meet students’ needs. The instructional specialist helps lead the building in the absence of the building principal. However, the role of the instructional specialist is non‑supervisory, separate, and apart from the evaluative role of the principal/supervisor of the teacher. The instructional specialist advocates for, facilitates, and supports the work of the teachers, but never performs evaluation.

Duties

/ Responsibilities Work with district/building administrators and Building Professional Development Committee (BPDC) to facilitate high quality job‑embedded professional development for district and building staff to refine their knowledge and skills. Professional development could include, but be limited to: in‑class coaching; observing; modeling; analyzing student work; developing lesson plans based on student needs; data analysis; integration of technology; co‑planning; and teacher study groups.

Examples of Work Performed:

• Analyze building and district student achievement data and implementation data to guide the development of training for teachers.
• Document evidence in improving student achievement in classrooms/buildings.
• Analyze school and content area data for declines, or lower than anticipated growth, for follow‑up root cause analyses.
• Provide support in co‑leading data analysis with teachers to create strategy and skill embedding plans.
• Develop and help monitor 15‑30‑45 day support plans which include specific improvement actions and indicators of success with teachers.
• Role play, model, and practice effective coaching conversations related to instructional and classroom management strategies.
• Support individuals or teams of teachers in addressing persistent problems in their instruction or classroom management.
• Engage in conversations with teachers about planning, reflecting, and problem solving with the intent of building autonomy and interdependence.
• Interact with teachers on all aspects of instruction, including planning, assessing learning, and differentiating to meet students’ needs.
• Train teachers on the administration and use of formative and summative assessments.
• Provide professional development sessions for district trainings and site trainings.
• Meet with administrators and teachers to facilitate professional learning, student work analysis, and reflective instruction.
• Demonstrate knowledge and use of effective strategies that improve staff engagement and performance.
• Demonstrate skill in data‑driven decision making and professional learning teams.
• Use building walkthroughs to monitor and support building learning plans and the application of professional development.
• Provide constructive, two‑way feedback to teachers on planning, instruction and classroom management.
• Facilitate the analysis and use of student achievement data in professional learning communities to positively change instruction.
• Exhibit interpersonal, problem‑solving and organizational skills required to effectively facilitate coaching and professional development.
• Display the ability to collaboratively facilitate, present and monitor high quality professional development and create instructional tools to assist teachers in implementing effective strategies or reinforce specific skills.
• Paired observation of lesson plan objectives and instructional activities that align to the curriculum.
• Individualized teacher or group planning, modeling and/or co‑teaching to provide “real‑time PD” related to effective instruction aligned to the curriculum and Missouri Learning Standards.
• Provide feedback to teachers on their instruction.
• Perform other duties as assigned based on student, teacher, school or District needs.

Mentor Teachers New to the Profession through the District’s Teacher Induction Program (TIP)

Examples of Work Performed:

• Mentor each teacher in their 1st year in the profession for 40‑60 minutes a week.
• Mentor each teacher in their 2nd year in the profession for 40‑60 minutes every two weeks.
• Mentoring topics…