Junior High Instructional Coach; Math and Literacy

Junior High Instructional Coach (Math and Literacy)

Starting Date: Aug 7, 2026

REQUIRED QUALIFICATIONS:

• Bachelor’s degree in education or related field.
• Valid Ohio teaching license with the Ohio State Board of Education.
• Successful teaching experience, preferably at the middle school/junior high level.
• Demonstrated knowledge of effective, evidence-based instructional practices in mathematics and literacy.
• Experience using student data to inform instruction and intervention.
• Strong communication, collaboration, and organizational skills.
• Ability to build positive professional relationships with teachers, administrators, students, and other stakeholders and work both independently and collaboratively in support of district and building goals.
• Must pass any required background checks.
• Possess and maintain driver’s license and reliable transportation.

PREFERRED QUALIFICATIONS:

• Experience serving as an instructional coach, teacher leader, curriculum specialist, mentor teacher, or similar role.
• Experience supporting grades 7-8 instruction.
• Strong knowledge of Ohio’s Learning Standards in mathematics and English language arts.
• Experience with high-quality instructional materials and curriculum implementation.
• Experience supporting school improvement initiatives, including work with targeted student groups.
• Familiarity with ATSI (Additional Targeted Support & Improvement) building designation, I-MTSS (Integrated-Multi-Tiered System of Supports), teacher-based teams, data-based decision making, and instructional improvement planning.

GENERAL DESCRIPTION:

The Junior High Instructional Coach (Math and Literacy) will provide targeted coaching and implementation support to grades 7-8 educators in mathematics and literacy. The position supports the building’s ATSI designation and aims to improve instructional consistency and student outcomes through coaching cycles, data analysis, professional learning, effective instructional modeling, and evidence‑based interventions.

ESSENTIAL FUNCTIONS:

• Support grades 7 & 8 teachers in strengthening instruction in mathematics and literacy, focusing on student achievement, curriculum implementation, and addressing ATSI needs.
• Provide ongoing job‑embedded coaching, including goal setting, observation, co‑planning, modeling, co‑teaching, reflection, and feedback.
• Assist teachers in implementing effective practices aligned to Ohio’s Learning Standards.
• Model high‑quality mathematics and literacy instruction in classroom settings.
• Support differentiation for diverse learners, including students with disabilities, English learners, gifted students, and students below grade level.
• Help teachers use formative assessment strategies to adjust instruction and improve outcomes.
• Promote practices that increase engagement, academic discourse, critical thinking, and standards‑based learning.
• Collaborate with administrators, teams, and district leaders to align coaching with the school improvement plan.
• Help identify priority standards, instructional gaps, and student groups needing support.
• Monitor progress toward improvement goals via data review and instructional trends.
• Develop and implement targeted strategies to improve outcomes for identified student groups.
• Participate in team meetings, data meetings, and school improvement structures as appropriate.
• Support Integrated‑Multi‑Tiered System of Supports (I‑MTSS) practices for mathematics and literacy.
• Maintain documentation of coaching activities, goals, and progress.
• Provide updates to district leadership regarding implementation progress and needs.
• Attend and actively participate in professional learning opportunities and meetings.
• Perform duties in conformity with district vision and mission statements.

KNOWLEDGE, SKILLS, AND ABILITIES:

• Knowledge of effective math and literacy instruction, Ohio’s Learning Standards, high‑quality instructional materials, assessment practices, data‑based decision making, I‑MTSS, and school improvement processes.
• Strong skills in instructional coaching, professional learning facilitation, curriculum implementation support, data analysis, collaboration, and relationship‑building.
• Ability to support adult learners,…