Lead Teacher and Coach- Special Education

Lead Teacher and Coach - Special Education

Starting Date: Aug 25, 2026

Official

Title:

Lead Teacher and Coach (LTaC)
Working Title: Lead Teacher and Coach
Duration: 10 months

Summary: The Lead Teacher and Coach’s responsibilities are to provide personalized coaching and direct support to both teachers and students with a focus on high‑powered, culturally and linguistically sustaining instruction, rich in evidence‑based literacy practices and/or numeracy and conceptual math understanding. This position is responsive to student and educator needs as identified by data and goals. The Lead Teacher and Coach (LTaC) will also focus on individual and group professional development that will expand and refine educators’ understanding of research‑based instruction and Multi‑Tiered Systems of Support (MTSS).

Daily Responsibilities:

• Assist in the design and delivery of job‑embedded professional development, including side‑by‑side coaching, modeling, observing, providing non‑evaluative feedback, and co‑planning.
• Model effective research‑based instruction techniques and strategies for differentiation of instruction and MTSS.
• Coach teachers on providing high quality, rigorous instruction to all students and targeted Tier 2 and Tier 3 instruction to students significantly behind their peers.
• In collaboration with principals, conduct direct student‑centered support:
  • Work directly with students to provide academic support, extension, and/or intervention to address diverse learning needs.
  • Conduct individual or small‑group sessions to reinforce concepts, develop study skills, and provide additional academic assistance.
• Provide direct instruction and interventions individually or in small groups to students in literacy, reading, writing, and/or math.
• Work with principal, educators, and other key staff members to provide embedded support to educators for implementing knowledge and skills learned through coaching and professional development sessions.
• Assist in assessing the impact of professional development sessions on student learning by conducting classroom observations and analyzing student data.
• Assist in developing high‑quality rigorous and aligned assessments and intervention tools.
• Assist in developing a Multi‑Tiered Systems of Support model at the school, guaranteeing high‑quality, differentiated, or just‑in‑time supports for accelerating instruction in all classrooms.
• Contribute to the school‑wide use of data to inform and improve instruction, including participation on the School Instructional Leadership Team (SILT) and consultation with Teacher Collaboration Teams (TCTs).
• Contribute to the school‑wide initiative to engage parents and family members as active members of students’ educational teams, providing support and coaching to families on techniques for improving literacy and/or numeracy at home.
• Commit to participate as an active member of a high‑performing team dedicated to continually improving practice and raising student achievement.
• Contribute to the culture of high expectations for all staff, students, and community members.
• Perform other duties as assigned by the Principal.

Qualifications:

• Strong background in elementary reading/writing and/or math instruction.
• Ability to collaborate with teachers and other staff.
• Ability to design, deliver, and assess the effectiveness of professional development.
• Demonstrated track record in raising student achievement.
• Strong coaching skills.
• Familiarity and competency with the analysis of educational data.
• Familiarity and experience with Multi‑Tiered Systems of Support (MTSS) model.
• Appropriate MA DESE licensure.
• Massachusetts Teaching license; at least 3 years of relevant experience preferred.

Terms of Employment:

• Rate:
  In accordance with the Unit A contract.
• Certificate and License Requirements: MA DESE Teaching Licensure.
• Physical Demands:
  Frequent fine motor use such as grasping, writing, typing, sorting, filing. May lift, push, pull up to 25 lbs. Alternative standing, sitting, walking. Travel between school locations throughout the work day as needed.
• Reports To:
  
  Principal.